Some Reasons Why People Won’t Home School

Public school distance learning seemed unplanned and chaotic to most parents in 2020. Some district Internet application, or K12 Internet School, became the classroom in the house. Homeschool could go viral in 2021 with all that learning at home, but it probably won’t.

Here are some reasons why:

Socialization

Parents say, “If I schooled my children at home, they would lose social skills. They need to learn to get along with others. Teachers will prepare them to deal with employers. I want them to get the right socialization.”

The teacher’s authority and classroom regimentation start in kindergarten or elementary school. This socialization institutionalizes students over the years. Methods for preparing kids for future employers changed little since most jobs were in factories. Schools continue an old-fashioned regimented authoritarianism not found in good jobs now. Parents who push children toward socialization should remember school better.

Income

Parents say, “We have to work. We cannot afford to give up one income to stay at home with the children.”

Most homeschool families provide at least one adult to teach the children. Unlike socialization, the need for two incomes and workday child care shifts family priorities away from education. Income and child care come first. These priorities also challenge single parents. Working from home allows parents to work and to homeschool, often with available child care covering time for critical calls and meetings. Parents who must work outside the home should consider a tutor. One decent income can hire a workday tutor. Not a Mary Poppins Governess, but a college or exchange student as the nanny. The cost is not much more than day school. Many middle class families afford this today.

Can a family be too poor to homeschool? If income assistance or government aid is involved, then yes. Authorities force humble, single-parent families to use the public school and government subsidized day care. Promoted as benefits, like government income or health insurance, school care ties the family to the system. To reject this help risks social services calling or visiting. Even still, all is not lost. Parents in this system can work with the school to use K12 and stay home with the kids. This prevents the total loss of parental influence that comes with children raised by the schools, by television and by their peers. Opportunities for supplemental homeschool appear over time.

Legality

Parents say, “Is this even legal? I’m not sure where to begin.”

Government school is the rule. The modern homeschool movement took off in the 1950s and 1960s. Advocacy groups like the Amish and other Christian organizations worked hard to decriminalize school-at-home in all 50 states. Homeschool parents must still adhere to local guidelines, but homeschool is legal. Hundreds of organizations across the country, and on the Internet, can guide the parents through local regulation.1

Those who decide to school at home soon find that the standards are manageable. Attendance is not policed and the rudimentary content standards are easily met. Parents complete paperwork periodically and students demonstrate competence in required certification testing. Even SAT and ACT testing for colleges allow a GED rather than local school certification. Remember, the certifying organizations are in competition with the homeschool. Schools lose money, both federal and state, when a child is not within the walls of a school, so administrators are never reliable helpers.

Time and Work Conflicts

The parent says, “I do not have time to teach my children and keep my job.”

This might be right. The single mother in Oakland who is working at two jobs to keep a roof and day care in her family’s life is not available to teach the child at homeschool. She cannot hope to do more than supplement the free government school. Similarly, the two-income middle class family probably does not have time to be with the child either.

This might be wrong. The basic skills of reading and writing require a commitment of time, but once the basics are mastered, who can say what the length of the school day should be? Isn’t learning to bake a cake an exercise in practical chemistry and household mathematics? No better way to learn some science and math. Unschool or Open School2 parents insist that regimented school hours and curriculum tasks retard learning. Maybe your parental quality time is actually school.

Selfishness

Parents say, “Spending that time educating my child will impact my personal development. Not being seen in the office will hurt my career.”

Many cannot imagine an uncompensated obligation. This speaks more to the quality of the parent and the moral center of the adult than to the issue of homeschooling.

Homeschool families make the education of the children a priority. More Christian families probably prioritize family and education. It is not so great a sacrifice after all, but in the secular world some adults can not understand personal sacrifice.

School Resources

Parents say, “I want my kids to be in band, be a cheerleader, or on the football team. Schools have libraries, bands, athletic facilities and team activities.”

The 2020 distance learning stopped most extracurricular activities. When these activities become available again, homeschool parents still can use the school facilities. Public means access to public facilities. Homeschool families participated in school events in the past. Many localities also mandate that schools open programs to home school students who need public libraries, art museums, golf, soccer, or other available activities. Community programs or church programs serve the homeschool. This requires a 2021 reopening of activities, of course, but it is not about homeschool.

Social Lifestyle

Secular parents say, “We don’t want the religious orientation provided by Christian publishers any more than we

The Dream of the First Internet
“Gutenburg Press” by Killfile

want the social agenda of the public school. The available homeschool curricula, organizations, and materials will not work for my family.”

 

The modern home schooling movement was driven by the Christian families who wished to remove their children from what they saw as the most pernicious influences of popular culture and the government school secular bias. These families have the most proven curriculum materials. More recently, the Muslim3 and Jewish4 communities have also entered into developing curriculum for their followers just like the Christian families. Even secular families no longer are out in the cold5.

Of course any family can design something closely suited to their own goals. The Internet changes everything. Gutenberg6 and The Internet Archive7 alone contain more free material than existed on Earth in all the great universities and libraries at one point in history. A family can offer a secular curriculum easily. The Enlightenment happened and documented itself. This requires more work from the parent-teacher, but is simple. Secular families should be encouraged to look into Unschooling8 where the life of the family replaces the curriculum itself.

Teaching Qualification

Parents insist, “I’m not qualified to teach. Even if I teach the basics like reading, writing, or household arithmetic, what about science, algebra, or chemistry. What will my kids do for advanced study?”

The schools struggle with skills training, so any focused effort on the basics exceeds what the kids get in school. This is why the ranks of National Spelling Champions are nearly monopolized by homeschooled scholars. Similarly, few certified public school teachers mastered advanced mathematics. People who mastered math probably got a high paying job with a tech company. Most certified teachers get their advanced subject skills out of the Teachers Edition of the textbook. Parents can buy those books online and be as competent as most public school STEM teachers. Every course at MIT9 is online for free. Beyond the basics, on-line classes, tutors, and learning swapping groups are available.

Certification

homeschool graduation
Homeschool Graduation 2011 – Jim the Photographer

Parents say, “I think parents must be certified to teach at home. And how does my child get a high school diploma to get work or get into college anyway without one?”

Home teachers need no certificate. Some schools would like parent certification to be law. It is not. The teacher’s unions in some urban areas would like the homeschool parent to be both certified and paying dues. Homeschool learning does not require it. The industrial profession of teaching requires teacher certification. No parent needs it.

Terminal certification is a different challenge. The government empowers schools to certify when a child has completed each level of schooling. A high school diploma is an authority document. Employers and Human Resource Managers still need the degrees. Nevertheless, long-standing alternatives exist. General Educational Development (GED) works as well as high school diploma. It carries the same social authority as a diploma from East Lancing High or any public school for that matter.

Empowerment

People still say, “Is schooling at home an option?”

Many parents do not feel empowered to teach, but they are teaching. Parents begin to teach at delivery. The child learns to recognize people, understand language, learns to speak, to walk, to meander through the complexities of the family, and then, the outside world, all with the help of the parents. Children are learners by nature. Parents teach. Teaching children the basic skills of reading, writing, and math just comes sometime after learning to walk. Not all teaching has unicorns carrying bunnies of course. You begin with diapers and end up with teenagers, but that is the project. Becoming a parent empowered you to teach your children. Every reason not to is just another excuse.

Web References:

Click the link below or the reference number in the text to see the site.

1. Homeschool.com is a good place to start. Twenty years experience means they have seen almost everything. 

2. Open School is a novel idea for most Americans. 

3. Our Muslim Homeschool 

4. Our Jewish Homeschool BLOG:

5. Calvert Homeschool has a secular track:

6. Welcome to Project Gutenberg:

7. Internet Archive is a non-profit library of millions of free books, movies, software, music, websites, and more.

8. The Family Unschoolers Network:

9. MITOpenCourseware from the Massachusetts Institute of Technology:

The Failure of Factory Education

People believed that education failed to teach basic skills to students before COVID-19. People after lock down believe that public school distance education is a sham. Neither matters. The failure of factory education is real, but it is not about learning or quality. Learning and quality are distractions from the issue of schooling. The public belief in a systemic failure of schools began with the abysmal assessment by Rudolph Flesch in 1955, Why Johnny Can’t Read – And What You Can Do About It . The idea that schools fail students stuck and remains fresh. National Review published “Why Johnny Still Can’t Read” by Baker A. Mitchell Jr. on October 10, 2020. The article focused again on quality of education. The topic is evergreen, but still not relevant. Public education is doing very well in the United States. You just need to measure the right thing.

Educators like reform because reform implies that the current education system can be improved tactically. Educators intentionally conflate learning with education. People learn. For example, about 80% of students learn to read well using any educational method, as shown by Russ Walsh1 so long as they are exposed to reading. Given opportunity and motivation, people can learn almost anything. Education is different. Education begins with ideas, with curriculum, and intends to insert these ideas and facts into students. Learning basic skills is often incidental.

According to a 2017 Gallup Poll, public perception has been stable for many decades. Stable, but not good. The 2017 result of 36% public confidence in educational quality could not elect a dogcatcher. It does not have to elect anyone. The survey results would kill most commercial products. Stores can’t sell milk at 36% consumer confidence. Nobody buys a car with 36% confidence in its quality.

The education industry works on what is important: to increase budgets, to implement changes, to redesign the testing process, and make revisions to curriculum.  Education and reform progresses decade after decade, budget after budget, regardless of the public opinion of quality.

The education establishment knows that children are the product. No matter how people feel about schooling, the vast majority of residents send their children to one public school or another private school for as long as the children will attend. Parents in every social stratum expose children to educational institutions. They did before 1955. They do today.

Public opinion of the educational system is declining, according to the media, but not according to polls of the public. Media coverage of education is skeptical on the editorial page, but it lists school closings prominently during bad weather.

Educators and politicians find the idea of a broken education system useful to squeeze the public bankroll. Public demand for better quality gets teachers hired, gets higher pay, and gets public support for increased funding of the industry. This industry employs “3.2 million full-time-equivalent teachers, according to federal projections  for the fall of 2020,” and “90,850 public school principals in the U.S., according to 2017-18 numbers from NCES .” And it gives jobs to school bus drivers, mechanics, and millions of other workers, some in school bus factories.

 The system puts 27,000 yellow buses on the roads twice a day, five days a week in every nook and cranny of America. That is not evidence of a broken system. Millions of families participate. Millions. These people are not confronted with a failed system. Ask anyone to ride a bus in Los Angeles. Millions don’t. That’s a failed system.

Educators support the current system because it works for them. People come out of the educational factory and staff jobs. Other people come out and populate jails. Everything works. Prisons need illiterate criminals as much as Microsoft needs social media analysts. Bodies through the system are the only product.

The President of the United States made opening schools a priority issue in 2021 despite the reality that teachers generally felt safer working from home during the pandemic. The quality of teaching changed little. Distance programs provided the students with remote classrooms. Lessons proceeded. Teachers appeared. Teachers taught. Seniors graduated in the spring. Social services continued as before. For most anyway. Why the urgency for a return to brick and mortar schooling? Education was broken in 2020. The factory closed. No product moved down the assembly line. The “butts in seats” education requires school bus drivers getting up before dawn. It requires factory attendance. The virtual education factory is no factory, so the people who benefit most from the brick-and-mortar education system will resist change. Educators today are like small shop owners looking at a Walmart opening across the street. 

School does not need to be a factory in 2021. If the  focus on making the virtual school better became fashionable, it could align with all the other changes in the Internet Age. This shutdown could be the opportunity to upgrade broadband, give access to poor neighborhoods and rural areas, provide resources to families, and improve learning quality. All that modernization of public infrastructure would bring additional benefits to all parts of the country, the way the Interstate Highway System improved commerce and vacations.

What would America be like without the familiar school on the corner? Maybe factory education follows big newspapers, typesetter unions, stenographers and the corner grocery into Internet Heaven. Maybe it will follow the yellow school bus into history.

 

Gallup: Confidence in Public Schools Rallies

The Washington Post in 2018 Says Our Schools Have Not Failed

2018-2019 Annual Public Education Perception Poll

Why Schools Graduate Students Who Can’t Read

Wikipedia.org/ Why Johnny Can’t Read

The System’s Point-of-View

Rudolph Flesch and The Elephant in the Room

1 By Russ Walsh | Original article on Russ on Reading | Russ Walsh is the author of A Parent’s Guide to Public Education in the 21st Century: Navigating Education Reform to Get the Best Education for My Child | Buy on Amazon, Barnes & Noble | Twitter: @ruswalsh

idea

In Search of the Victorian Education

Why Can’t Education Change?


Queen Victoria became Queen of the United Kingdom of Great Britain and Ireland in 1837 and reigned continually until her death in 1901. The UK was the preeminent Colonial Super Power when she came to power, although that term was not used. Spain and Portugal lost their colonies in the New World. The Holy Roman Empire gone. Russia emerged from the Napoleonic Wars as a great empire but was not a global competitor with the UK. France, changed by the Revolution, lost the Napoleonic Empire, and the United States ended at the Mississippi River.

Wealthy British children in 1837 were educated at home by governesses until about age 10 when the boys went off to Public Schools like The Rugby School, The Harrow School, or The Perse School and girls continued education at home. Poor British children grew without formal education and most could not read or write. In 1870 a law passed for compulsory education of all children 5 to 10 years old. As most poor children worked, this put a great strain on many British families to maintain even a subsistence living. Nevertheless, the push was to end child labor, not necessarily to provide education. This movement spread like Abolition and proved as irresistible.

The United States education was different in 1837. The large number of religious dissenters who settled in the colonies influenced education. After the Reformation that began in 1524 Martin Luther called for mandatory education laws in Europe to ensure that more Christians could read the Bible. Massachusetts passed a compulsory education law in 1647. Unlike their British peers, most American children learned to read from the Bible at an early age.

Spread of Compulsory Education

Compulsory education spread across Europe and by the 1830s most countries were using the Prussian Model of education. The Prussian Model of Gottlieb Fichte provided hierarchical education for commoners, guided by those who determined the needs of society. Called “Prussian” because it was supported by the Emperor. His army’s defeat in 1808 at the hands of Napoleon seemed to come from too much individuality in the army. He proactively sought a solution.

The Prussian Educational System consisted of tiers. All education would be free for eight years. During that time, elite pupils would be elected to continue their educations at a secondary level and would be trained to think, control, educate, and rule the country in their adulthoods. The rest of the students, the 99%, would, during that same eight year education, be trained well enough to subserviently work in the lower sectors of industry, agriculture, and the military.” (From Weebly.com. See the reference below.)

Prussian Model of Education
The Prussians Set the Bar

The British compulsory education act curbed child labor, but Americans, particularly American industrialists saw the benefits of the Prussian Method and led the way in education. Massachusetts expanded the compulsory education law in 1852 to require every city and town to offer primary school, focusing on grammar and arithmetic. The secular philosophy prevailed. The state fined parents who refused to send their children to school. Egregious cases required the state to strip parental rights. The children taken from a bad environment were apprenticed to other families to be schooled.

By the 1850s most places continued to provide education through private schools and through churches. The Common Schooling Movement of Horace Mann took hold as communities tried to curb the influence of parochial schools on the immigrant children coming from Catholic countries. This moved the emphasis from church and private schools to secular public schools.

Compulsory Education Law

Compulsory education is the still the law. Exemptions exist for homeschooling and the Amish, but every state requires that the homeschoolers follow specific regulations. Ironically, the most pressure for home schooling now comes from Christian dissenters who are not happy with the results of government common school where it is unlikely children are exposed to the Bible. Private schools must also comply with education law. In every sense public school, common school, and compulsory school is government school. What was just a vision for European, British, and American reformers at the start of Queen Victoria’s Reign, is now an accepted right of the state, the law of the land.

The vision realized, now public schools take responsibility not just for compulsory attendance to limit child labor, but following in the early Massachusetts model, they aggressively take responsibility for the welfare of the child, often protecting the child from the family. Today Social Services and Foster Care provide this government intervention, but the philosophy of enforcing the government’s rights over children remains the same as it began in Massachusetts 168 years ago. During the strictest COVID-19 lock-down in 2020 when public schools provided no classroom education, they still provided meals and health care to students. When all education stopped, or went online, the schools still provided social services. Public schools may not create good industrial workers anymore, but the central mission is unchanged. Compulsion. Control. Schools delivers social welfare. It really does take a village to provide public education in America.

Online Resources:

The Prussian Model

Compulsory Education Law

Victora

Historic Maps 1837 

Victorian Children

Early British Public Schools

 

Free To Learn

“After a child has arrived at the legal age for attending school, whether he be the child of noble or of peasant, the only two absolute grounds of exemption are sickness and death.” -Horace Mann


 

  • Most teachers  trained for teaching, not distance learning.
  • Most broadband infrastructure gets a solid “D”
  • Many parents want “school care” while they work
  • Teachers want classroom privacy
  • Distance public school is not home school

What We Learned About Home Schooling From COVID-19


Primary school in the early 1800s remained a local and private process. Families arranged the primary education through a local church or by subscription in a community. Washington Irving’s image of Ichabod Crane tottering into town on his poor horse reflected the reality of colonial America.

The public school movement in Massachusetts in 1837 was in opposition to the rise of parochial schools to educate poor Irish and German immigrant children pouring into the country.

Horace Mann, along with Henry Barnard and Catherine Beecher, gets credit for the common school movement in response to the “school wars” of the period.

Mann clearly believed that young savages could be educated into republican citizens. He said, “Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.”

Public school steadily became compulsory until by 1900 Abraham Lincoln’s education of “bits and pieces”, his informal classical education could not exist legally in any home. Homeschooling gradually returned, but all fifty states only allowed homeschooling again in 1993, and then under strict state legal constraints.

Usher in the plague of 2020.

Teachers died and schools emptied until distance education was the new normal. Education Week said that by early May 2020, 80 percent of teachers reported that they interacted with the majority of their students remotely. Nearly two centuries of the Common School Movement ended with a bang.

Public and private schools displayed glittering unpreparedness. School in some places became giant staff meetings with teachers staring for hours into little Zoom windows of student faces, lecturing, holding up pieces of paper to the laptop camera, and sending off emails.

Even this electronic Common School covered only a fraction of the “savages” who had been in classrooms before the holidays in 2019.

The lucky students had broadband Internet in their homes. They watched their teachers in privacy. The home broadband allowed them to ask questions in real time, and submit material either on the schools platform or with email.

The rest, those in small apartments, or whose parents needed to use the computer to work, or whose parents were “essential workers” and could not watch them, it was much less education than even the staff meeting model. Many seniors graduated in the spring of 2020 without the school having any idea whether they had jumped through the common hoops.

True, some school districts provided distance education to students through programs like K-12 that the districts had been using for marginal and troubled students. These schools expanded the distance enrollment, added existing teachers as instructors, provided laptops to those families without home resources, and even sometimes installed Internet into student’s homes.

Most schools also continued the food and counseling programs on-site for disadvantaged students who were dependent on the nutrition programs. The problem was that the alternative programs originally charged additional fees for providing services. The common school adaptation of their resources were a substantial drain on district funds.

Most teachers who trained to teach in the classroom were unprepared for the remote classroom. Teaching distance classes challenged the eyes and the imagination. Besides, what happened to the value of socialization at school. The ghost of Horace Mann stood in the audience in mute horror.

Despite calls to restart schools and most schools complying in fits and starts, 2021 is apt to continue the process of remote learning. The near-monopoly on common education is gone, so what we learned about home schooling from COVID-19 going into the second year of the pandemic and intermittent school lock-downs?

A few things:

    • Educators remain unprepared and under-trained for distance learning. Some Silicon Valley companies, like Oracle and Cisco, train staff extensively across the world on-line. The certification processes work in transferring complex knowledge to diverse populations; however, these classes automated applications. Public School Teachers never conceived of delivering education like that. That is, without them involved.
    • The infrastructure in most communities stands woefully inadequate to deliver distance learning into any home where a student lives. Ramping up the infrastructure of broadband, particularly to rural communities is a national project costing billions of dollars and for what? To replace the government schools and political educators with online applications?
    • Schooling in the home requires a proctor to supervise the child. Multiple job families provide no proctor for the child, and may need the computer and Internet resources for work.Continued home classroom requirements could require rethinking the entire two income economy. The school as babysitter and nutrition center is almost as durable a feature of common schools as the yellow school bus.
    • Moreover, parents often chose public or private school over homeschooling because of the school and the teacher. To force parents to receive distance education from the school district, joins the unwilling with the unqualified. Again, the Oracle University model works, but present home school providers own best existing course-ware. Few public schools would be comfortable giving up their own curriculum.
    • This applies to teachers too. Parents are often not welcome in the home classroom. Teachers find outsiders hard to deal with and believe that the home environment can have a chilling effect of open discourse. This may be ideological, but it may just be that nobody likes to work with strangers looking over their shoulder.
    • The existing homeschooling parents went through the lock downs barely missing a beat. Those children are at least a year ahead of their common school neighbors. Reports of others filling their ranks during 2020 are unconfirmed, but likely. They may have been living on the cutting edge of the future of American education.

 

What We Learned About Home Schooling From COVID-19?

Can the obvious problems of teacher training, home infrastructure and family resources come up to speed? This conflicts with the mission of every government school.

Can a project the scope of this be implemented? Urban and rural? Affluent and poor? Across parties and political boundaries? Or will local governments just override the health concerns of teacher unions and parents and open up the schools anyway? After all, the “classroom to job or prison” model is deeply entrenched.

Who is going to drive those yellow buses into the next century? The public education sector employs millions. Powerful forces oppose this change.

What We Learned About Home Schooling From COVID-19? We learned that the venerated old institution of common schools must change. We learned also that the public sector has no ideas how to change it.