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Homeschooling by the Numbers
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My dh found an interesting "infographic" about homeschooling statistics. Click the image to enlarge.
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Anonymous said…
These numbers are very easy to mis-interpret. There are two big problems:
1) homeschoolers don't have to take the SAT, so there is an enormous self-selection bias, with only the better-prepared students choosing to take the exam.
2) the demographics of the three populations are not matched. The effect that is being observed may be due entirely to the education level and income level of the parents, and have nothing to do with the education method.
I agree with gasstationwithoutpumps' comment #2. This evidence demonstrates correlation but not causality.
The evidence is that the biggest determinant of outcomes for public school students is the value their parents place on education. Parents who care a lot about their children's education tend to do better in whatever educational setting they attend.
Clearly parents who homeschool place a high value on their children's education, and thus one would expect them to do better in general.
As for point #1), nobody has to take the SAT (homeschooled or otherwise), so the self-selection bias is not confined to homeschoolers.
It's hard to construct a controlled experiment on a process that requires self-selected volunteers. One natural experiment that comes close is the change in overall State-level scores that occurs when the policy regime changes to one that is less restrictive or more restrictive of homeschoolers.
Alaska subsidized homeschooolers through it's government-operated correspondence schools. Students in these schools take standardized tests and perform as the statistics above indicate. Aggregate State-level NAEP statistics suggest that this is not sample bias induced by self-selection, since Alaska has (had, last I looked) the highest 90th percentile score (NAEP 8th grade Math) of all US States.
I was just sent a link to this site; all it is, is a handy one-page printable conversion chart for various US measures, metric measures, and US vs. metric measures. Includes even a comparative Fahrenheit vs. Celsius thermometer. http://metricconversioncharts.org/
Someone asked me about the interpretation or meaning of the two numbers in multiplication, such as 4 × 2. Do you view it as four groups of 2 , or as four, taken two times ? Here's their question: "...I noticed that your explanation about how to interpret a math phrase, such as 4 × 2, is different from how I have understood it and taught it to my older daughter who was using RightStart Math at this level. Let me explain: I see that you are using the first factor to denote number of groups and the second factor tells how many are in each group (4 × 2 would be interpreted 4 groups of 2). On the other hand, I have taught and thought of it reversed, with the first factor telling how many are in each group and the second factor telling you how many groups (4 × 2 would be 4 taken 2 times). I know that the difference in explanations does not ultimately change the product, but I am wondering what you thoughts are. When I conceptually picture what I'm doing I see i...
(Updated in 2018) People sometimes ask me of my opinion or review of Saxon math. What I've written here applies in particular to Saxon Math's high school courses and middle grade levels. (The grades K-3 are by a different author and are quite different; more on that below.) Saxon Math uses an "incremental approach" where math concepts are studied in little pieces over several lessons, and those lessons are strawed over a long period of time, intermixed with lessons about other topics. In other words, if one lesson is on some particular topic (say, percentages or inequalities), it's almost guaranteed that the NEXT lesson is NOT on that topic . It jumps around from topic to topic constantly, and this is by design. Saxon's method also includes a feature where after a lesson is taught, there are very few practice problems about the topic of the lesson. Most of the problems are mixed review problems, and they practice concepts from earlier lessons, not th...
Comments
1) homeschoolers don't have to take the SAT, so there is an enormous self-selection bias, with only the better-prepared students choosing to take the exam.
2) the demographics of the three populations are not matched. The effect that is being observed may be due entirely to the education level and income level of the parents, and have nothing to do with the education method.
The evidence is that the biggest determinant of outcomes for public school students is the value their parents place on education. Parents who care a lot about their children's education tend to do better in whatever educational setting they attend.
Clearly parents who homeschool place a high value on their children's education, and thus one would expect them to do better in general.
As for point #1), nobody has to take the SAT (homeschooled or otherwise), so the self-selection bias is not confined to homeschoolers.
Alaska subsidized homeschooolers through it's government-operated correspondence schools. Students in these schools take standardized tests and perform as the statistics above indicate. Aggregate State-level NAEP statistics suggest that this is not sample bias induced by self-selection, since Alaska has (had, last I looked) the highest 90th percentile score (NAEP 8th grade Math) of all US States.