â‚Źortetztt News & Reports p. 3-? Results of Nationwide Study, Legislative News from \ArI and WV, Tests Don't Motivate Students Parents Relearn History, Math, and more p. 8-11
How homeschooling gives parents a chance to learn a subject they'd missed or disliked as children Yotrng People as Local Activists p. l2-13
conservation commission and with organizations that help the homeless
& Concerns p.
14-15
Parents' Work Arrangements, Mother Learns to Understand Her Child, Finding the Right Environment for Child with ADHD FOCUS: In Defense of Doing Nothing p. 16-18 Young people tell us what they get out of doing nothing - or rather, appearing to be doing nothing Watching Children Learn p.19-24 Preparing for Spelling Bee, Friendship Between Homeschooler and School Student, How a 10-YearOld Homeschools, Carpentry Class
Unlearning School's Lessons: A Teenager's Story p. 25-26 Resources & Recommendations p. 27
Additions to Directory, Pen-Pals p. 28-29 Issur #1
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Colnn pnoro ts or N,qrK{N Posr. Srn Focus, p. 16. Without Schoolins #1 I 7, Vol. 20, No. 2. ISSN #04?5-5305. Published by Holt Associates' 2269 Mass. Ave., Cambridge MA 021'10. phone 6l?-86'f3100, fax 617{}649235' email HoltGWS@aol.com, t!4leb u\W.HoltGWS.com $25,/yr. Date of isstlc':.June l, 1997. Secondtlass poslage paid :rt Roston, MA and at additional mailing oIfices POSTMASTER: Send addrcss changes Lo G\{rS, 2269 Mass. Ave, Carnbridge, N4-4 02140 ADVERTISERS: Spacc rcseNation deadlines are the lst ofodd-numbered months. Copy de:rdlines arc the l5th. Writc for rates.
2
#f activities.
Stories about homeschoolers working with the town
Challenges
Look at a tree, and try to draw the spaces berween the leaves. Think about how the spaces, the areas of "not leaf," actually give shape to the leaves and help you to see them. Look at a young person sprawled across a bed staring at the ceiling or riding in back seat of the car staring out the window. Think about how those moments of doing nothing, the hours of "not busy," actually give shape and focus to the young person's many Few things seem to make homeschooling parents more anxious than the sight of a homeschooler lying around the
house doing nothing. In fact, sometimes kids make themselaes nervous when they spend a whole day like this. But when asked to reflect on those times of doing nothing, they quickly realize how valuable such times are. "Nothing" time creates a space, a period of quietness, in which ideas form, thoughts settle into order, and internal batteries get recharged. Doing nothing and doing something aren't opposing forces, but complementary even mutually necessary.
Appearances can be deceiving, and perhaps never more than when it comes to this matter of doing nothing. That young person lying around the house isn't, in fact, doing nothing, as the writers in this issue's Focus take care to point out. Doing nothing immediately aisibkmightbe a better description. In other words, thinking. How strange that in a family's, or society's, Iist of what young people are supposed to be doing, this crucial item so often gets overlooked. Maybe it gets overlooked because it almost seems too obvious to mention, or maybe it gets overlooked because it's invisible. But since it's the source of so much that young people do that does get celebrated, it deserves its own few pages of exploration. In the book fual Liues, Patrick Meehan wrote, "[It] bugged my mother that I'd sometimes sit around and look off into space for what seemed hours on end. She would accuse me of wasting time. But I was not wasting time. '.. Whether in art or math or philosophy, important thoughts do not pop, fully formed, into one's mind. One must develop them bit by bit." And, echoing Patrick, in this issue of GWS we have Andy visualizing a drawing in his mind; Lydia working out her ideas about herself and reevaluating how she has handled past situations; Emily reviewing Spanish sentences; Nathan seeing and building, in his mind, something he wants to build with his hands in the future - and others, all of whom would have looked like they were only lying around, had we not asked what they were really doing. "I think doing nothing is an extremely important part of growing up,"John Holt said in 1983, and this is probably even truer today, with young people's lives so crowded and busy and so few moments truly their own. When I read the words of the young people in this issue, I think of how wonderful it is that so much of their time is theirs, so that they can think and reflect and plan and dream without having to feel inordinately guilty about what else they Susannah Sheffer should be doing.
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achievement and (a) whether the father was a certified teacher, (b) whether the mother was a certified teacher, (c) family income, (d) money spent on education, (e) legal status of the family, (f1 time spent on formal
instruction, (g) age formal instruction began, and (h) degree ofstate regula-
tion of homeschooling.
The target population was all homeschooling families in the United States. Data were collected on 1,657 families and their 5,402 children.275 of the families had participated in my
mothers worked outside the home. A wide variety of religious affiliations was evident among the parents: Atheists, Buddhists, Jews, Mormons, Muslims, New Agers, and others participated, while about 90% identified themselves as Christians. The parents had higher than average educational attarnment; 46% of the fathers had a bachelor's degree or higher, and 427o of the mothers had the same. These families' median annual incorne of $43,000 was a little lower than the median for all marriedcouple families in the United States. The parents spent, on average, $546 per child per year for home education. The mother did 88% of the "formal" teaching of the children while the father did 10% of the teaching. The large majority of these children were not being taught by professionally trained and government-certifi ed teachers. On average, the children had been taught at home for 5 years since age 5,85% were in grades K through 8, and the vast majority of their parents planned to homeschool them through their secondary school years.
1990 nationwide study, which only
Parents handpicked curriculum
included families from the Home
materials - rather than purchasing complete programs - for 777a of the students. The social activities of these children were quite varied; for example, 47Vo were involved in music classes, 48Va were involved in group sports, and 777a participated in
Results of Nationwide Homeschool Study Brian Ray, President of
the
National
Home Education Rzsearch Institute. writes:
Recently, the National Home Education Research Institute and I were able to complete a nationwide study of homeschooling. The purpose of this study was to examine the academic achievement and social activities of home-educated students and the basic demographics of their
families, to assess the relationships between student achievement and selected student and family variables, and to describe and explore certain longitudinal changes among homeeducated students and their families. I'll summarize the study here; the full-
length report is available as a book titled Strengths of 7'heir Oun - Home Schookrs Arross A merica.
School Legal Defense Association's membership. In this present study, our goal was to include a more representative sample of homeschoolers across America. Many organizations and individuals cooperated with us in this effort. HSLDA largely sponsored the study.
Here is a brief look at the demographics of the families. With 3.3 children and9SVo being headed by married couples, they were much larger than the U.S. average. Ninetyfive percent of family income was earned by the fathers; 34% of them were professionals and I 1% were small business owners. Eighty-eight percent of the mothers were homemakers/ home educators and only 16% of the GnowrNc
Sunday school. These students scored, on the average, at high percentiles on stan-
dardized academic achievement tests over 80Vo in reading, language, math, Iistening, science, social studies, and study skills. (The national average is the 50th percentile.) Several analyses were conducted
to determine which independent variables were significantly related to academic achievement. There .was no
significant relationship between
Wrrsour Scuoor.rNc 4117 .1ur,./Auc. '97
Achievement was statistically
significantly related, in some cases, to father's education level, mother's education level, gender of student, years home educated, use of libraries, who administered the test, and use of
computers. The relationships were, however, weak and not practically significant. This and other studies indicate that very few background variables (e.g. socioeconomic status of parents, regulation by state) explain the academic achievement of the homeeducated. It is possible that the home education environment ameliorates the effect of variables that are typically considered a detriment to students. A variety of students in a variety of home education settings have performed very well in terms of academic achievement. I surmise at length, in the booklength report on the study, why the home-educated are doing so well. I recognize that there are lnany
crileria for determining success in education (e.g. personal character traits, behavior towards others, personal beliefs, critical thinking skills, and knowledge). Further, I recognize that standardized academic achievement tests measure only one aspect of education. But regardless of one's opinion about the validity and value of these tests and their accompanying scores, they provide information about the success of groups of (and sometimes individual) students that is widely used in the educational, political, legal, and media worlds. Dr. Ray's book Strengths of Their Own is available for $19.95 + $2 shipping, and his newsletter, the Home School fusearcher, is available for $25 a year (4 issues), from NHERI, PO Box 13939, Salem OR 97309; phone 50336+1490, fax 503-364-2827, Web: www.nheri.org, email mail@nheri.org.
* Defeating Homeschool Eligibility Bill in Wisconsin About 400 homeschoolers attended a hearing on April 9th about Senate Bill 106. a bill that would have fundamentally changed Wisconsin's homeschooling law, according to a mailing from the Wisconsin Parents Assocation. Homeschoolers succeeded in persuading legislators not to vote for this bill. Under Wisconsin's current law. which has been in effect since 1984, parents submit a form to the Department of Public lnstruction attesting that they are in compliance with the homeschool law - i.e., providing a sequentially progressive curriculum and 875 hours of instruction a year. SB 106 would have amended this law by sa)lng that families can homeschool unl.ess t}:'e child has been found to be in need of protective services or has violated the truancy ordinance. In late March, WPA sent out a mailing to homeschoolers around the state giving the text of SB 106 and explaining its opposition to the bill. In particular, WPA argued that legislation that attempts to keep truants from turning to homeschooling actually reduces the freedom of all homeschoolers: "... we face much more serious threats from the state gaining the authority to determine who is eligible to homeschool than we do from the possibility of a few families whose children have been truant not doing a good job of homeschooling. ... Some of us may have wondered if we were'homeschooling material' before we started homeschooling. There is
Nnws
& Rnponrs .3.
really no way to determine, before families start homeschooling, which families it will work for. Some of the people who need the benefits of homeschooling the most may appear the least likely candidates before they begin." Thus, rather than trying to solve the problem of truancy by preventing truants from becoming legal homeschoolers, WPA argued that "it is better to use existing laws that provide for schools to offer truants alternative programs and contracts with nonsectarian private schools. In addition, homeschooling often works for young people who have had difliculty learning in a conventional setting." A mailing from WPA after the April 9th hearing reports that homeschoolers succeeded in persuading legislators not to vote in favor of the bill, which means that it will very likely die in committee . WPA writes, "During the hearing... members of the Senate Education Committee indicated that they recognize that homeschooling works. ... Contacts we made with legislators before the hearing (our phone calls. letters. and face-to-face conversations) did a lot to inform legislators and convince them not to support SB 106. ... Sixty people registered to testiSB 106, although time delays meant that only 28 actually spoke ... The testimony was clear, strong, and
fr against
impressive."
Good and Bad Bills in WV West Virginia homeschooling parent Barbara Walker wrote us in late March to say that a bill had been introduced into the state legislature
that would require all homeschool ing parents to have two years of college and passing scores on the National Teacher's Exam in all subjects to be taught. (Under current WV law, homeschooling parents are required to have fouryears ofschooling beyond the oldest student they're teaching and to have each student assessed each year using a standardized test or a
portfolio). A few weeks later. Barbara told us that the bill never got out of committee before the end of the legislative session. She also told us that another bill, which would have allowed
homeschoolers to participate in school's extracurricular activities,
including sports, did not get out of committee either, despite a lot of support at a public hearing and support from some key legislators. Barbara said that opposition from the Secondary Schools Activities Commission and others may have put pressure on the Committee Chair not to introduce the bill.
Tests Don't Motivate Students From the Winter 1995-97 issue of the FairTest Examinry the nauslettn of the National Center for Fair and Open Tbsting:
A major argument by proponents of high-stakes exams is that such exams will motivate students to try harder and achieve more. This argument has been made by President Clinton, many business leaders, Ithe late] Al Shanker of the American Federation of Teachers, and some other educators.
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The Uses of External Examinations
Motiuation,'1. Kellaghan, G.F. Madaus, and A. Raczek conclude that the available evidence does not support the claim that highstakes testing will induce improved Iearning. This Public Service Monograph of the American Educational Research Association reviews research on motivation theory use of motivation in test-driven education reform and in industry intrinsic and extrinsic motivation, and use of the latter to improve student learning. The summary strongly states the authors' to Improae Student
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conclusions: "... First, current proposals do not address the complexity of the motivation process and how a system of external examinations might have an impact on it ... Second, those who are not motivated are likely to become alienated from the educational process. Third, for those who are motivated, the consequences for the quality of
their learning may be very different from those anticipated in the reform proposals. We can expect high-stakes
external examinations to narrow the curricular experiences of students and to encourage them to concentrate on achieving high levels of test peformance at the expense of striving for high levels of mastery. If this happens, the proposed system(s) will not move the American educational system toward the objective of producing a student population with higher levels of achievement, greater self-determination and creativity, and improved higher-order thinking skills and problem-solving abilities. " In short, use of high-stakes exams could backfire against the professed goals of many education reformers, if
the analysis of motivation is correct. While the monograph was written in response to proposals for national exams, the content is equally relevant to state or district high-stakes testing programs, and provides valuable evidence as to why implementation of high-stakes tests should be opposed. ... The monograph is aaailablc for $11
from AERA, 1230 17th St NW, Washington DC 20035.
Office News [SS:] Our apologies to those of you who have observed that the production quality and mailing schedule of recent issues of GWS hasn't been up to our usual standard. Issues have been mailed later than usual, and some subscribers have reported problems with a few pages in GWS #115 and #116. We had been using a printer who turned out to be unable
to handle ourjob as smoothly as we and they had originally hoped. With this issue, we have switched to a new printer and we expect things to improve significantly.
On April 8th, I visited the Pathfinder Learning Center in Amherst, Mass., a resource center for homeschooling teenagers which its founders, two former schoolteachers, described in GWS #114. Before the public event that evening, I was able to spend a few hours talking to some of the teenagers, sitting in on a writing class, and generally getting a sense of the place. Of the 55 teenagers who are currently members, many are quite new to homeschooling, and the center - both as a physical place to go and as a source of support and ideas - seems to help make homeschooling feel possible for a number of families who wouldn't otherwise have undertaken it. What excited me most was observing the degree to which the center has managed not to take on any of the characteristics or functions of a school, and I mention this because I know it's something that people creating resource centers often struggle with. Pathfinder steadfastedly refuses to take on the custodial function of schooling - in other words, the young people truly can come and go. Some spend
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* only a couple of hours a week there; others come by much more frequently, but there's no sense that time spent there is more valuable than time spent elsewhere. On the contrary the place is clearly a resource center, a place from which you branch out into all sorts of other activities at home and in the cornmunity. Second, the founders also scrupulously avoid being responsible for the academic lives of the young people. For example, they have many math books available, they will recommend some and talk about math options and give all sorts of other help if asked, but, as Ken Danford said to one parent while I was there, 'Your child is welcome to come here and do math. but if he leaves that day and hasn't done the math you expected him to do, that's between you and him, not between you and us." In other words, it's not the
Nrws & Rrponrs
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center's business to try to make sure that the kids learn any particular thing
or get any particular academic work accomplished. This, too, frees them to be a center rather than a school, and as I sat and observed I found myself
thinking aboutJohn Holt's discussion of this distinction in Tbach Your Attn years ago. Just as it's continually interesting for individual families to sort out how to learn and do things together without replicating school in their homes, so is it interesting and challenging for groups - and no doubt there will be more such groups and centers and clubs as time goes on - to figure out how to be a gathering place and a resource center without also acting like a school.
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country - that's a lot of people who will probably be hearing about homeschooling for the first time! [PF:] For quite some time, when we were asked, "When will you have a web site?", we would answer, "We don't
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For a free catalogue, call, fax, e-mail, or write to Brookline Books at: P.O. Box Cambridge,
But when homeschooling parent Dorothy Giansiracusa got that response, she wasn't deterred. "I can spare some time and you don't have to pay me to do it; I consider it a learning experience," she said. Dorothy has recently completed her work on the site, whose address is www.holtgws.com. On the site, Dorothy has placed
for over I 3 years
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Bunday, and the two stopped by Holt Associates to ask some questions about homeschooling in the U.S. They told us that the story would be broadcast on a station that reaches the entire
have the time or the money to do it."
Getting calls from newspaper, radio, and television reporters around the country is common in our offrce.
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It was an interesting novelty, however, to receive a visit from a Chinese radio journalist earlier this month. Zhou Ping of the Central People's Broadcasting Station was visiting Boston with his English language interpreter, Minnesota homeschooling father Karl
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our questions and answers about homeschooling from our catalog, catalog listings, conference information, upcoming speaking engagements, Iinks to selected learning resources, and information about subscribing to GWS. We are expanding this content to include some GWS material arranged by theme (Late Readers, Teen Homeschoolers, etc.), the table of contents from current GWS issues, a Reading List of books we recommend but don't sell. and a feature called "20 [or 10, 5, etc.] Years Ago in GWS" that will select a story or two from our back issues. In the future, we may also have message boards available. If you have other ideas for this site, write to me or to Ginger Fitzsimmons; Ginger will be maintaining the site on a day-to-day basis.
In addition to telling you what the web site will offer, we want to be clear about what we will not use it to do. First, we will post information about and stories from GWS in a limited fashion, as a way to generate interest and subscriptions, but we will not offer over the web anlthing we don't offer our paid subscribers through the magazine itself. For example, we won't
WrrHour
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Jvt-./ Avc.'97
* publish material on the site before it's published in the magazine. We were faced with such a decision recently; as soon as we announced our 20th anniversary conference, some folks requested that we put conference infor-
mation up online before it was printed in the magazine, but we chose to wait until the issues containing that information were mailed to subscribers before we posted the information online. Second. we won't use the internet as a substitute for other forms of political action. In our view, sending email about an issue is not the same as appearing at a hearing, speaking to a legislative aide, or actually reading the
Iune 2I: Utah Home Education
GWS, 617-8643100.
Aug. 23-25: Home Education Resource Organization conference in Columbus, OH. Pat Farenga speaking; books available for sale. For info: Chris O' Connor, 6l +852-7 926. Sept. 6: WV Home Educators
info: Michelle Smith,
workshops; books available for sale.
AlsoJohn Gatto, the Colfaxes. For info: Mary Leppert. 805-492-1373. GnowNc WrHour ScHoor-rNc 4117
801-77
+0495.
Tune 28: Unschoolers' Network conference at Brookdale Community College in Lincroft, NJ. Pat Farenga speaking; books available for sale. For info: Nancy Plent, 908-938-2473. Aus. 8-10: Growins Without Schooling's 20th Anniversary conference at the Westin Hotel in Waltham (near Boston), MA. David & Micki Colfax,John Gatto, workshops by
Assoc conference atJackson's
Mill
Conference Center in Weston. WV. Theme: Play=1,Yo.1. For info: l-80073G9843. Deadline for GWS #118 Cakndar listings is 7/10. For GWS #119, 9/10.
a
"Euery child can sing and these qtideos prove it. . ." _CHILDREN'S VIDEO REPORT
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Third. we will link our web site
Juns2l=22: The Link (KidComfortable) Conference in West Lake, CA. Pat and Day Farenga doing
veteran homeschoolers. For info:
at BrighamYoung U, Provo, UT. For
to hundreds of people at once via the internet is not the same as holding a meeting in one's house or in the community. So we won't substitute email for these other forms of action when they too seem necessary.
Calendar
& Rrponrs .t
Assoc Convention & Curriculum Fair
bill in question. Sending information
only to sites that we have checked out ourselves and that we feel we can truly recommend. Finally, a word about how we do and don't use email. Since we're a small office with, essentially, only one person regularly checking email and then distributing the messages to the appropriate staff, email is not (even though it might seem to be) the quickest way to each us. U.S. mail, faxes, and phone messages get to the designated staff member right away, but it takes us longer to process our email, so we ask for your understanding: please don't use email if you need to reach us immediately, especially if you need to reach a particular staff member. On the other hand, Email works fine for information requests, directory updates, questions for which you don't need an immediate response, information you just want to pass along, and so on. Our email addresses are HoltGWS@ aol.com and HolIGWS@erols.com.
Nnws
Regordless of your background you can incorpor ate simple,
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