Homeschoolers on to College: What Research Shows Us

Journal of College Admission, Fall 2004 by Ray, Brian D

Recently, several academics have claimed that (a) homeschool parents are selfish for home-educating their children (Lubienski, 2000) and anti-state (Apple, 2000), (b) homeschool parents and children are removing themselves from basic and essential participation in the democratic processes of the U.S. republic (Lubienski, 2000; Reich, 2002), and (c) homeschoolers will be socially isolated and likely not learn to be decent, civil and respectful and to work with others (Evans, 2003; Reich, 2002).

Yet, to date, it appears that almost a dozen investigations address home-educated adults and the research shows that the home-educated are disproportionately involved in community life, civic activities and in democratic processes, decent, civil, respectful, and disproportionately exhibiting leadership traits. This is not to say, of course, that every homeschool graduate is brilliant, attractive, and destined for success. It simply means that, on average, they appear to be doing well in the "real world" because the environment in which they were educated-in the broad sense, academically, mentally, morally, and aesthetically-gave them sound academic skills, a solid and confident social and emotional nurturance, respect for others, a stable worldview, and a zest for learning.

How Colleges Approach the Home-Educated

Jennifer Sutton (2002) wrote in Brown University's alumni magazine, "Although the number of homeschoolers applying to college is still small, it represents only the first wave. The next homeschooled generation-the real boom-is just hitting puberty." The Chronicle of Higher Education headlined another article, "Homeschooling: Growing Force in Higher Education" (Morgan, 2003). Sixty-two percent of college admission officers agreed "the homeschool movement is having or will have a significant impact on higher education" (Ray, 200Ia). As the number of homeschooled college applicants increases, college admission officers should keep the following in mind:

Research and probability show that the home-educated college applicant is very likely to succeed in college, both academically and socially. Consider that the home-educated typically have strong self-discipline, motivation, and self-initiative. "These kids are the epitome of Brown students," says Joyce Reed, who became an associate dean of the college twelve years ago. "They've learned to be self-directed, they take risks, they face challenges with total fervor, and they don't back off" (Sutton, 2002).

As with any applicant, you will need to use your wisdom and experience to determine whether the individual person fits the particular ethos of your institution, if "fit" is of high importance to your college.

Recognize that you may hold biases and prejudices you do not recognize. After all, about five American generations have been attending age-segregated, institutional places of learning for 12 years of our lives, and most reading this article spent at least 16 years in these institutions. Most Americans (and those in many other nations) have no idea of what it would be like to be home-educated and how we might be different, for better or worse, had we experienced this age-old practice.