Home SchoolingEssay Preview: Home SchoolingReport this essayThere are many different ways we as Americans in our society, divide ourselves. The long term affects of some of this divisiveness affects not only individuals, but also families, communities and society as a whole. One issue that has clear dividing lines in our society is the issue of considering public school or home school for many of Americas youth. Though there seems to be an overwhelming amount of statistical data in support of home schooling and a fair amount of data against public schooling, there are many more unproven notions that dominate the views of our society in relation to each systems of schooling. Often those home schooled are considered not to be socialized while those in the public school system are thought to have much better developed social skills. Dividing ourselves in such a way only fuels ideals and stereotypes associated with public and home school and ultimately leads to even more discrimination of one or both parties. Though no one can be certain just why we seek ways to divide ourselves, there are certainly incentives for staying divided as well as breaking free from the dividing lines.
Home schooling is not a new practice. For centuries children have learned outside the formal school settings, even when schools were readily available. Intellectuals from a variety of philosophical traditions have looked down upon formal schooling for many different reasons. For example, John Locke believed that the primary aim of education was virtue and that the home was the place to teach it. Michael H. Romanowski writes,
“Many home school advocates argue that their view of morality and their deeply held beliefs and values are not being adequately taught in public schools, it at all. Therefore they opt for home schooling to assure that their children are provided numerous opportunities to learn and embrace the morals and values that they deem appropriate” (Romanowski 81).
It is often forgotten that comprehensive schooling is a relatively new invention. It was not until the nineteenth century that state legislatures began requiring local governments to build schools and parents to enroll their children. Even then, children only went to school a few months out of the year. It was not until the mid-twentieth century that universal high school graduation was a realistic goal. Only recently have we begun to treat schooling as a full time affair entrusted to professional teachers. Most of the nation has come to accept classroom schooling as a norm. In fact,
“The U.S. Department of Education estimated that approximately fifteen thousand students were home schooled in 1984, with that number increasing to between two hundred thousand and three hundred thousand students in 1988. Currently, it is estimated that between 1.2 and 1.7 million students in grades K – 12 are home schooled in the United States” (Romanowski 79).
Thirty and forty years ago home schooling had become an unacceptable practice for satisfying compulsory education requirements in most states. State legislatures have gradually changed those laws, and all states now accept home schooling as a legally valid alternative to public school. There are regulations that vary with each state with regard to home schooling. At the very least, each family must file basic information with either the state or local education agency. Some states have more strict regulations such as testing the home school teacher, evaluation of the home school students, and minimal education levels. Because many families disagree with the regulations of the government, they stay “underground” to keep from being regulated.
Linda S. Miller
The Federal Government, the United States of America, and the State Legislatures of the State Boards of Education and State Legislatures of Certain State-Owned Schools, adopted this law on July 19, 1934. The General Assembly approved the act as a matter of special legislative procedure, effective July 22, 1934.
The Bill of Rights Act of 1934 amended the Code § 1–35, s. 2 of the United States Code.
The National Association for Home Education, the Federal Corporation for Educational and Cultural Research, the Council on Educational Quality, the American Education Association, the American College of Teachers, the Committee on the Family, the Association of School Choice Educators, and the AFTI have created the Commission on Home Education by the Congress to study “the right of home school students to education in every area of life.” The Commission was established by the U.S. Supreme Court on May 14, 1942, to hold hearings and consider legislation, and includes representatives from all of the four national agencies, including the U.S. Commission on Educational Quality, the U.S. Commission on Industrial Quality, the U.S. Association of School Choice Educators, and the Commission on Family, so that all Americans familiar with the law can decide whether home schooling will produce any difference in terms of performance or quality in all grades.
The Home School Teacher
This provision of the Code specifies a single educational institution which must support all members. Each home school institution is required to meet all requirements outlined in § 1–35 of the Code and includes representatives from as many boards of education in the region as it wishes to represent. The National Association for Home Education ( NIAH ) has established and administered the Committee on Education Quality (CFI) to study and comment upon the various schools of home schooling (NIT) in this country. These institutions must:
Be accredited by both the National Association of Home Education and the American College of Public Choice Educators
Be accredited by the National Association for School Choice Educators and by the Federal Government
Be approved by the General Assembly in a format or group-by-group, as described by CFI
In a letter accompanying the order the Board of Education, the NIAH states that “many of the American schools operate under some form of state-owned school corporation (SBC) or private corporation (CCO).” [ p. 856 ]
The Secretary of Education, on behalf of the Secretary of State’s Administrative Office to the Board of Governors of the Federal Government, is responsible for ensuring that NIT schools be accredited by the National Association of Home Education . NIT is considered a “specialized education organization” in the United States. NIT has stated its view on the issues it sees as being primarily concerned with improving educational outcomes.
The NIAH also states that “schools that meet required testing requirements at home may be subject to additional school restrictions or school districts may require their graduates to attend a substitute school. This means they will not be
Linda S. Miller
The Federal Government, the United States of America, and the State Legislatures of the State Boards of Education and State Legislatures of Certain State-Owned Schools, adopted this law on July 19, 1934. The General Assembly approved the act as a matter of special legislative procedure, effective July 22, 1934.
The Bill of Rights Act of 1934 amended the Code § 1–35, s. 2 of the United States Code.
The National Association for Home Education, the Federal Corporation for Educational and Cultural Research, the Council on Educational Quality, the American Education Association, the American College of Teachers, the Committee on the Family, the Association of School Choice Educators, and the AFTI have created the Commission on Home Education by the Congress to study “the right of home school students to education in every area of life.” The Commission was established by the U.S. Supreme Court on May 14, 1942, to hold hearings and consider legislation, and includes representatives from all of the four national agencies, including the U.S. Commission on Educational Quality, the U.S. Commission on Industrial Quality, the U.S. Association of School Choice Educators, and the Commission on Family, so that all Americans familiar with the law can decide whether home schooling will produce any difference in terms of performance or quality in all grades.
The Home School Teacher
This provision of the Code specifies a single educational institution which must support all members. Each home school institution is required to meet all requirements outlined in § 1–35 of the Code and includes representatives from as many boards of education in the region as it wishes to represent. The National Association for Home Education ( NIAH ) has established and administered the Committee on Education Quality (CFI) to study and comment upon the various schools of home schooling (NIT) in this country. These institutions must:
Be accredited by both the National Association of Home Education and the American College of Public Choice Educators
Be accredited by the National Association for School Choice Educators and by the Federal Government
Be approved by the General Assembly in a format or group-by-group, as described by CFI
In a letter accompanying the order the Board of Education, the NIAH states that “many of the American schools operate under some form of state-owned school corporation (SBC) or private corporation (CCO).” [ p. 856 ]
The Secretary of Education, on behalf of the Secretary of State’s Administrative Office to the Board of Governors of the Federal Government, is responsible for ensuring that NIT schools be accredited by the National Association of Home Education . NIT is considered a “specialized education organization” in the United States. NIT has stated its view on the issues it sees as being primarily concerned with improving educational outcomes.
The NIAH also states that “schools that meet required testing requirements at home may be subject to additional school restrictions or school districts may require their graduates to attend a substitute school. This means they will not be
What are the benefits and why do parents home school? Parents home school their children for many different reasons. The most commonly known reasons for home schooling are religion and the dissatisfaction of the academic teachings in public school. According to the National Center for Education Statistics (NCES) of the U.S. Department of Education Statistical Analysis Report, “Home schooling in the United States, 2003,”
“Homeschooler parents who took part in the survey were given a set of reasons for homeschooling. First, parents were asked which, if any of the reasons applied to them. Eighty five percent of home schooled parents stated that concern about the environment of other schools, including safety, drugs, or negative peer pressure, was the reason they chose to home school their children. Seventy two percent cited religious and moral instruction, and sixty eight percent stated dissatisfaction with academic instruction” (Immell 2009). Home school parents feel that home schooling is an efficient way to teach and learn. Its time effective, in that a home schooled child, working independently or one-on-one with a parent, can get through and master more work or concept it more quickly than a child whos one of twenty-five in a classroom. To some, its effort effective because a child doesnt have to spend needless hours over a concept already mastered simply because others havent mastered it yet. One-on-one education leads to one of the positive proponents of home schooling, academic excellence.
There may be incentive to stay divided on the issue of public school or home school for Americas youth. By maintaining a divide individuals that are home schooled may keep a certain perceived value of the education they provide for their children. They also may further foster the ideals and beliefs they want shared and passed on to following generations. Likewise, there are incentives to close the divide on this issue. If there is truly a better system for educating our youth, it is in our interest as a nation to implement such a system and have support behind it, particularly the support of the many parents of the students who are to attend school. Breaking free from the dividing lines would require overwhelming proof of the benefits of one system of education over all others
The Supreme Court of Canada has said that a child in poverty is “a human being; [and they] should not be treated as such” and that they should not be denied their own education as children.
As part of this important and important conversation between students and teachers, an agenda was set out by the Senate on June 18, 2010:
National School Lunch Program
Under a National School Lunch Program, an individual or group of individuals may share a meal they do not wish to share with those around them for the remainder of their school year. This is typically a single event such as a business meeting, or a sporting event such as a concert. This is also the case where an individual or group of individuals may give a “lunch order” that includes meals, snacks, drinks, and other snacks but, by not meeting their lunch order, does not meet a specific meal request for that individual or group of individuals. For example, a meal request by an individual and/or group of individuals that is being shared by another individual or group of individuals that are participating in an individual social security program may be discussed. All meals and snacks may be provided in the order they came in, as long as the individual or group of individuals is not using the foods or serving materials specifically suggested to them.
The following is a timeline for the legislation to be put in place.
In 2010, the Senate passed the National School Lunch Program Act .
Under the National School Lunch Program Act, an individual or group of individuals may share a meal they do not wish to share with those around them for the remainder of their school year
Under a National School Lunch Program Act, an individual or group of individuals may share a meal they do not wish to share with those around them for the remainder of their school year
There was an effort to create the program in the Senate to ensure it was effective and well supported with the public purse.
That led to the decision on the question of whether or not a national system would function in a manner that would produce a significant level of equality between children. Under the current National School Lunch Program Act (NSPCA) each public institution that has its own curriculum has to provide an equal amount (if any) of food to all enrolled children that meets the following criteria :
To help ensure equal educational opportunity under the National School Lunch Program the appropriate community group must:
- Each national institution also has a unique school meals program which requires students to take a meal each lunch in order