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|Title:||Home Schooling in Illinois: A Study of the Perceptions of the State Regional Superintendents of Schools|
|Author(s):||DeRoche, Susan Jean Kostelny|
|Doctoral Committee Chair(s):||Prestine, N.,|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||Little research has been done on home schooling in the State of Illinois. There have been studies which have shown positive outcomes on the part of home schooled youngsters. These studies have been conducted with willing, conscientious, and successful parents. This study intended to provide another dimension to the picture of home schooling in this state. As truant officers, the state's regional superintendents of schools have perceptions different from other subjects.
Important findings include the following perceptions: that the only significant demographic factor in deciding to home school is religion; that one primary or intermediate child is the most common configuration, with incidence decreasing with age and number of children; that there is no pattern in terms of duration; that the most common reasons for home schooling are religion and dissatisfaction with the public school; that the quality of home school instruction varies a great deal from very good to very poor in quality; that denial of special education to eligible children is of major concern; that instructing parents are most often high school graduates, followed by parents with some college, college graduates, parents with less than a high school diploma, parents with teaching certificates, and those with post graduate degrees, in that order; and that there be increased regulation of home school in Illinois.
Recommendations include (1) that the State of Illinois develop a concept of "educational neglect"; (2) that all home schooled parents be required to register their children; (3) that there be periodic standardized achievement testing; (4) that home schooling parents be required to pass some type of basic competency test; (5) that the regional superintendents be given the authority to monitor home schools; (6) that due process procedures be developed for dealing with disputes resulting from regulation; (7) that cooperation between the home school and public school be encouraged; and (8) that special regulations be generated for students in need of special education.
Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1993.
|Date Available in IDEALS:||2014-12-16|