The Seduction of Homeschooling Families by Chris Cardiff
from _The Freeman_*, March 1998, pp. 139-144
Chris Cardiff is a homeschooling father of three, President of the California
Homeschool Network, and a director of software engineering at Netscape Communications
Corporation.
Do the public school authorities feel threatened by homeschooling? Judging
by their efforts to lure homeschooling families into dependence on local
school districts, the answer is apparently yes.
For the last several years, homeschooling has been the fastest growing educational
alternative in the country. Estimates of its growth rate typically range
from 15-25% annually. Homeschoolers are notoriously difficult to count,
however, the National Homeschooling Research Institute believes that currently
1.2 million children homeschool today. While this constitutes only about
2% of all school age children, it's more than 20% of those outside the government
educational system. And, with a 20% annual growth rate, another quarter
million children will join the homeschooling movement this year.
The sheer number of homeschoolers represent a distinct threat to the hegemony
of the government school monopoly. Qualitatively, the academic success of
homeschoolers, measured by standardized test scores and recruitment by colleges
[1], debunk the myth that parents need to hire credentialed experts to force
children to learn.
Homeschooling also refutes the "more money equals better education"
mantra of teacher unions. The average homeschooling family spends approximately
10% of the per pupil costs associated with government schools [2] in achieving
these academic results. Multiplied by the number of homeschoolers, even
these modest amounts add up to a sizeable market attracting numerous educational
entrepreneurs.
Besides challenging the legitimacy of government schools, homeschoolers
also pose a more direct economic threat. Funding for government schools
is based on attendance, with a national average of almost $6,000 per student
[3]. Homeschooled children represent over seven billion dollars out of reach
of local government schools and, at its current growth rate, each year more
than another billion dollars slips away.
Politically, homeschoolers are a force to be reckoned with when their rights
are endangered. The most highly publicized and effective example of their
growing political clout occurred in 1994 when the House of Representatives
inserted language into an educational appropriations bill that would have
required all teachers to be credentialed. Homeschoolers perceived this provision
as a threat to their autonomy and overwhelmed phone and fax lines to their
representatives until the credentialing language was removed by a 424-1
vote.
Homeschooling's economic and political impact is keenly felt by teacher
unions, educational bureaucrats, ideological indoctrinators and other beneficiaries
of today's system. What will happen when the growing number of homeschooling
families withdraw their political support for the enormous taxes required
to fund today's $300 billion government system?
To combat these threats, defenders of the status quo are fighting back with
all the legal, legislative, and economic weapons at their disposal. The
most insidious of these tactics is the systematic undermining and co-opting
of the homeschooling movement by establishing government homeschooling programs.
Government homeschooling programs set seductive lures before families by
providing "free" resources, teachers, extracurricular activities,
facilities, and even cash reimbursement.
When enough families have voluntarily returned to the government system,
it will be a relatively straightforward matter to recapture the rest by
imposing mandatory homeschooling oversight regulations. Will this seduction
succeed in eliminating independent homeschoolers and derailing the growing
free market in education? Economics and the history of private schools versus
government schools provide ample lessons on what to expect.
The Birth of a Free Market in Education
The term "homeschooling" is a bit of a misnomer. To many people,
the word conjures up a vision of mom instructing her kids around the kitchen
table - a myth perpetuated by the media who invariably demand this particular
image to accompany their stories.
The reality is far different. While instruction around the kitchen table
does indeed occur in most homeschooling families, the flexibility and range
of homeschooling encourages an enormous variety of alternative educational
models. These models range from child-led, interest-based learning (unschooling)
to the traditional, classroom model with professional teachers. They include
distance learning, cooperative teaching arrangements between parents, commercial
learning centers, and subject specific tutors. Many young teenagers routinely
take junior college or university courses. Others participate in the revival
of apprenticing.
The homeschooling boom has not gone unnoticed by educational entrepreneurs.
Homeschooling conferences attract huge numbers of vendors catering to the
hundreds (and in some cases, thousands) of families attending. Traditional
curriculum vendors have repackaged their wares specifically for the homeschooling
market. Homeschooling magazines and newsletters flourish while increasing
in number. Organizations providing paid support (curriculum counseling,
bureaucratic paperwork assistance, legal support) for homeschooling families
continue to spring up.
Supplementing these numerous commercial ventures and, in most cases, preceding
them, are a multitude of local support groups that arose spontaneously to
help meet the needs of new and existing homeschooling families. Much of
the power of the homeschooling movement comes from these groups where families
gather to meet the social and academic needs of their children. These voluntary
groups create the environment for low-cost/no-cost academic solutions, such
as:
· cooperative teaching, which leverages the existing talents and
interests of parents;
· information sharing between parents about what works and what doesn't
for different learning styles;
· renting community rooms (or homes) for group activities and classes
· hiring professional teachers by the hour (e.g., our science teacher
is paid $75/hour, which breaks down to $5/child);
· numerous field trips for hands-on learning.
Homeschooling support groups also provide all of the social activities found
in traditional schools. One group, All Ways Learning in San Jose, is typical
of the depth of activities provided by voluntary support groups once a critical
mass of families is involved. The group meets twice weekly, once at a local
park and once in a rented community room. Volunteer families organize the
monthly newsletter, year book, yearly "school" pictures, monthly
"PTA" meetings (aka, "Parents' Night Out"), holiday
parties, dances, and choir. In addition, a homeschooling sports league in
the area sponsors baseball, basketball, and soccer for several hundred homeschooled
children.
Homeschooling, with its varied commercial and volunteer ventures, is a microcosm
of what a true free market in education could look like. Parents and children
working together, mixing and matching, tailoring the educational style to
what works best for their family. Families spending their educational dollars
as they choose, with educational entrepreneurs creating a wide-ranging marketplace
of goods and services. It's not just mom and the kids around the kitchen
table - it's a new educational model.
If You Can't Beat 'Em, Join 'Em
Stakeholders in government schools have a vested interest in strangling
this nascent free market in education. Early efforts to stamp out homeschooling
were fought in the courts and, while homeschoolers have for the most part
been successful in this arena, the threat of legal prosecution is still
a favorite weapon of intimidation wielded against homeschooling families.
However, for the most part, the days when homeschoolers were considered
outlaws are behind us.
Homeschooling victories in the legal system forced opponents to use different
means to control homeschooling. Moving to the legislative arena, some states
imposed mandatory oversight by local school district officials requiring
curriculum approval and quarterly evaluation. Other states imposed mandatory
testing with a child's failure resulting in a return to a government school
(note, however, the lack of a reciprocal clause forcing government schooled
students who fail the test to be homeschooled). These coercive attempts
to control homeschooling actually pale in significance compared to the more
subtle and dangerous tactic some states use to recapture homeschooling families
- the inauguration of government homeschooling programs. Once few in number,
these programs are now widespread in states that allow them.
Early programs in California offered homeschoolers a straightforward $1,000
bribe to participate. To collect, homeschoolers merely had to submit receipts
to the district for any educational activities or materials. It was an economic
win-win situation, as the district retained the remaining $3,000 in per
pupil funding from the state.
Programs changed over time as the state gradually imposed more restrictions
on homeschoolers. At first, restrictions took the form of decreasing the
amount available for reimbursement and sharply limiting reimbursable items.
At the same time, more curriculum resources and teachers were made available.
Now, instead of having the freedom to spend money from the state on educational
materials and experiences of their own choosing, families are only reimbursed
for the same consumable materials (pencils, crayons) already offered by
the district.
However, despite these restrictions, these programs still provide significant
economic incentives for both homeschoolers and school districts. For homeschooling
families, they get access to a professional teacher, all the district resources,
and extracurricular activities like sports and band - all of it "free".
With incentives like these, it's not surprising that many homeschoolers
have rushed back to the same government system they once fled and, in many
cases, are demanding their "rights" to these activities. This
phenomenon is common enough that it's attracted national media attention.
[4]
For school districts, the advantages are even greater. Districts receive
full pupil funding for only spending an hour a week with a student [5].
This is an enormous profit margin over full-time students, a virtual cash
cow for districts. Districts respond to this incentive the way any profit-seeking
enterprise would: aggressive recruiting of new customers (even stealing
from other districts) [6], advertising their programs, conducting workshops
on homeschooling [7], and expanding into new markets (e.g., high school
homeschooling programs) [8].
Crowding Out Private Educational Alternatives
The damage done to the independent homeschooling movement extends beyond
offering financial and other resources to families to seduce them into government
programs. The spirit of volunteerism that suffuses homeschooling support
groups and makes possible low-cost cooperative learning opportunities also
is undermined by government competition. Parents who offer their time and
talents voluntarily in support group situations have been actively recruited
by government homeschooling programs with employment opportunities at $20/hour.
It's a straightforward economic calculation for most parents to make and
just one more step in the seduction of homeschoolers. The end result is
government programs siphoning the creative leadership of the private homeschooling
sector. Inevitably, there are some who follow their leaders back into the
system.
Homeschooling businesses are also undercut. Private Independent Study Programs
(ISPs) typically provide a range of services to homeschooling families,
including curriculum counseling, specialized testing, record-keeping, and
other educational resources. It is increasingly difficult for them to compete
against equivalent services offered for "free" by the state.
The burgeoning charter school movement provides one more example of the
state crowding out private educational enterprises. Similar to government
homeschooling programs, new charter schools in California aggressively recruit
homeschoolers using mass marketing tactics: placing ads in homeschooling
publications, cold-calling during the dinner hour, and email spamming. Motivated
by the same low overhead per pupil funding for homeschoolers, their entrepreneurship
is admirable, but their goal of recapturing homeschooling families for a
government funded and chartered program is not.
The most aggressive charter schools use another traditional business technique
to achieve rapid growth - merger and acquisition. Backed by state funds
, they can afford to make generous buyout offers to private ISPs. Private
ISP owners in California charge between $100-$400 per student. Charter schools
can afford to hire ISP owners as "administrators" and pay them
$1,000 per student, while still retaining 75% of the state funding for charter
school "overhead." Everybody wins here as the homeschooling families
no longer incur the cost of the private ISP.
Slamming the Door on an Educational Free Market
Having established a viable government alternative to the private sector
and independent homeschooling, the government's next step is logical - outlaw
or regulate independent homeschooling out of existence. Not only is it logical,
it follows historical precedent.
This is the same pattern used in the 1800s to virtually eliminate the large
private education system that predominated at the time. First, fund it with
compulsory taxes with attendance voluntary. Once private sector competition
is driven largely out of the market, make attendance compulsory as well.[9]
The same process is underway with homeschooling today and is at various
stages in different states. With guaranteed funding from taxpayers, the
government system can afford to spend whatever it takes to undercut private
homeschooling alternatives.
Not coincidentally, the National Education Association (NEA) has already
formulated the game plan for state control of all homeschooling. For the
last several years during their biannual conventions, the NEA has passed
formal homeschooling resolutions demanding that:
· Teachers of home instruction programs should meet state certification
requirements.
· Authorized state or local permission should be required annually
for home study.
· Home study should be monitored by local school administrative personnel
knowledgeable about excellence in the teaching-learning environment.
· Students should participate in state or locally mandated testing
programs in suitable settings and in other assessments conducted by the
school district.
· Students should have the option of attending public school for
part-time instruction. They should be counted in the average daily membership
(ADM) without proration [in other words, full per-pupil funding with minimal
attendance and overhead]. [10]
With the infrastructure already in place to support homeschooling within
the government system, it would take only a small legislative tweak to make
these programs compulsory. As mentioned earlier, some states have already
implemented some of these regulations - homeschoolers in Pennsylvania and
Hawaii, for example, are subject to annual approval and monitoring by government
school officials.
Other states aren't waiting for legislative tweaks and are trying to outlaw
independent homeschooling directly. At one time, the California Department
Of Education maintained a benign and even marginally helpful attitude towards
homeschooling. Today, with no legislative changes to the education codes,
the California DOE informs prospective homeschoolers that the only legal
way to homeschool is through their government programs or with a credentialed
teacher. This is misinformation at best, as even a casual reading of the
pertinent education codes demonstrates. [11]
Enforcing these policies is all too easy with our existing truancy laws
and is exacerbated with the new wave of daytime curfew laws. In California,
truancy laws are enforced by Student Attendance Review Boards (SARBs). SARB
proceedings are arbitrary with little resemblance to due process. Recently
armed by the California legislature with the power to subpoena parents,
at least one SARB had parents arrested for failure to appear (they were
not homeschooling parents). [12]
While SARB actions against homeschooling families are still few in California,
the majority of children stopped by police because of daytime curfew ordinances
are predominantly homeschoolers. These ordinances typically allow police
officers to write citations forcing parents to appear before a court and
pay stiff fines for repeated violations. The combination of SARBs with subpoena
powers and daytime curfew ordinances will have the proverbial "chilling
effect" on independent homeschoolers, forcing them underground or into
the government system.
A Clarion Call for Homeschooling Independence
While educational statists will never be able to put the homeschooling genie
back in the bottle, they've made great strides in coaxing him to do their
bidding. Many homeschooling activists recognize the dangers and are sounding
a clarion call to resist the seductions of state funded "freebies"
and the inevitable strings attached to them.
Last year's National Homeschooling Roundtable Conference, titled "Freedom
In Education", held multiple workshops debating the merits and dangers
of government funded homeschooling programs. Organizations like the California
Homeschool Network have already taken a stand. Their recently issued Declaration
of Homeschool Independence reads in part:
"The Board of Trustees of the California Homeschool Network holds freedom
to be essential to the fulfillment of homeschooling's promise. We therefore
dedicate our resources and services toward the protection and promotion
of homeschooling independent of government support and intervention. This
policy represents a deliberated response to the encroachments on family
independence and the security of homeschooling rights posed by the growth
of government funded and controlled home-based school programs."
Educational efforts like these are needed to avoid following the same path
of private schooling in the 1800s which ceded 90% of the educational market
to the government. Homeschooling families need to understand that the real
cost of the "free" homeschooling resources provided by the government
is, ultimately and inevitably, their freedom.
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Chris Cardiff is a homeschooling father of three, President of the California
Homeschool Network, and a director of software engineering at Netscape Communications
Corp.
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REFERENCES:
[1] Karl M. Bunday, School Is Dead: Colleges That Admit Homeschoolers FAQ,
October 7, 1997, http://learninfreedom.org/colleges_4_hmsc.html.
[2] Dr. Brian Ray, A Nationwide Study of Home Education: Family Characteristics,
Legal Matters, and Student Achievement, (National Home Education Research
Institute, 1990). The homeschooling families in the study averaged a $488
per pupil cost per year.
[3] Peter Brimelow and Leslie Spencer, "Comeuppance", Forbes,
February 13, 1995, p. 121. "Inflation adjusted per-pupil spending reached
$5,971 in 1993."
[4] Dana Hawkins, "Homeschool Battles: Clashes Grow as Some in the
Movement Seek Access to Public Schools", US News, February 12, 1996.
[5] Linda Parrish, "Home-school Programs are Lucrative for Districts",
Seattle Times, October 1, 1996.
[6] Mark Sabbatini, "State Cites Violations in Home-Study Program",
Los Angeles Times, June 24, 1995, p. B-7.
[7] Kelly David, "Workshop to Provide Home-schooling Tips", Los
Angeles Times, June 3, 1996, p. B-3.
[8] "Home School Program to be Expanded", San Diego Union-Tribune,
May 17, 1996, p. B-2.
[9] E.G. West, Education and the State, (Indianapolis: Liberty Fund, 1994)
Chapter 10: "The Rise and Fall of Nineteenth-Century Private Schools
for the Masses".
[10] NEA Board of Directors, "Policy Statement on Home Study",
1984. While these excerpts are from the 1984 resolutions, the substance
of the resolutions has been re-approved at subsequent conventions.
[11] Jackie Orsi, Our Rights, Our Laws, Our Children, (Vineburg: California
Homeschool Network, 1996).
[12] William L. Seymour, "Parents Get Schooled in Embarrassment; Attendance
Up", Fresno Bee, November 6, 1995, p. B1.
_The Freeman_ is a publication of
The Foundation for Economic Education, Inc. Irvington-on-Hudson, NY 10533
URL address: http://www.pg.net/fee/index.html
Copyright © 1998 by The Foundation for Economic Education (FEE). Permission
is granted to reprint any article in this March 1998 issue of _The Freeman_,
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