Homeschooling: What do we know and what do we need to learn?

Carlos Valiente, Tracy L. Spinrad, Brian D. Ray, Nancy Eisenberg, Ariana Ruof

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

In this article, we identify approaches for understanding more thoroughly the academic and social experiences of homeschooled students. The growth of the homeschooling movement in the United States, questions about the need for additional regulation, and the importance of high-quality education for children motivate this scholarly effort. We begin by defining homeschooling and outlining why it is a topic worthy of study. Next, we describe who is homeschooled, motivations for homeschooling, and ways parents engage in homeschooling. Preliminary evidence suggests that homeschoolers perform equal to or better than their conventionally schooled peers on measures of achievement and socioemotional functioning, but methodological limitations, especially selection effects, make it premature to draw definitive conclusions. Throughout the article, we offer suggestions for advancing knowledge on homeschooling.

Original languageEnglish (US)
Pages (from-to)48-53
Number of pages6
JournalChild Development Perspectives
Volume16
Issue number1
DOIs
StatePublished - Mar 2022

Keywords

  • academic achievement
  • homeschooling
  • social-emotional outcomes

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Fingerprint

Dive into the research topics of 'Homeschooling: What do we know and what do we need to learn?'. Together they form a unique fingerprint.

Cite this