INFORMATION TO USERS The m ost advanced technology has been used to photo­ graph and reproduce th is m anuscript from the microfilm master. UMI film s th e original text directly from the copy submitted. Thus, some dissertation copies are in typew riter face, while others may be from a computer printer. In the unlikely event th a t the author did not send UMI a complete m anuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted m aterial had to be removed, a note w ill indicate the deletion. Oversize m aterials (e.g., m aps, draw ings, charts) are re ­ produced by sectioning the original, beginning at the upper left-hand com er and continuing from left to right in equal sections w ith sm all overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and w hite photographic print for an additional charge. Photographs included in the original m anuscript have been reproduced xerographically in th is copy. 35 mm slides or 6" x 9" black and w hite photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■UMI Accessing the Worldfe Information since 1938 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA \ O rder N um ber 8814857 A nalysis a n d com parison o f th e causal factors of hom e-school education betw een th e hom e school p aren ts o f N ew aygo C ounty In term ed iate School D istrict an d th e in term ed iate school districts* sup erin ten d en ts in th e sta te o f M ichigan Hansen, Bradley J., Ph.D. Michigan State University, 1988 C opyright © 1987 by H ausen, B radley J . A ll righ ts reserved. UMI 300N.ZeebRd. Ann Arbor, MI 48106 ANALYSIS AND COMPARISON OF THE CAUSAL FACTORS OF HOME-SCHOOL EDUCATION BETWEEN THE HOME SCHOOL PARENTS OF NEWAYGO COUNTY INTERMEDIATE SCHOOL DISTRICT AND THE INTERMEDIATE SCHOOL DISTRICTS' SUPERINTENDENTS IN THE STATE OF MICHIGAN By Bradley J. Hansen A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1987 Copyright by BRADLEY J. HANSEN 1987 ABSTRACT ANALYSIS AND COMPARISON OF THE CAUSAL FACTORS OF HOME SCHOOL EDUCATION BETWEEN THE HOME SCHOOL PARENTS OF NEWAYGO COUNTY INTERMEDIATE SCHOOL DISTRICT AND THE INTERMEDIATE SCHOOL DISTRICTS' SUPERINTENDENTS IN THE STATE OF MICHIGAN by Bradley J. Hansen The purpose of motivating factors children at perceptions study is to determine the parents have when educating school-aged A secondary purpose of the study is to home. determine if this Intermediate regarding School parent compared with actual parent District Superintendents motives responses who are accurate when have implemented home-based education programs. Due to schools the increase in the number of non-approved home and represents related home-based education The various reasons why some parents elect to educate their children at clearly emerging coverage, issue. home rather an news than in traditional educational settings is not understood. assumptions controversial that home parents want for their The study schools have children and was developed unique that only from aspects that parents can say what it is they perceive these distinguishing aspects to be. Bradley J. Hansen In order to clarify schools, a rationale for historical background education was the recent increase home schools of public reviewed. in home was presented. and parochial The school The evaluation of home-school education as it currently exists, was set forth. The population of thirteen who educate their children different at home sets were of parents obtained from responses to open-ended questions. The researcher processed the data responses and examined analysis technique, as well the as checking using the content for consistency of response. The entire population of intermediate school district superintendents in the state of Michigan were surveyed. results of this survey gave of why they versus a was to choose to traditional compare the reasons parents educate their children at home educational setting. processed the responses and The examined the The researcher data to determine similarities and differences among the responses. The study is significant an understanding of the children from public reasons and provide education at home. because it may contribute to why parochial By parents remove their school settings and investigating the factors which motivate home school parents, public educators will be able to better determine able to reduce this trend. if action on their part might be Bradley J. Hansen The research questions were: 1. What specific aspects of home-based education do parents want for their children? 2. What are the distinguishing characteristics of home-based education as perceived by parents? 3. What do parents perceive as giving home-schools its unique character? 4. What implications of home-based do superintendents' perceptions education have on the future of public school education? Parents perceived home-school education different in kind from public or parochial education. to be Major conclusions of the study are: 1. A firm belief is shared by parents and educational leaders that parents can and should be deeply involved in the educational development of their own children. 2. Parents and educational leaders agree on the perceived factors which motivate parents to choose home-based education for their children to be; the negative influences in our society which is reflected in our public school environment, lack of confidence in our public school system, and for religious preference. 3. Specific home-school legislation is needed and desired by parents and educational leaders to insure that all children have adequate teachers, equivalent curriculum, instructional time and periodic testing to measure progress and determine problem areas. Bradley J. Hansen Building cooperative relationships between public school officials and home-schoolers was seen as a method that could enrich our understanding of child development and learning since home-schools provide a substantially different learning environment. This work is dedicated to my family. Without their understanding and help, the completion of this dissertation would not be a reality. ACKNOWLEDGEMENTS Without the aid and caring of the following people, this project could not have been completed: Dr. Louis Romano, my patience and chairman; never-ending I support. thank him for his His encouragement and friendship will always be remembered. Gratitude to Dr. James Costar, Dr. Keith Groty, and Dr. Eddie Moore committee. for serving as members of my dissertation Their thoughtful suggestions in the formulations and completion of this dissertation are much appreciated. My wife, Nancy Sue Hansen, for her strong support and encouragement throughout my doctoral program. My children, understanding and Bradley James willingness to and Brian John, for their delay wants and sometimes needs during this time. Dr. William Howard, a friend ever willing to listen and share ideas. Denise McDaniel, for editing and typing the final copy of this dissertation. viii TABLE OF CONTENTS Page CHAPTER I INTRODUCTION Historical Perspective of the Problem 1 Rationale for the S t u d y ........... 2 Statement of the Problem ............. 3 Research Questions . ........ 4 Purposes of the S t u d y ....................4 Significance of the S t u d y ............... 5 Limitations of the Study ............. 5 Procedures .............................. 6 Definition of Terms ................... 7 Summary and O v e r v i e w ...................... 8 CHAPTER II REVIEW OF THE LITERATURE Background Information of Home-Based Education in the United States . . . 10 Factors Which Have Influenced the Growth of the Home-Based Educational Movement ........................... 17 Home-Based Education in the State of .................. 24 Michigan . . . S u m m a r y ..................................28 CHAPTER III METHODOLOGY ' CHAPTER IV ............... 29 Population on Interest Explanation of the Research Method . . . 30 Selection of the S a m p l e ................ 31 Procedures ............................. 32 Research Questions and Instrument D e s i g n ............................... 33 Data Analysis T e c h n i q u e .......... 36 S u m m a r y ..................................38 PRESENTATION AND ANALYSIS OF DATA Sample Characteristics ............... Number of Public and Home-School Children ........................... Definition of Home-School ............. Educational Affiliation of Home-School Chi l d r e n ............................. Parent Reasons in Favor of HomeEducation as Perceived by Superintendents and as Given by Parents ............................. ix 40 40 43 46 49 Actual Reasons in Favor of HomeEducation as Perceived by Superin­ tendents and as by P a r e n t s .......... 52 Superintendents Perceptions of the Problem Relating to Home-School Education ......... .......... . 5 9 Seriousness of the Problem as Perceived by Superintendents ................ 62 Superintendents Opinion as to the Need for Evaluation of Home-Schools . . . 63 Unique Characteristics of Home-School . 65 Statements by Home-School Parents as Negative Features in Public Schools . 67 Distinctive Qualities of Home-Schools as Viewed by P a r e n t s ................ 69 Consistency of Responses . 70 CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS Summary ............................... 72 Findings ........................... 77 Negative Influences . 77 Religious P r e f e r e n c e .......... .. . 78 Lack of C o n f i d e n c e .................. 78 Public School Environment .......... 79 Lack of C o n f i d e n c e 1 . . 79 Religious Beliefs ................... 80 C o n c l u s i o n s .......... 81 Recommendations for Further Research . . 87 R e f l e c t i o n s ............................. 88 APPENDIX A 92 APPENDIX B 96 BIBLIOGRAPHY ......................................... 100 GENERAL REFERENCES 104 LIST OF TABLES TABLE 1 PAGE Number of Public School and Home-School « Children in Michigan and Newaygo County . . . . 42 2 Number of Home-School Children in Michigan and Newaygo County According to Level of School ......................................... 42 3 Definition of "Home-School" as Given by Superintendents and P a r e n t s ...................... 45 4 Education Affiliations of Home-School Children . . 47 5 Parents Reasons in Favor of Home-Education as Perceived by Superintendents and Parents ... 50 6 Actual Reasons in Favor of Home Education as Perceived by Superintendents as Given by Parents ..................................... 56 7 Areas that Best Reflect the Reasons in Favor Of Home-Schooling as Perceived by S u p e r i n t e n d e n t s ................................... 58 8 Problems Related to Home-Schooling as Perceived by Superintendents.................................62 9 Seriousness of Home-School Problems as Perceived by S u p e r i n t e n d e n t s .............................. 63 10 Superintendents Opinion as to the Need For Evaluation of H o m e - S c h o o l s ...................... 64 11 Unique Characteristics of Home-S c h o o l s ............. 65 12 Statements by Home-School Parents as Negative Features in Public Schools ................... xi 67 CHAPTER I INTRODUCTION The movement by parents to provide school-aged children academic instruction educational 1980's. at settings Due to home has rather gained the increase than popularity in the traditional during the number of nonapproved home schools and related news coverage, home-based education represents an emerging various reasons why controversial some children at home settings is not clearly of educational rather parents than in issue such as The elect to educate their traditional educational understood. leaders, (20:119) Also, the perceptions Michigan's Intermediate School District (ISD) Superintendents as to why they believe the home-based education movement has gained not been currently documented. schools popularity has This information would be valuable as and parents seem to be in direct adversarial positions. Historical Perspective of the Problem Although today, be a radical idea, just the opposite. educating your the long the middle reach of human history shows Compulsory school attendance laws as we know them today were not until child at home seems to of widespread the l last in the century. United States Although "free" schools date back children should to be colonial days, educated the outside idea the that most home often was strongly resisted as a usurpation of parental rights. At the beginning of this century of religious schools or there was an upstart private schools due to the parents desire to have "God" in the curriculum. The Calvert School, oldest of the organizations enrolling home-schooled children was begun Catholic officially school, in which 1908. had (21:512) The American approximately operation by 1840, had prepared for teaching, but taught reading and writing along with religion. be many (11:473) religious were not specifically Today, however, there continues to devout Christian secular nature of the suitable teachers who 200 schools in parents who public schools school. are unhappy with the and have not found a Others withdraw from public schools for academic reasons. schools in are enough. The largest growth in home-schooling appears among these general These parents argue that not educating their children well Christian parents to be who enroll their children in home curriculum or provide curriculum packages designed for parents teaching children at home. Rationale for the Study More and more parents have decided, that they would rather educate their send them for many reasons children at home than to established public or parochial schools. This trend toward home-schooling Michigan, but appears state officials exact figures. They say they to say be on a roll in it's hard to pinpoint are being hampered in their counting efforts by parents who do not fill out the required registration forms. superintendent The actual is very across the nation. 5.000 and 6,000 with In estimates that 15.000 students nation. (26:112) associate a state school lot of people who just number of children in home to project in Michigan and Michigan, James Phelps, Associate for school management projects between students. the are difficult State Superintendent analyst Phelps, says, "There refuse.” (31) instruction James Patricia United States home instruction to well M. Lines, political Department of Education, has grown since 1970 from over 120,000 students across the Francis Roberts in his article, "The Home-Schooling Question", projected at least 30,000 students nationally. (26:112) A closer look at the number of students in Michigan who are involved with home educators in public or very little instruction could be beneficial to parochial schools. There has been documented on the reasons and number of parents who choose to educate their children at home. Statement of the Problem The problem of this study was to identify the causal factors of why parents choose to educate their children at 4 home as perceived intermediate school by parents in superintendents Newaygo in the County State and of Michigan. Research Questions In this study the writer focused on the factors and problems of home-based education by seeking answers to the following questions: 1. What specific aspects of home-based education do parents want for their children? 2. What are the distinguishing characteristics of home-based education as perceived by parents? 3. What do parents perceive as giving home-schools its unique character? 4. What implications do superintendents' perceptions of home-based education have on the future of public school education? Purposes of the Study The purpose of motivating factors home. this study parents have School District regarding parents' motives are parents' responses educational programs. to determine the when educating children at A secondary purpose of the study Intermediate actual is is to Superintendents accurate when determine if perceptions compared with who have implemented home-based 5 Significance of the Problem Over several decades, the public schools dominant force within education. have been the During the 1980's, public education's leadership role in education has been challenged by different groups and individuals with increasing success. These challenges have eroded the role of public education in contemporary American society. The home-based education movement is one of the most direct challenges an issue related to reform students from the public review of home-based certified proponents programs teacher. motivate home-school indicate to advocate may By rather the classroom setting. literature will home-school but be the as it is not removal of Also, as the the reader, several position implemented investigating that these without the a state factors which parents, public educators will be able to better determine if action on their part might be able to reduce this trend. Limitations of the Study The validity of this studyis influenced by the following factors: 1. The skill of the interviewer in securing the needed data from parents who have implemented home-based educational programs will be appropriate and sound. 6 2. The study assumes that parents who have implemented home-based educational programs will respond to the interview questions with accurate responses. 3. The nature and validity of the interview questions and questionnaire to be presented to participants shall be appropriate in testing the hypotheses. Procedures The first design step in interview freely give the data questions collection process was to through their perceptions which parents could of the reasons they chose to provide their child with home education. A written questionnaire intermediate school to. A pilot format, was was developed superintendents in study of the for the Michigan to respond questions and questionnaire completed using five jurists, so as not to bias the superintendents. superintendent, an The five intermediate jurists school included a K-12 superintendent, a parent of public school students, a parent of a home-school student, of and official. No a Michigan changes in State the Department questions and Education format were deemed necessary. The interviews this study. frequency results. were The content was counts were transcribed by the researcher of analyzed and assigned categorized, and prior to interpreting the The data, together with Chapter II, formed the the information basis for the identified in discussion and questionnaire of the perceived factors of why parents choose to educate their children at home. Definition of Terms Public School - A publicly funded facility that provides tuition free education without restrictions and is available to all school-aged children. Home-based School - A school maintained by parent or parents within the family housing unit where educational instruction is presented to children by the parent or parent's agent without public financial assistance. Unapproved Private School - A school that does not receive public financial assistance and for whatever reason, fails to seek approval as a school by an appropriate state educational agency. Intermediate School District - One of the 57 educational agencies designated by the State of Michigan as an intermediate school district. Such districts are public institutions. Superintendent - The chief school district. school official within a public Compulsory Education - A broad term used to identify state statues mandating school attendance for school-aged children. Parents - Father, mother, children. or legal guardian of school-aged Child - A male younger. human being or female 16 years of age or Teacher Certification - The completion of higher education requirements in the State of Michigan necessary to obtain the licensing requirement to present instruction to school-aged children, resulting in a high school diploma. 8 Conservation Religious Group - More than one individual advocating a fundamentalist Christian viewpoint organized to impact on certain elements of American society, such as public education. Summary and Overview Several articles and studies indicate many parents educate identify the positive negative aspectsof public or private schools. is raised: their children at aspects "What are the home. of home reasons why These reasons education actual reasons and the The question that children are educated at home as perceived by parents?" In Chapter I the rationale for the study, of the study, procedures, background to statement of significance definition of problem, the the problem, purpose of the terms, the study, limitations, chapter summary and overview of the study are given. Chapter understanding II the contains a review establishment, of the literature for development, and the reasons parents give for educating their children at home. The methodology, which includes the instrumentation, sample, collection of data, and method of data analysis is described in Chapter III. Chapter question and IV contains a questionnaire; statement a summary of of each interview the analysis derived from the responses; and a description of responses by category including a selection of quotations from the interviews. In Chapter V the summary, the conclusions, reflections, and recommendations for the future research are presented. CHAPTER II REVIEW OF THE LITERATURE Introduction Home based education is compulsory education schools. In and this the state regulation chapter, the literature related to the education, an issue directly linked with writer factors which education and presented. Michigan's have influenced non-approved Also, a attempts the deal this of home based schools review with by Those educational growth private historical to of home based questions raised movement, and legal aspects of the issue. private will review the historical origins philosophical of of shall be the State of this issue has been included with this chapter. Background Information of Home Based Education in the U.S. The origins of home-based education in the U.S. begin with universal compulsory education. of mandatory schooling England settlements. can In be (15:391) traced order to The tradition back to early New promote common religious beliefs among the colonists, early Puritan leaders advocated compulsory education a concept Due to school compulsory who mandating might school education, not have most many 10 accepted (23). individuals otherwise. attendance were following the Civil War (23). people State generally attended statutes in place 11 Early Frederich critics of public Hebart, a nineteenth advocated home enforcement schools schools (14:26). of uniform unsuitable education included century Hebart educational environment for Johann educator who believed that the goals creates an individual learners. Describing state controlled schools as a factory turning out goods (students), Hebart children in their educator to provide recommended homes, the supplemented support and education of by visits from an suggestions to parents (14:26). In contrast advocate of Hebart's school ideological obligation to reform, position to provide society (12:227). position, and that an Dewey John others, community education fostered members for (6) prescribed Dewey, all have an the an members of to the philosophy that there was an interdependence between the individual and democratic social order. The movement in the United States ethic. the school Dewey, is based on Dewey's social This social ethic provided additional rationale for the compulsory school system. home. liberal educational reform the roles to social conflict of public equalize individual growth, the notion compulsory education was to become a generalized version of the ideal One of was Through provide (12:227). that the education, according to educational social opportunity, continuity, foster and reduce Dewey's reform strategy advanced public schools could become society's 12 best and wisest parent Dewey's beliefs istics of schools, critics (6). During the 1960's and 1970's regarding the democratic have been suggest institutions, challenged the wisest parent, do inherent positive character­ schools not such repeatedly have foster as not the public (10). These been the best and individual growth, fail to mediate social conflicts and equality has not occurred. American public rationale for in general, compulsory continues education to and the public schools, however an increasing number attempting to educate their children support The the role of the of parents are within the home environment (20:119). Since accepted compulsory practice, education a small became minority a of universally parents, due to remote geographical locations (e.g., Alaska) or for personal ideological their reasons, children's have consistently schooling traditional settings in (15:391). is the chosen to provide home rather than The legality of home-based educational programs dependent on individual state statues and vary from state to state (32:37). 1983). About two-thirds of the states allow some form of home instruction with provisions, for example, outlining the qualifications of the instructor (32:37) & Gluckman, three basic alternative types to of public exception involving state or 1983). statues private A pattern of has emerged: schools, 2) 1) no implied equivalent instruction with a certified 13 teacher and/or exception correspondence protected by program, statute regarding home instruction vary state. State statues traditional educational challenged, however, (e.g., Wisconsin (30:22). allow settings v. Yoder, 3) in explicit State statues considerably from that except and no state to alternative have been to repeatedly a limited number of cases 1972) such litigation has been unsuccessful (27:34). The Yoder case, as it is commonly referred to, involved a U.S. Supreme Court ruling that from the Wisconsin's eighth compulsory grade successfully that Theplaintiffs argued Amish values were absent in public school It should be education challenged. are exempt education requirements beyond (27:34). programs (20:119). compulsory Amish families prior The U.S. Supreme compulsory attendance law in noted that to eighth Court the issue of grade ruled, Wisconsin, as was not that the applied to the Amish, was unconstitutional (20:119). Since the 1972 Yoder has not extended beyond Yoder. rights teacher to rulings regarding U.S. Supreme Court compulsory education Several attempts to challenge various states' mandate compulsory education certification Supreme Court decision, the have occurred. Riddle West Virginia's in State v. Riddle (1981), for example, ruled against the parents based on distinctions and and regulation of situations. between the Yoder The Riddle's failed to show they 14 were members of a religious sect of longstanding and the court took into account that the Riddle's children were much younger than the Amish children (32:37). Other lower court rulings have followed the Yoder decision, allowing exemption to Amish students (19:189). involving the schools are Education, A states' right currently in substantial number to regulate progress (A private and home- Report on Home-Based (20:119). The total number of children being the U.S. is difficult to determine. that one of cases taught at home in Lines (1983) indicates of the difficulties encountered when attempting to determine the actual home-school student population has been that unaccredited Census Bureau. schools do Parents, not fearing wish to report to the prosecution or alleged harassment from public authorities, sometimes go underground and never report the public agency. existence Often, of their children it is difficult to distinguish home schools from small private schools (19:189). Holt (1983), a recognized movement, estimated that ten are taught at report the total thirty thousand tend to home Most experts the 1970's. advocate to of fifteen The the the United States. numbers may be (30:22). higher late John home-school thousand children in cite higher to any Some experts (20:119), up to Advocates of home-based education numbers than public school officials. agree the numbers have increased rapidly since 15 Parents educating their children at home often do so with the assistance of commercially available correspondence courses (e.g., Christian Liberty Academy Program and Calvert Home Instruction difficulty the Courses). first few teaching experience, (7:395). Programs such Program and structure the an advocate for Some parents months of as Calvert student the Christian menus, evaluation. skills gardening, needed peer suggests such and sometimes criticized church (1983), an recommends that parents development with other as cooking, for not parents sports teams, school Liberty Academy Divoky carpentry. socialization that home Home Instruction Courses provide home-based education, living their followed by increased self-confidence integrate traditional academic skill basic have reported shopping, planning Home schoolers are providing their children with opportunities. enroll groups, their hobby Divoky (1983) children clubs, in Scouts, and community classes to foster peer socialization skills. The late Growing parents John Holt published his own magazine entitled Without Schooling (15:391). Such and several resources, newsletters in addition correspondence course, serve to support parents' educate face their costly Some of statement children litigation their adverse that only at and home. for to efforts to Home school parents may adverse publicity (15:391). publicity has occurred due to Holt's three to five hours of formal 16 instruction is sufficient (7:395), religious instruction and values. have made use of Shelter schools show student existing are defined Some some or home school parents shelter school as those enrollment records when in reality and heavy emphasis on all curriculums. private schools that to public school officials instruction occurs at home (7:396). The 17th Annual Gallup Toward the Public Schools U.S. public views private increasingly regarding home positive the a (13:46). that although the same When movement cannot be said asked the question: toward home schools, parents keep their children at home and teach the children themselves. this movement Public's Attitudes and church related schools in an based education. schools where of (13:46) found manner, "Recently there has been that is, Poll In general, do you think is a good thing or bad thing for the nation?" The national totals indicated 16% of the public believe home schools are positive for the nation, 73% viewed the movement as negative, and 11% indicate they didn't know. Non-public school parents indicated a slightly more positive response than public school parents or children. participants with no Previous to 1985, national opinion data regarding home-based education was not collected by Gallup, therefore opinion trends this time. cannot be the question was not established at asked during the 1986 Also, Gallup Poll of the publics' attitudes toward the public schools. 17 Regardless of court ruling, advocates and critics, and public opinion, the home be limited tofamilies where both parents due and the rise of current school movement's growth may well single parent family units. economic conditions do not are employed In many cases, make it possible for parents to remain at home in order to educate their children (7:395). Factors Which Have Influenced the Growth of the Home-Based Education Movement The following three key factors have influenced the rise of the home school movement: schools' accountability as 1) the decline of public perceived by the general population from approximately 1966-1983, 2) the influence of conservative "New Right" religious groups, and, 3) advocacy of such programs by noted author John Holt. After a decade of declining popularity and enrollment during the 1970's, the public schools appear to be regaining its position of respect. the Public's The 1984 and 1985 Gallup Attitudes Toward the Schools reported that the public had a more favorable attitude now than during the previous decade. segment of American education schools (4:212). However, at any time the fastest growing are fundamentalist Christian If the recent gains made in the perceived accountability of public upward, Poll of administrative school programs leadership, are to continue professional teachers 18 organizations' efforts, and legislative funding must be sustained (33:382). The impact of conservative religious groups may determine numerous policies affecting the role of the public schools in modern day (1939) and other early training of American teacher educators prospective teachers, impact on the development years, the criteria responsibility of society (25:9). for teacher higher involved with the noted of teacher the community's education. selection education Elsbree Over the has been the institutions. The gradual recognition that teachers need special training and advanced encouraged education legislation (4:212). as a milestone in (8). Initiatives to enact licensing Educational historians view licensing the effort by those regulations, specifically have implication broad states to professionalize teaching desiring to be free of state teacher for licensing requirements, teaching as a profession (4:212). In general, leaders of fundamentalist Christian schools are opposed ”. . .to the principle of state sovereignty over education, or refusing to conform to state requirements .” (4:213). These curriculum standards and private and requirements teacher home-school programs, based on religious certification advocates appropriate or too restrictive. include believe Advocates minimum which some not to be of home-school beliefs, often cite the First 19 and Fourteenth grounds to Amendments oppose to the perceived U.S. Constitution as government encroachments and harassment (4:212). The majority of education appear to (20:119). They cite education to be individuals be one the engaging in home-based Christian fundamentalist (7:395) of conflicts their belief that foster secular humanism (7:395). with public public school teachers Matthew Arnold (1965) in the 1800's set the goals that describe the modern humanistic ideal of education. Arnold stated that an one whose powers were all in balance. ideal person was This ideal individual knows how to live in harmony with others, appreciates beauty and has high humanist has a standards broad regarding moral judgments (2). background in religion, philosophy, languages, literature, history, and the arts. to interpret the essence just describing the and meaning physical has caused Christian They more liberal public codes, attitudes, schools. the cite the development of lack of dress speech, and values fostered by the public Christian fundamentalists Parents of Christian fundamentalists complain that public variable; The great concern for Immorality, schools are not tolerable to some (7:395). rather that or society (3). evolution of secular humanism fundamentalists. Humanists try of life, world A schools there is advance no right the or belief that values are wrong. Children can be influenced greatly regarding values and sex education which 20 is a responsibility of the family. secular humanism, in fundamentalists, that their preservice humanistic opinion of some Christian new teachers acquire while completing requirements learning, precludes private schools. the The negative effects of at institutions their ability This training to be of higher effective in some perceived contamination factor, the of in students enrolled teacher education program, has been used as a rationale to supersede state teacher certification requirements fundamentalist groups. certification have Statutory generally by some Christian requirements for teacher been upheld in the courts (14:26). Historically, political, Public social, education Protestant support leaders regulation of Protestants (25:9). and This from urged the and competing support overt a of have deal the of evangelical nineteenth churches only influenced agendas and practice. great throughout education built leaders educational received Protestant part, religious a to century. accept state small percentage of parochial school system. the public schools was due, in anti-Catholicism (5). During the nineteenth century, evangelicals believed the public schools served the interests of (9). However, during churches began tendencies in to both Protestantism and Americanism the early 1900's mainline Protestant slowly a division adopt modernist and liberal of philosophy and church doctrine 21 among Protestants building their (5). own American education fundamentalists institutions began (e.g., Bible institutes, colleges, seminaries, liberal arts colleges, and schools) throughout split widened the during 1920's the Scopes prayer debate, and desegregation. early the 1980's, attack by public the Moral Protestant groups. support of splintered. the increase and 1930's (25:9). evolution This trial, school By the late 1970's, and schools came under increasing Majority and several other evangelical The public school no longer received the the Protestants Examples of in private as a group; this support became this changing Protestant view are evangelical schools, home schools, and demands for a voucher reimbursement system. In addition to the American society, rise of conservative elements in former school reformer turned home-school advocate, the late John Holt, influenced the growth based education. In his writings, Holt seems to avoid the religious and secular home based appears to humanism education. be the of home arguments used to promote Instead, Holt's focus of discussion perceived improvements made in the learning environment when education is based in the home. Holt (1982) presents his disillusionment of educational reforms of education, the recent and advances past, a critique the notion of compulsory that parents are the child's most nurturing educators in his book entitled, Teach Your Own? A Hopeful Path for Education. A1ternative 22 schools, according present students to with Holt, an individual self-direction. assumptions traditional like traditional schools, curriculum and deny arbitrary Holt cites the schools tend following seven to operate under: the act of learning is inherently negative, 2) only result are by way qualified 1) learning can of teaching, 3) only certified teachers to teach, 4) learning material must be sequentially presented in small units with scheduled rewards and penalties, 5) when presented with instruction student is blamed attributed to or social for this rather diagnostic Other instruction include than 6) the school gains when teachers, that the failure is school, and 7) the focus on students who system type influences pedological based reasons for home-based promotion environment for students (7:395). developing the public certified evaluations class for make to the student (e.g., family student-teacher cite to failure, fail instead of considering (15:391). fail by factors related class) educational students schools are size of ratio, creativity, and A a more reduced healthy reason parents often home-schools is their perception that not concerned about their children (14:26). Holt's differs position from the regarding Christian home based education also fundamentalists in that he advocates some form of either limited or preferably complete partnership with the public schools and home-based program. 23 This partnership would reduce costly litigation between parents attempting to implement home-based education and the public schools the major which (15:391). In attempting obstacles confronting has been successful to address one of this proposed partnership, in some isolated cases (e.g., Barnstable, MA, Nevada City, CA, and others), Holt proposes a entitles public school model home schooling law that districts to receive state aid for home and allow for classes and special services special students.). The the student to occur (e.g., music education two other educated at for major speech impaired obstacles, certification requirements and ideological teacher conflicts remain unresolved. Franzosa education Contrasting (1984) position argues that from Dewey's libertarianism (in home has social the an based of education perspective. Franzosa), parents of personal Franzosa ..." reject independence and This rejection, Franzosa (1984) states, general population. have as learners, Franzosa a community to Whereas Holt stresses the inadequacies of the public schools to individual home-based ethic with Holt's conservative reduces the responsibility citizens educate the Holt's ideological opinion social participation in favor autonomy" (12:229). challenged address the make the needs of point that unregulated home-based educational practice leaves the child unprotected. Even if obstacles such as the lack of state 24 statutes school providing aid home-based secondary guidelines financial education schools, for questions, programs teacher home-based education, transfer of credits from to public and private certification requirements are overcome, which seems unlikely except in isolated cases, the ideological issue of society's role in educating children will continue to be at the apex of this issue and subject to intense debate. Home-Based Education in the State of Michigan The State of Michigan does not currently have a statute specifically addressing home-based 302, 1921, the Compulsory Law does provide local education. Public Act Attendance and Non-public School and intermediate school boards with the authority to assure the following minimal requirements: a. Instruction must be under of a certified teacher. b. Students must be provided hours of instruction. the direct supervision with 180 days and 900 c. The curriculum must include comparable subjects to that offered by the local school district. d. Students shall receive instruction in the Constitution of the United States, the Constitu­ tion of Michigan, United States history and civics (A Report on Home-Based Education, (1:3). Historically, Michigan controversy when attempting implemented home-based has experienced litigation and to education deal with programs. state Attorney General issued a memorandum parents who In 1961, the opinion allowing 25 home-based education if the requirements of the Compulsory Attendance and Non-public School Laws were requirement of the Compulsory met. Attendance The major and Non-public School Laws that barred the typical parent(s) from educating their Children certificate. issued an at home was the lack of a Michigan teacher's In 1979, opinion the that state Attorney home-schools General again were legal if they complied with minimal state requirements (e.g., certificated teacher). In 1980, the Michigan decision, State v. Nobel, upheld the right of parents home (30:22). to educate schools, from schooled children at From 1978 to 1982, the Michigan Department of Education reported a sharp increase of Department their 32 to of over 250 (1). Education children. Currently, the Michigan estimates Advocates noncomplying private there of are 1,000 home home-based education programs believe the total numbers to be 8,000 (24:2B). This increase Department of was the impetus for two Michigan Education documents, Compliance and Complaint Procedures, 1980, and Education of the Child in the Parental Home. 1982, which were approval, monitoring, prepared to serve as guidelines for and evaluating home-schools. Efforts by public school officials to review home schools were often met with accusations by parents of harassment. In 1983, the Sheridan State Baptist of Michigan Church court Road Baptist Church case arose. The Sheridan Road plaintiffs challenged state et al v. teacher 26 certification requirements and examination enrollment of pupils for purposes schools 900 (180 days and hours plaintiffs (Sheridan Road Baptist ruling (18:3). of of records of approval of of private instruction). Church) won The lower court However, in a narrow decision, the Michigan Supreme Court ruled in favor of the State of Michigan. At its July 15, 1986 State Board of the board designated Districts as its duly school investigation Michigan's authorized compliance procedures for of Intermediate agent and examination. also mandated the Department Education meeting, to The Education home-schools. School conduct homeState Board of staff to draft These procedures were approved in October by the State Board (28:1). "A home school will have met the legal requirement if: — a parent holding a valid Michigan teaching certificate provides comparable education instruction to his child or children in his home, or — a parent employs a legally certified teacher who provides comparable instruction to his child or children in his home, and — instruction by the individual possessing the valid teaching certificate takes place on a daily basis during the school year of at least 180 days of instruction, and — the facility meets the fire and health standard, if there are six or more students” (28:1,3). The have Michigan home-school requirements compliance requiring comparable procedures also programs of instruction with public school programs. Membership reports for in home-schools are to be on file the parents' 27 respective intermediate school district every November 1. Several home-school advocates in Michigan insisted the State Board of Education information on the Dennis a Smith, had no legal authority to demand the November 1st home-school membership advocate Network for Christian Homes sends over Michigan families suggesting to only indicate on the forms that forms. whose Mr. Information 2,000 newsletters to home schoolers that they they are providing quality education (16:17). State his Representative home-based Legislature in co-sponsored parents to Timothy education bill through the fall of 1986. by Jelt Sietsema who were criticized the college new Michigan required intermediate school districts but did not require state certified teachers teach the The pro-home school bill, Representative register with Walberg failed to guide or individual's to educated procedures and (29:10). Walberg requirements for home schools stating home-schoolers are . . . not going to put up with all the reporting” dent of Public (17:4). Instruction In Phillip "These compliance procedures provide for all home schools to follow". The battle regulation of home-based continue. between home-schools education contrast, Superinten­ a Runkel remarked, systematic process (28:1). those in appears E. who Michigan to The issues fought over have believe and the in state advocates of potential will probably to be the new 28 reporting procedures required by the State Board of Education and teacher certification for home-based education instructors. Summary In order to understand the complexity of the home-based education issue, the considered; and 1) opponents, groups, 3) following ideological 2) the state different has impact regulation potentially of of critical schools, although the student it is an issue that private schools, and 4) The home-based education numbers are not significant, that could effect teacher certification and when professional conservative religious importance for the public compulsory education requirements. irony must be differences between proponents compulsory education requirements. issue factors some preparation Colucci (1983) notes the groups for are advocating teachers, others better propose reducing teacher certification requirements. The State of Michigan has experienced the growth of home schools as has the nation the to issue appears and the only resolution of be through future litigation. litigation may resolve procedural issues but ideological viewpoints will merge. be role debate education about of the the society individual Such it is unlikely There will continue to should and responsibility for the education of others. the take in the individual's CHAPTER III METHODOLOGY The methodology used described in this chapter. are identified, explained. The population sample selection the and instruments employed Finally, statistical study is the sample techniques The data-gathering procedures are the research described. and in conducting are outlined, and in the investigation are treatment of the data and methods of reporting the results are explained. Population of Interest The population under investigation comprises parents in Newaygo County who provide children. 7,980. the home-school education for their The total student enrollment in Newaygo County is Of that number, 27 students or approximately .33% of students were identified as receiving home-based education. Newaygo County is southwestern Michigan. located in the in nature industry being agriculturally related. is corporate headquarters part of All school districts located in the county are considered rural in Newaygo County northern the Gerber with the principle The largest employer Products Company. The and largest food processing plant of 29 30 Gerbers is in Fremont, Michigan which is located at the center of Newaygo County. Explanation of the Research Method In order to address the purpose of the study, data which revealed the personal beliefs and was needed. Of all feelings of parents the methods of survey research, the personal interview using open-ended questions was considered the best when gathering data from Additionally, the thirteen different parents. sets (1, of 4, 7) parents were located within a twenty-mile radius of the researcher giving easy access to the population to be interviewed. A written questionnaire state's 57 intermediate technique was used due was developed school to the to survey the superintendents. proximity of This the researcher and larger population being surveyed. The critical incident and telephone techniques was considered and even tried on a during the interview limited basis time the questionnaire was being developed. responses were very brief rapport established getting truthfulness and impersonal; over the from the telephone parents The there was little and and the risk of intermediate school superintendents was questionable. The procedure for scheduling and conducting the interview with parents provided for a cooperative truthful data could be atmosphere in which given and received. The personal 31 non-verbal interaction, as well as the tone of voice and the inflection of speech, provided content of the responses. probe systematically The the help in interpreting the process made responses it possible to which were screened and clarified to help find answers to further the research questions. Selection of the Sample The student as children who population were those 27 pupils identified received County Intermediate home-based education School District. They were identified by the Newaygo County Intermediate School parents registered with them in Newaygo District when the as required by the Michigan State Board of Education policy. All thirteen sets of parents were asked to take part in the study. Of that number, all thirteen (100%) were personally interviewed in sets of parents accordance with the interview questionnaire. To provide a comparison to the responses given by the parents in Newaygo County, a written questionnaire was sent to each of the 57 intermediate school superintendents in the State of Michigan. comparison tool, education to This questionnaire since all their intermediate school was developed as a parents who provide home-school children must in the state. register with each Of the 57 questionnaires 32 that were mailed, all superintendents returned a completed questionnaire. Procedures The researcher wrote each their participation in the weeks for parents to research project. consider study, the researcher telephoned permission that to interview influenced children. set of parents asking for their each Allowing two involvement in the set of them personally about the factors their decision Permission to to home-educate the study was their conduct the study was granted and an interview date was scheduled to gather data. of parents for The purpose explained, and all procedural questions were answered. Upon arrival at each meeting was participant's residence a brief held to explain the research project and give a short introduction of researcher assured the process participants to of be their followed. The anonymity and confidentiality regarding all responses. In district order obtain superintendents cover letter each to of participation confidential. a explaining the superintendent. procedure data would written be intermediate cover data and voluntary school questionnaire, with a research project, The collecting from letter was sent to included assurances with all the that their responses 33 Research Questions and Instrument Design The interview questionnaire for parents was designed to address the major purpose asked parents in Newaygo factors why they home. of The written of the research project which County to the casual chose to educate their children at questionnaire superintendents was identify for intermediate school designed to gather their perceptions of home-school education as compared to parent responses of the motivating factors of why parents chose to home-educate their children. Each research question is now presented description of along with the the interview questions which were developed from it. Research question one: based education do parents intended to identify the educate their to verses parents an reasons which motivate parents to Interview question four answer Interview question reasons want for their children?” was children at home and to be generally positive and non-threatening. designed "What specific aspects of home- the four: choose approved to major purpose "What would and five were of you the say study. are the educate their children at home parochial or public school?" was intended to identify those qualities which parents generally perceive as necessary qualities in their child's education. This clarify question would help parents to their own 34 motives before being asked the fifth question: you say are the reasons children at home?" respondent to for educating personal choosing home-school child or to bring the decision after reflecting upon what he/she though others would for your This question was intended his/her "What would give as education. their reasons These two questions were intended to bring the respondents to a personal opinion orientation interview and was help not to convey seeking the feelings that "correct” answers, but the only his/her answers. Interview question six: "Would you recall a particular occasion that is an example of the kind of . where the that your child was placed responses to in?" was perceptions question five) designed into to focus. If bring question respondents to opportunity respondent's the descriptions were vague and/or incomplete, interview an the . . (whatever six express would give the the problem that initiated their decision to home educate their children. Interview question collect data so one statistical Interview question one: you instructing and three, or were analysis could be performed. "Presently, how educating at many children are home and what are their ages, gender, and grade level?" was intended to for the comparison educated at home as superintendents in with the number identified by the state designed to of of gather data children being the intermediate school Michigan. Interview 35 question three: "Who are you so curriculum a balanced identify the educationally affiliated with is taught?" was institutions that intended to respondents were registered with for compliance requirements. Interview question two: what you mean by home school the to respondents applies to Department the of define "Would you please describe education?" was home definition school given Education. This by intended for education the as it Michigan State question was designed to clarify the various definitions of home-school education. Research question two: characheristies of "What home-based education parents?" was intended to parents making perceive question seven: that does as "Describe not happen identify what a the distinquisinq as those pereived by qualities which home-school. happens in Interview a home-school in a public school?" was used to help the respondent identify the home-school are education by qualities limiting conditions that are present in a that are unique to the responses to these home-school, but not in a parochial or public school. Research question three: "What do parents perceive as giving home-schools its unique character?" was addressed by one or more versions of interview question eight: "Why is a home-school capable of providing . . .?” or "What causes . . to happen?" or "What differences do you see between a home-school and an approved parochial or public school?" or 36 "How do you account questioning was for the intended differences?" to give The open-ended the researcher an opportunity to discern the respondent's reasoning. Research question four: "What implications do superintendents' perceptions of home-based education have on the future compare of the questionnaire public school responses to the of education?" was intended to the responses superintendents of the written parent interview question that was given to parents in Newaygo County. The following additional questions were posed to the 57 intermediate school district superintendents for the collection of data in this project: 1. In your opinion, what are the real reasons parents choose to instruct or educate their children at home versus an approved parochial or public school? 2. Please identify the reason why parents children at home? areas that reflect the best choose to educate their 3. Please identify the seriousness of the problem in your intermediate school district? 4. In your opinion, please identify a problem or problems dealing with home-school education and what possible solution would you recommend? 5. Would you support a state mandated procedure in which to evaluate home school requirements? Data Analysis Technique The major analysis. noted the The analysis interviewer observed technique employed transcribed the was content responses and responses for each interview question. Categories based upon responses were designed; a preliminary frequency table was designed for each question. were collapsed where possible, but it Categories is acknowledged that some loss of information was inevitable when categories were combined. It is, interpreted with more accurate therefore, important that tables be the aid of written explanations, so that a picture may be derived and distortions from simplicity of presentation may be minimal. The responses following questions: Do the reasons were analyzed for consistency with the What would you the parents correspond with the opinions school say are choose home-school education as stated superintendents? Is relationship with the parents there by the intermediate a the necessary qualities cause-and-effect of home-school the perceived qualities of public schools? incidents cited examples of what of your reasons? an the education and Are the personal respondents consider ideal public or parochial school setting? After responses responses noted, Finally, the compared with were categorized causes for parents' the goals and the recurrent those responses were examined. perception of home-schools were as identified in the discussion of the literature in Chapter II. 38 Summary In this chapter the design, sample presented. research questions selections The and interview questionnaire were data and instrument collection questionnaire designed to and were written identify the casual reasons that parents give to the question of why they chose to homeeducate their children. Perceptions of a stratified sample Newaygo County were obtained and compared of Michigan's intermediate perceptions of parents interviews in were of parents from with the opinions school superintendents. obtained which open-ended These through face-to-face questions were asked. This approach allowed for observation of non-verbal reactions and vocal reflections, as well as clarification of responses by additional questions. After analyzed the them researcher using the tabulated the responses, content analysis technique. analysis of the data is presented in Chapter IV. he The CHAPTER IV PRESENTATION AND ANALYSIS OF DATA The movement by parents to provide school-aged children academic instruction educational 1980's. at settings The various educate their home has gained reasons children at of why than in traditional popularity some home rather educational settings is not perceptions rather during parents leaders, such Also, the as Michigan's Intermediate School District Superintendents as to believe parents educate their traditional educational setting has elect to than in traditional clearly understood. educational the children not been why they outside the documented or compared to the reasons that parents give of why they choose to educate their children at home. Responses of parents in Newaygo County who provide home school education were obtained through thirteen interviews and content analyzed; they are presented in this chapter. The fifty-seven Superintendents were Intermediate sent School District a written questionnaire for the purpose of gathering their responses and perceptions of why some parents chose to educate their children at home or in a non-traditional setting. An analysis and data are presented in this chapter. 39 comparison of the 40 Sample Characteristics The sample for the present study comprised the entire population of intermediate in the school district superintendents State of Michigan and the parents of all home-school children in Newaygo County, superintendents, all Michigan. From a total of 57 57 had responded to the questionnaire. All thirteen different sets of parents in Newaygo County were included in this study. Number of Public and Home-School Children Parent Interview Question One: "Presently how many children are you instructing or educating at home and what are their ages, gender, and grade level?" was asked as a means to gather statistical data. The thirteen responses are quoted here: One elementary female whose age is six. Three female 9, 10. students at the elementary level, ages 8, Two students: Female elementary student age 11 and one male elementary student age 7. Two students: A female in 8th grade age 13. age 14 in ninth grade. A male Three students: One female elementary student age 8. Two male students elementary level ages 6 and 7. Two students: Both males in middle school, ages 11 in sixth grade and age 12 in seventh grade. One student: Two students: One student: Male elementary level age 10. Both male elementary level ages 6 and 9. Male elementary level age 7. 41 Three students: A female age 15 in males ages 12 and 13 in grade six. ninth grade. Three students: One male in 6th grade elementary students, both male age 7. Two age 11. Two female students at the elementary level ages 7. Two 6 and Two students: Female age 14 in 9th grade, Male age 12 in 7th grade. The total number of public and the State 1. home-school children in of Michigan and Newaygo County are shown in Table The percentages grade level of home-school are given in Table 2. children As shown in Table 1, the total number of public school which 782,418 the elementary were at according to children was 1,663,272; of school levels (K-5), 341,654 were at the middle school level (6-8), were at The total number of home- the high school level. school children was 917; elementary school of which level, 145 706 (77.7%) (15.8%) and 539,107 were at the were at the middle school level, and 66 (7.2%) were at the high school level. As for Newaygo County, children in public there schools; elementary school level, 1720 and 2,260 were at elementary school 27; level, 7 level, and 3 (11.1%) were at revealed both in that the of the State total of 7,564 which 3,584 were of at middle school level, level. The total number of which 17 (63%) were at (25.9%) were at middle school high school distribution of a were at high school home-school children was were of Michigan level. The data home-school children, and Newaygo County, 42 corresponded at a descending rate. home-school children at the That is, there were more elementary school than at the middle school level and even less at the high school level. TABLE 1 NUMBER OF PUBLIC SCHOOL AND HOME--SCHOOL CHILDREN IN MICHIGAN AND NEWAYGO COUNTY NEWAYGO COUNTY Public Home School School School Level MICHIGAN Public Home School School Elementary Middle School Hiah School 782,418 341,684 539.107 706 145 66 3,584 1,720 2.260 17 7 3 1,663,272 917 7,564 27 TOTALS SOURCE: Michigan State Board of Education Bulletin Newaygo County Intermediate School District TABLE 2 NUMBER OF HOME-SCHOOL CHILDREN IN MICHIGAN AND NEWAYGO COUNTY ACCORDING TO LEVEL OF SCHOOL School Level Elementary Middle School High School TOTALS SOURCE: MICHIGAN Freer. Perc NEWAYGO COUNTY Freer. Perc. 706 145 66 77.0 15.8 7.2 17 7 __3 63.0 25.9 11.1 917 100.0 27 100.0 Michigan State Board of Education Bulletin Newaygo County Intermediate School District 43 Definitions of "Home-School” Parent interview question two: "Would you please describe what you mean by home-school education?" was intended to identify the definition that parents and superintendents use to define home-school education. The thirteen parent responses were: School-aged children public school. not being taught in a private or Children that are supposed to go to public aren't . school, but Two families deciding to educate their children at home with help from a teacher each week. Three families who college graduate. are teaching their kids with a Parents are teaching kids because they don't like the public or parochial school choice available. Non-certified adult who wants to teach. Educating their kids at home. Guardian of children teaches do not want any help. them without help and we Two families trade-off and teach the kids. Two families provide eduction in one of our homes. The superintendents responded to the identical question with the following: Eighteen responded that "one or more families educating children in the home of a parent or guardian with support from a certified teacher". Fourteen responded that "one or more families educating children in the home of a parent or guardian with a non-certified teacher but with a college graduate". Twelve responded that "one or more families educating children in a home of a parent or guardian (non­ certified)" . 44 Five responded that "students were attending classes of a non-approved curriculum” . Three responded that "delivery of education to children by a parent in a systematic format". Two responded that "school-aged children (6-16) were taught outside the institutional environment". Superintendents "home-school". and parents Their responses, "home-school". to describe of frequency and The results indicated that gave Thirty-three asked in terms percentage are shown in Table 3. superintendents and parents were different point three definitions of percent of the superintendents and 10% of the parents defined "home-school" as "one or more families educating children in the home of a parent or guardian with support from a certified teacher." None of the parents and 25.9% of the superintendents defined "home-school” as "One or more families educating children in the home of a parent or guardian with support from a non­ certified teacher but a college graduate." parents (60%) that and only "home-school" children in was only "One or more families educating the home of a parent or guardian which involved 3.7% of the Thirty percent superintendents school" was "School-aged children the of the 22.2% of the superintendents agreed a non-certified instructor! and Majority institutional environment." of the parents agreed that "home (6-16) taught Only outside of superintendents defined "home-school" as "Students attending classes of a 45 non-approved curriculum" (9.3%), and "Delivery of education by a parent in a systematic format" (5.6%). TABLE 3 DEFINITIONS OF HOME SCHOOL" AS GIVEN BY SUPERINTENDENTS AND PARENTS: SUPERINTENDENTS Freq. % Definition PARENTS Freq ^ % One or more families educa­ ting children in the home of a parent or guardian with support from a certified teacher. 18 33.3 One or more families educa­ ting children in the home of a parent or guardian with support from a non-certified teacher but a college graduate. 14 25.9 One or more families educa­ ting children in the home of a parent or guardian (non­ certified) . 12 22.2 Students attending classes of a non-approved curriculum. 5 9.3 Delivery of "education" by a parent in a systematical format. 3 5.6 School-aged children (6-16) taught outside the institu­ tional environment. 2 3.7 3 30.0 54 100.0 10 100.0 TOTALS In summary, 1 10.0 6 60.0 - — the results indicated that the majority of superintendents (59.2%) agreed that "home-school" was "one 46 or more families educating children in the home of a parent or guardian with support from either a certified a non-certified teacher with majority of parents (60%) a college teacher or degree," while the understood "home-school" as "one or more families educating children in the home of a parent/ guardian with a non-certified instructor. Educational Affiliation of Home-School Children Intermediate Newaygo County school were superintendents asked to and identify parents in kinds of the institution they were educationally affiliated with so as to define the educational background were being provided. the home-school children Their responses, in terms of frequency and percentages, are shown in Table 4. The results indicate a great difference of what superintendents opinion between in the state are being told are the educational affiliations and what is actually percent identify parents of the that who certificate. being done. parents home-school hold a and Thirty-eight 3.1% children college degree point four of the superintendents are being without taught by a teaching 47 TABLE 4 EDUCATIONAL AFFILIATIONS OF HOME--SCHOOL CHILDREN SUPERINTENDENT F % AFFILIATION Independent private teachers Parents with teaching certi­ ficates Christian Liberty Academy Clonlara Accelerated Christian Education Baptist Academy Parents with college degrees League of St. Michael - Calif. Adv. Training Instit. of Amer. Pensicola Christian Academy Parent with no formal training TOTAL PARENTS F % 232 25.4 - - 204 204 110 36 34 28 26 22 21 22.2 22.2 12.0 3.9 3.7 3.1 2.8 2.4 2.3 - 1 2 1 7.7 15.4 7.7 4 30.8 100.0 13 100.0 - 917 - - 5 38.4 - - - - - - The discrepancy continues when 30.8% of the parents and none of the superintendents educating their children at beyond a high parents and school 22.2% of home-school education indicated home with degree. the superintendents Clonlara, highest 7.7% of indicated located response in from formal training Additionally 15.4% of the superintendents responded that institution identified Christian Liberty Academy in Illinois. that no was being provided under the auspices of an out-of-state religious institution that parents were Ann the as the The second religious parents and 12% of the educational affiliation with was Arbor, Michigan. superintendents The second or 22.2% indicated that parents were providing education to their children with an up-to-date teaching certificate and 7.7% of the parents 48 indicated the same. responded that teachers to The majority of superintendents (25.4%) parents were contracting independent private provide discrepancy holds education true since indicated that they had for their no parents contracted an child. This in Newaygo County independent private teacher to provide education to their children. Interview question three: "Who are you educationally affiliated with so a balanced curriculum is taught?" was intended to identify the institution that parents were registered with for compliance requirements. The thirteen responses were: Clonlara in Ann Arbor, Michigan. Christian Liberty Academy in Illinois. I am a parent Certificate. who holds a Michigan Teaching Both parents hold a college degree certificate. but not a teaching The children's psychology. college degree mother has a in Christian Liberty Academy in Illinois. Neither parent twelfth grade. has any formal training after the I graduated from College with a social science degree. Parents didn't graduate from formal training. I graduated from children. high school high school and no other and have raised other I have graduated from college with a business degree. Some training in vocational education class but nothing after high school. I hold a masters degree in criminal justice. 49 In summary, the superintendents are results at indicated opposite ends that of parents and the regarding the educational background that and told intermediate what is superintendents being when providing to education spectrum parents possess to school their home- school children. Parents Reason in Favor of Home-Education as Perceived by Superintendents and Parents During all were given would you thirteen interviews with parents, responses to interview question four say are the reasons parents choose to instruct or educate their children at home versus or public which stated; "What school?" an approved parochial For a comparison to the above question the superintendents were asked to identify parents give to them the reasons that for educating their children at home. Since there was no limit on the number of reasons that could be given, eight reasons were identified in the responses from the thirteen interviews and 57 returned questionnaires which gave responses to the questions. computed on the frequency total number of of responses. a The percentages were response The category to the responses, in terms of frequency and percentage are shown in Table 5. 50 TABLE 5 PARENTS REASONS IN FAVOR OF HOME-EDUCATION AS PERCEIVED BY SUPERINTENDENTS AND PARENTS PARENTS REASONS FOR HOME-EDUCATION SU]PERINTENDENT F % Fear of Public School Environment Lack of confidence in public school system Right to teach their own value system Religious Beliefs Lack of discipline in public schools Desire to have a "one-on-one" situation for their child Belief of human rights to educate their own children To provide a better academic founda­ tion Transportation problems Quality of teachers of elementary school TOTALS (36.8%) agreed of for home-school 36.8 4 30.0 10 17.5 2 15.4 9 7 4 15.9 12.3 7.0 1 3 7.7 23.0 2 3.5 1 7.7 2 3.5 1 7.7 2 3.5 1 1 7.7 7.7 1 7.7 that system. 100.0 13 100.0 (30.8%) and superintendents public school environment is what the most education. perception public school parents that the both groups perceive as their 21 57 The majority PARENTS F % contributing reason given Both groups were consistent in parents lacked confidence in the Seventeen point five percent of the superintendents and 15.4% of the parents chose this response which contributes environment. to the fear of Twenty-three percent of the the public school parents and 12.3% of the superintendents responded that religious beliefs were 51 the main reason for their decision to educate their children at home. Of the remaining responses to this question frequency of the response or (7.7%) was given to*. teach their own value system, elementary level were right to superintendent's response (3.5%); transportation problems and the the quality of not teachers at responded to by superintendents. Interview question four: "What would you say are the reasons parents choose to instruct or educate their children at home versus an approved parochial or public school?" was intended to identify those qualities which parents perceive as necessary qualities intheir child's education. The following responses from parents were given: The belief kids. that I have the right to educate my own The quality of teachers at the public school is terrible. They are terrible because they don't care about kids, just a paycheck. The public school makes the kids walk about a quarter of a mile and I pay taxes for them to be picked-up here at the house. Our previous children always got into trouble at public school. I don't have much confidence in their program. Our religious background and beliefs are different than the parochial school located in town. Traditionally we have little confidence in school that we must send our children to. the public There is so much drugs and alcohol at school during the day that our children are exposed to. We don't believe in God and we feel that we have the right to teach our kids anyway we want. We wanted this type of life for our kids and they like our values. 52 The religious education is not thorough enough. I would send the kids to public school but don't like the hassles I get from them. We used to send the kids to the parochial school but they were too tough on them when it came to discipline. We are definitely afraid of the physical abuse that children take from older kids. Peer pressure on elementary aged students for our child. The public chi ldren. school The Superintendents' with the following: Twenty responded environment. environment responded that to the is too great protects naughty identical question parents fear the public school Ten responded that parents public school system. lack the confidence in the Nine responded that parents felt they had the right to teach their own value system. Seven responded that parents chose religious beliefs. Four responded that parents in the public schools. felt a lack of discipline Two responded that parents believe in the human rights to educate their own children. Two responded that parents want to provide academic foundation for their children. a better Two responded that parents desire to have a one-on-one situation with their child. Actual Reasons in Favor of Home-Education as Perceived by Superintendents and as given by Parents Parent interview question five and question five of the superintendent questionnaire addressed the actual or real 53 reason parents chose to educate their children at home. Their responses, in terms of frequency and percentage are shown in TABLE 6. Parent interview question five: "What would you say are the reasons for educating your child or children at home?" was intended to bring the respondent to his/her personal decision for choosing home-based education. The responses were: Lack of trust in the public schools. The public school system can't be trusted. The teachers and administrators don't listen to parents when they have a problem. We^as parents feel strongly that our own value system can be better taught if our children don't go to school. We know what is best for our children. Because of the high cost our children at home to our children can learn learning facts that are of to live these days, we need do the work. We think that by doing instead of just no use. We fear the negative influence of other children. Religion is our basic concern. Its not enough to take religious classes but we as parents feel the need to monitor the application of religion all day long. There are too many children who push drugs so they can earn money. The parents don't believe that their son or daughter is a drug pusher. If you catch the kids pushing drugs, their parents won't believe you. We feel that our children need to learn the value of hard work to get ahead in this world. They can't learn to work sitting ina classroom. Religious teaching can address some of society's problems like aids and venereal disease. Religion needs to be introduced to children everyday. Older students pick on our children and make fun of them. There is no justice in the public school system. Political influence carries too much weight. Teachers teach kids to sex education. experiment too much regarding 54 Our society is too permissive and adults don't monitor their own children. When their child gets into trouble the parents support their own children instead of listening to other adults. We fear the negative influences of society in general. You can't trust anyone with our children's education so we will do it ourself. The Superintendents indicated the same question: Twenty-two responded ills of society. Ten responded preferences. Eight responded home. that that following when parents parents a desire Four responded that parents their own value system. fear the negative desire to have asked the religious their child work at believe strongly to teach Three responded that parents had a lack of trust in the public schools. Three responded that parents were embarrassed low achieving or special education child. over the Two responded that parents wanted to develop a value laden education in isolation from outside influences. One responded that were unsuccessful. parents One responded that education was high. felt parents that public schools felt the cost of private One responded that parents wanted to develop conformist attitude with their children. One responded minister. that parents felt pressure a non­ from a One responded that parents disagreed with decisions of a teacher or administrator in a public school. 55 The thirteen categorized into responses, 46.1% influence of Fifteen responses to interview question five were five different Of the indicated that parents feared the negative society that point responses. four is prevalent percent responses of religious children work at home was cited preference, and lack in public schools. in the next three desire to have their of trust in public school. The belief in teaching their own value system was mentioned by parents in 7.7% of the total number of responses. The responses follow very from closely the the superintendent questionnaire same pattern as to the actual reasons, as perceived by superintendents, that parents chose to educate their children at home. 38.7% indicated influences in schools. that parents society were fearful that are to this Relative Of the twelve responses, prevalent 5.3% felt in perception, superintendents felt that parents wanted to value system; of the negative the public 7% of the teach their own parents had a lack of trust in the public schools and 3.5% felt that parents desired isolation from outside influences for their child's education. Of the eight remaining responses given to question five of the superintendent superintendents cited 17.6% of the religious preference which was second to the fear of the ills have their questionnaire, in society children work the responses followed by: (38.7). The desire to at home was mentioned in 14.1% of parents embarrassment over a low 56 achieving or with a special education teacher development of or a principal, public school pressure non-conformist parents at the expense the child at 5.3%; disagreement and of their the from attitude child, lack a minister, on behalf of success in cost of private education was stated in 1.7% of the responses. TABLE 6 ACTUAL REASONS IN FAVOR OF HOME EDUCATION AS PERCEIVED BY SUPERINTENDENTS AND AS GIVEN BY PARENTS SUPERINTENDENTS ACTUAL REASONS FOR HOME-EDUCATION F % Fear of the ills of society 22 Religious preference 10 Desire to have their child work at home 8 Believe strongly in their own value system 4 Lack of trust in public school 3 Parents embarrassment over a low achieving or special education child 3 Development of a value laden education in isolation from outside influence 2 Disagreement with a teacher or principal in a public school 1 Pressure from a minister 1 The development of a non-conform­ ist attitude on behalf of parents at the expense of their child 3 Lack of success in the public school system 1 Cost of private education 1 TOTALS of 57 PARENTS F % 38.7 17.6 6 2 46.1 15.4 14.1 2 15.6 7.0 5.3 1 2 7.7 15.4 5.3 3.5 “ 1.7 1.7 - "" 5.3 1.7 1.7 100.0 - - - 13 100.0 57 Parent interview question six: "Would you recall a particular occasion that is an example of the kind of . . . (whatever were the responses to question five) that your child was placed in?" was intended to give the respondents an opportunity to express additional ideas of why they chose to home-educate their child. The thirteen responses were: Drug use in the public schools is not monitored closely enough and my child sees someone else get away with it and he/she thinks he/she can do it too. Our children spend so much school in activities that her chores at home. time at school and after she doesn't have time to do I as a parent would like to teach the particular values that I was taught. With the values of society changing so rapidly, I feel its necessary since these are my children and they do not belong to society. The teachers attitude at public school is very bad. Don't they realize who pays their salary. If they treat everybody the way they treat me it is no wonder that the below average student feels neglected. There seems to be so much fighting and arguing going on at school. The curriculum is not allowed to provide some religious activity. The bus stops in our school district are terrible. Kids must walk in the cold snowy morning to go to school. The curriculum should be developed to address some of the ills in society. We feel we can address some of these issues through religion. There is a fight a day in our schools. Why should we as parents subject our kids to this kind of fear. State law won't allow our children any bible reading. The influence of other children selling and using drugs is extremely negative. Question six intended to of the give the superintendents questionnaire was respondents an opportunity to express 58 additional ideas of what superintendents perceived to be the real distinguishing factors of why parents choose to educate their children responses were at home. One tabulated since hundred and fifty-four there was no limit to the number of items the 57 superintendents could respond to that were given by parents. These items are listed with the frequency and percentages as shown in Table 7. TABLE 7 AREAS THAT BEST REFLECT THE REASONS IN FAVOR OF HOME EDUCATION AS PERCEIVED BY SUPERINTENDENTS Areas that reflect best reasons for home-education Superintendents F % Religious conviction Fear of drugs Lack of confidence in public schools Non-religious activities Discipline Teacher attitudes Special needs reasons Parents want to teach Inconvenience Poor curriculum Transportation TOTALS 35 29 22.7 18.8 19 18 18 16 7 7 3 2 0 12.3 11.8 11.8 10.4 4.5 4.5 1.9 1.3 0 154 100.0 Of the one hundred fifty-four responses to question six of the questionnaire, twenty-two point seven indicated that parents tell them that they are home due to religious convictions. percent educating at Eighteen point eight percent cited the fear of drugs; twelve point three percent 59 gave the eight lack of confidence in public schools; eleven point percent discipline; ten stated non-religious point four four point five percent activities and percent gave teacher attitudes; identified special needs and the desire on behalf of parents to teach; one point nine percent mentioned inconvenience and poor Curriculum was mentioned in one point three superintendents problem as percent failed perceived to by of identify the responses. transportation superintendents of All as a why parents choose to educate their children at home. Superintendents' Perceptions of the Problems Relating to Home-School Education Question eight of the superintendent's questionnaire: "In your^ opinion, please identify a problem or problems dealing with home-school education and what possible solutions you would recommend?” was intended to identify the problem and possible solutions that superintendents perceived when parents chose to educate their children at home. There responses were: Nineteen responded problem. that unqualified instructors were a Ten responded that the socialization of the child would be a problem. Eight responded that it would be difficulty to identify grade equivalency. Eight responded th