Making Positive Connections With Homeschoolers

By Request...January 2000

In Context: Why Reach Out to Homeschoolers?

Plans to develop partnerships with homeschooling families are often met by resistance from some educators (Mayberry et al., 1995; Natale, 1992). Certainly, the notion of spending already limited resources on a group who has chosen to remove themselves from the public education system can sound like a waste of both money and time.

So, why should schools attempt to build partnerships with homeschoolers? Perhaps the most compelling reason is simply to benefit students (references.html#Knowles, Marlow & Muchmore, 1992; Simmons 1994). Keeping in mind the mission of public schools, partnerships between schools and homeschoolers only makes sense. Whether a child is enrolled full-time in a formal school setting or not, the goal of public education remains the same: to improve learning outcomes by providing quality educational experiences for all school-aged children (Mayberry & Knowles, 1989; Pearson, 1996). Beyond this, however, are three main incentives for cooperating with homeschooled students and their parents:

Legislation: Although laws vary from state to state, courts and legislatures across the country are increasingly supporting homeschoolers' requests for access to public school facilities, resources, and activities (Mayberry et al., 1995). While some states require only that public schools allow homeschoolers to participate in school sports and other extracurricular activities, other states, such as Oregon, Idaho, and Washington, require schools to accommodate homeschoolers' requests for much broader types of participation, including part-time enrollment in regular school classes (Brockett, 1995; Mayberry et al., 1995). For schools in these states, the question is no longer "if they should collaborate with homeschoolers, but how?"
Enrollment & Funding Increases: Depending on local regulations governing school funding calculations, school districts may be able to receive funding for serving homeschooled children (Knowles, 1989; Mayberry et al., 1995; Natale, 1992). According to Holt (1983), most "school districts are free to register home-taught students in their schools-listing them as participants in a special program and collecting the proper amount of state aid." This money can be used not only to support services for homeschoolers, but may also mean extra dollars left over for other school programs (Guterson, 1992; Hill, 1996). Private schools can also benefit financially from collaborating with homeschoolers by charging a pro-rated tuition for students who are enrolled in special programs or participating on a part-time basis in regular classes (Mayberry et al., 1995).
Returning Students: A third incentive for collaborating with homeschoolers is to maintain positive working relationships with students who may eventually re-enroll in the school. Lines (1995) notes that "many children are homeschooled for only a few years." This being the case, it is in the best interests of both schools and homeschooled students to work together. Students who have maintained a positive relationship with the public school and whose academic progress has been regularly evaluated in relationship to the school's curriculum will have an easier transition back into the classroom (Mayberry et al., 1995).

Additional benefits of reaching out to homeschoolers include:

An improved school/district image within the larger community that results from the collaborative attitude that is evident in any school-home partnership (Mayberry & Knowles, 1989; Natale, 1992).
A reassurance to concerned educators that homeschooled students' needs are truly being met and that they are making adequate educational progress (Dahm, 1996).
An enhanced academic and social environment for both traditional and homeschooled students that results from the added diversity each group brings to the other (Mayberry et al., 1995).

Whether individual educators support the idea of homeschooling or not, the trend is clearly toward cooperating with homeschooling families. The question put before schools now is how to work with homeschoolers to maximize learning opportunities for students while mutually benefiting and meeting the needs of all parties (Mayberry et al., 1995).