Why is the Homeschool Movement Rising?

            Homeschooling is not a new idea—it is the restoration of an old and successful idea. It is not only a return to effective, parent-directed education—but for some it is part of a moral and spiritual reformation.

From the founding of this country by the Pilgrims in 1620 to the mid-1800’s, most of the early education provided took place at the home with the parents, pastor, or a tutor providing the instruction. In colonial America, home education provided a complete education of children, making them both literate and self-sufficient, and also prepared those who wanted to proceed to grammar schools or college (Klicka, 2002). As a result of home education and private grammar schools, the overall literacy in the first hundred years of our country was much higher than it is today. John Adams said “a native of America, especially of New England, who cannot read and write is as rare a Phenomenon [sic] as a comet” (Butterfield, 1961).

It wasn’t until the early 1900s when the public schools were formed and attendance laws were passed that homeschooling nearly died out (Klicka, 2002). Some believe this change to state education began a decline in American education.

However, homeschooling has grown significantly since the 1970’s in the USA. The modern homeschool movement is making an exodus from “conventional” or “standardized” schooling to return to the traditional, individualized home instruction. In the spring of 2007 1.5 million students were being homeschooled (National Home Education Research Institute, 2010). Since 2007 there has been a steady eight percent increase in the homeschool movement every year until there are now over two million homeschool students. Some possible reasons for the homeschool trend include religious/moral convictions of the parents, dissatisfaction with academic standards, and the school environment (U.S. Department of Education, 2008).

Many believe homeschooling is particularly attractive as an adjunct of spiritual and moral education where children are carefully trained in God’s Word to not only think but live as Christians. According to the U.S. Department of Education, a significant amount in the movement (eighty-three percent) educates at home for religious and moral reasons. The public schools have practically removed all references to religion and prayer, in effect removing traditional teaching and standards, substituting a “sanitized” secular education. When prayer was removed from the schools in 1962, the public schools experienced a terrible decline. Statistics from 1962 show SAT scores suddenly plummeting—teen pregnancies, teen suicides, teen alcohol and drug abuse, teen sexual diseases, use of pornography among students, and illiteracy rates suddenly increased between 200 and 300 percent (Barton, 1988).  This situation would certainly be a reason for parents with religious convictions not to use the public schools.

The academic failure in the public schools is also one of the reasons parents are not choosing the public school system. Most of the areas of academic decline have been in math, reading skills, logic, and the ability to draw inferences. The textbooks, used by the public schools, contain numerous errors and lack content. For example, Texas Board of Education was ready to receive new history textbooks when two individuals announced they had found two-hundred and thirty one obvious historical errors (Graves, 1991). While there are many fine public school teachers, many are incompetent and lack training. Teachers’ colleges and universities do not teach knowledge but rather four years of methods. Poor training is apparent in the low standards set by many states to be certified to teach. For instance, the educational exams used by some states require a score of only thirty-five percent for math certification (Klicka, 2002)—this type of score would cause a student to fail an exam who was studying this subject. According to the Thomas B. Fordham Institute, public schools teachers are more likely to send their children to a private school than any other group (Doyle, 2004). On the other hand, modern American culture must take its share of the blame for the academic failure in the public schools.  Teachers cannot be expected to succeed where they are undermined by the system in which they work or the home environment of the student. The public school product is not prepared for college or the business world. Colleges have had to simplify their courses and standards in order to admit public school graduates.

Many choose homeschooling (eighty-eight percent) out of concern over the public school environment (U.S. Department of Education, 2010). In 1940 the top discipline offenses, according to educators, were: talking, chewing gum, making noise, running in the halls, getting out of turn in line, wearing improper clothing, and not putting paper in wastebaskets. By 1982 the top disciplinary offenses had become rape, assault, robbery, burglary, arson, bombings, murder, suicide, absenteeism, vandalism, extortion, drug abuse, alcohol abuse, gang warfare, pregnancies, abortions, and venereal diseases (USA Today, 1985). Parents wishing to provide a safe environment for children and youth may elect to homeschool rather than expose their children to the violence in the public schools.

As the schools continue to fail, parents are beginning to realize the dangers of sending their kids to public school. Homeschool parents are realizing that they can do a better job in educating their kids—and they are doing just that. Homeschooling is an option that is available to parents if they are seriously committed to educating and teaching their children in traditional, biblical values America was founded on. If kids are not taken out of the failing public school system, America is likely to loose a generation of children.