National Public Education
24Sep/160

Homeschooling and Truancy

Secretary of Education John King

John King, the new Secretary of Education, recently said that he had some reservations about the value of homeschooling.  He commented that he felt that these students did not have the “range of options” that were best for all students, and that they sometimes did not get the kind of “rapid instructional experience” that students in schools received.  (I gather he means that home-schooled students often are allowed to learn at their own pace, so do not practice the ability to learn quickly very often.)  As always, these comments brought forth outrage from the fans of homeschooling, who point out how well home-schooled students do on academic tests and the like.

Readers of this column will know that I find both sides of this argument problematic. Secretary King may be right or wrong on the educational experience of home-schooled students, but that is not the main problem with homeschooling.  As I have discussed recently concerning Charters, the issue with these government-supported semi-private schemes is not the success of failure of the individual students, but the overall success of the public program.  Looking just at how well students do on tests or other aspects of their education would be like looking just at the individual success of some baseball players on a team.  That they may be doing well is not the same as whether the team is doing well.  It is quite possible that you can have a star player on a weak team, or vice versa.  What we want to know in public education policy is whether the entire program is succeeding or not, since that is what we are paying for, not just whether some students are doing well.

A good way to approach the topic of how we should determine that overall success of the public school system is to think back to other laws that we set up over the years to regulate the schools, such as the truancy laws.  Every state has had rules and regulations about the compulsory nature of public education for quite a while.  When I was a child I remember being told that the truant officer would catch me if I played hooky and would bring me back to school or even to jail, and when I first started teaching I knew of several families that were frequently in trouble with the local truant authorities.  Punishments often involved fines, the loss of the student’s driver’s license, and referrals to juvenile court.

Why do we have such laws?  Clearly it is because the goal of the school system is not just to teach some students well, but to teach them all well.  That is the only way we are going to create a better society, and that is the ultimate goal of the entire school system.  The reason everyone, not just the parents of school-age children, pays for the schools is that we all benefit from this program through its effect on such matters as crime, health and worker productivity.  As I never tire of saying, public education is not just about the education of the students, but the effect of that education on the population in general, the ones who are paying for it.  To measure that effect you clearly have to look at all the children, not just the ones in school.  You have to count the ones not in school, too.  So it only makes sense to try to get everyone into school so you can maximize the good educational outcomes.  Hence we have laws that require everyone to attend school.

In the past, then, we seem to have fully understood that the goal of public school is not just good test scores for individuals, but the overall effect of the program on our society.  The truancy laws demonstrate that we once understood these fundamental attributes of public education.  What has happened today, though, is that we seem to have forgotten this.  We now argue only about those test scores, or other aspects of the learning experience, and ignore the public benefit that we ought to be worried about.

There is no doubt that home schooling is very similar to truancy.  True, it is a form of truancy that is now acceptable in many states, but it is still essentially the same as the truancy of years past.  When I would talk with parents who kept their kids home 40 years ago they would say the same things that home-schooling parents say today – that their kids do better at home.  Why, then, is this acceptable now but wasn’t then?

You cannot argue that it is acceptable now because the results for each child are better.  That’s like saying that certain players on a team are doing well; it doesn’t address the overall success of the team or the program.  That certain individuals do well can never be the reason we adopt a public program.  If it’s public, it has to be judged by its effect on the entire population; that’s who is paying for it, so that’s who has to benefit from it.  The question should not be how those home-schooled students are doing; it should be how all the other students are doing.  That’s the question that public education seeks to answer.

Just to clarify – I have no problem with families wanting to educate their children outside of the public school system.  They are free to choose this.  We have to accept, though, that this means they are choosing a private system of education.  That’s their whole point.  It’s their own private needs that they are satisfying.  There is nothing public about it.  There are many good private schools, and you can even start one yourself if you comply with the usual regulations for a private school.  There is nothing wrong with educating one’s own children in a private way.

The problem is that the states have then turned around and said that these private arrangements ought to be funded by the public school system.  They are using public money to support a non-public program;  a program that not only does not contribute in any way to the success of the public schools, but which actually undermines the success of that system, as the truancy laws have long pointed out.  Taking students out of the public school system does not necessarily harm the students, but it does always harm the public who is paying for that system.  It lessens the societal benefits from that system, and these benefits are at the core of the reasons we have a public school system in the first place.

So, much as I agree with Secretary King on most matters, I would like him look at bit more deeply into public support for homeschooling.  It doesn’t make sense, regardless of how successful it may be for the students involved.  It doesn’t work as a public program.

Peter Dodington

September 24, 2016

 

14Jan/150

Private Homeschooling

Last week the New York Times had a front-page article on the rise of homeschooling in America.  It said that not only is the number of home-schooled students rising, but the regulation of this practice by the states is becoming less effective.  Not all states have clear regulations on what constitutes a proper home-schooled education, and some that do are not enforcing these.   The article notes that it is generally agreed that homeschooling typically teaches math and science less well than traditional schools.

Proponents of homeschooling, though, do not see why they should have any state regulation at all.  They are spending their own money, not the state’s, and are still paying state taxes for the education of everyone else’s children, so why shouldn't they be allowed to educate their own children as they see fit?  In general, they argue, home-schooled children do about as well as others.

The problem is, though, that they are still part of the public school system.  Long ago the general public decided that it wanted to impose minimum standards on evey child’s education, since this would benefit society in general.  This meant that the school system would not only govern the public schools, but would also check up on the private ones, making sure that they met various requirements.  Obviously such a system could only work well if it were applied uniformly across the entire population.

The question, then, that we, as the public, need to ask about home-schooling is not whether it benefits the families involved, or even whether it saves the state money, but whether it benefits all our families.  Does it help or hinder the effort to create a better, more educated, society?  I don’t think there can be any doubt about the answer to that question.

Home-schooling is, after all, a private form of education.  It is not some special form of a public school; it’s a private school run by, and paid for by, private individuals.  There’s nothing public about it.  The whole point is that the parents have rejected the public schools. Logically, then, it ought to be treated the same way any other private school, and so regulated by the same general restrictions states place on their normal private schools.  It’s not some new and innovative way to do public education; it’s a private school.  By definition, then, it does not help the public school system.

Nor could homeschooling ever be applied to the population in general.  The cost per year, when you figure in the lost wages for the family member who stays home, has to be around the same as the cost of a regular private school, that is, well into the 5-figures.  This means that homeschooling can never become the normal way for the general population to educate their children.  Only a small percentage can afford it.

So why is the public school system even involved with these programs at all?  A good question.  Perhaps it is because the home-schooling families want it that way.  They don’t want to be seen as private-school patrons, since that would cut them off from whatever general public benefits might be still available to them.  If the state is willing to treat them as a special part of the public school population and so give them at least some support, and a public school diploma at the end, why not take it?

But this should make no sense to the public, who are paying for this public program and so should have control over it, not give that control away to anyone who asks for it. How can we agree to a policy that lets anyone reject the school system we have set up, yet still claim to be part of it?

The core of this problem, then, as with many of these issues, is not with the families that are practicing homeschooling, but rather with the state government that allows them to do this. It is the state legislatures that are not doing their job; not representing the wishes of the public.  Their inability to define and regulate homeschooling correctly is just one more example of why we should replace state control of education with a national school system.

Peter Dodington

January 14, 2015