| Academic findings The academic
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| | Home-educated graduates are more involved
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| effectiveness of home education is
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| | in civic affairs and vote in much higher
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| largely a settled issue.
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| | percentages than their peers.
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| Numerous studies have confirmed the
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| | For example, 76% of surveyed between the
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| academic integrity of home education
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| | ages of 18 and 24 voted within the last
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| programs, demonstrating that on average,
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| | five years, compared with only 29% of the
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| home-educated students outperform their
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| | relevant U.S. population. The numbers of
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| publicly-run school peers by 30 to 37
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| | home-educated graduates who vote are even
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| percentile points across all subjects.
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| | greater in older age groups, with voting
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| Moreover, the performance gaps between
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| | levels not falling below 95%, compared
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| minorities and gender that plague
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| | with a high of 53% for the corresponding
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| publicly-run schools are virtually
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| | U.S. populace.
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| non-existent amongst home-educated
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| | Of those adults who were home-educated,
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| students.
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| | 58.9% report that they are "very happy"
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| Some critics argue that while
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| | with life (compared with 27.6% for the
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| home-educated students generally do
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| | general U.S. population). Moreover, 73.2%
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| extremely well on standardized tests,
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| | of homeschooled adults find life
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| such students are a self-selected group
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| | "exciting", compared with 47.3% of the
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| whose parents care strongly about their
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| | general population.
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| education and would also do well in a
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| | The Education Resources Information
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| conventional school environment.
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| | Center (ERIC), a U.S. government agengy,
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| Some opponents argue that parents with
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| | has published multiple articles on home
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| little training in education are less
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| | education. Here are excerpts from one
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| effective in teaching. However, some
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| | which examined several studies on
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| studies do indicate that parental income
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| | home-educated children socialization:
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| and education level affect home-educated
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| | According to the findings, children who
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| student performance on standardized tests
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| | were educated at home "gained the
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| very little.
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| | necessary skills, knowledge, and
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| Home-educated student curricula often
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| | attitudes needed to function in
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| include many subjects not included in
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| | society...at a rate similar to that of
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| traditional curricula. Some colleges find
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| | conventionally schooled children.
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| this an advantage in creating a more
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| | The researcher found no difference in the
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| academically diverse student body, and
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| | self concept of children in the two
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| proponents argue this creates a more
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| | groups, and maintains that "insofar as
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| well-rounded and self-sufficient adult.
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| | self concept is a reflector of
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| Increasingly, colleges are recruiting
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| | socialization, it would appear that few
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| home-educated students; many colleges
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| | home-schooled children are socially
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| accept equivalency diplomas as well as
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| | deprived, and that there may be
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| parent statements and portfolios of
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| | sufficient evidence to indicate that some
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| student work as admission criteria;
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| | home-schooled children have a higher self
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| others also require SATs or other
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| | concept than conventionally schooled
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| standardized tests. Some opponents argue
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| | children." Proponents argue further that
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| that home education curricula often
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| | the social environment of traditional
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| excludes critical subjects and isolates
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| | schools: strongly inhibits individuality
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| the student from the rest of society, or
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| | and creativity, follows the standards set
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| presents them with ideological world
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| | by the slowest students, involves
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| views, especially religious ones.
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| | bullying, recreational drug use, early
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| The results of home education with gifted
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| | sexuality, defiance, criminality,
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| and learning-disabled children have not
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| | materialism, and eating disorders.and
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| been as thoroughly studied.
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| | that socialization in the wider
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| Social findings In 2003, the National
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| | community:leads them to see adults,
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| Home Education Research Institute (NHERI)
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| | rather than peers, as role models,better
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| conducted a survey of over 7,300 U.S.
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| | prepares them for real lifeencourages
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| adults who had been home-educated (over
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| | them to be more involved in youth,
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| 5,000 for more than seven years). Their
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| | church, and sports organizations,helps
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| findings included: Home-educated
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| | them develop an independent understanding
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| graduates are active and involved in
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| | of themselves and their role in the
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| their communities. 71% participate in an
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| | world, with the freedom to reject or
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| ongoing community service activity, like
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| | approve conventional values without the
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| coaching a sports team, volunteering at a
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| | risk of ridicule,teaches children to deal
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| school, or working with a church or
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| | with a variety of situations and people,
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| neighborhood association, compared with
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| | still provides for interaction with
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| 37% of U.S.
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| | conventionally-educated children after
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| adults of similar ages from a traditional
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| | school hours in their neighbourhood and
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| education background.
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| | in other after-school activities.
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