Difference between revisions of "Essay:Differences Between Homeschoolers and Public Schoolers"
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There are some fundamental differences of significance between [[homeschoolers]] and [[public schoolers]]: | There are some fundamental differences of significance between [[homeschoolers]] and [[public schoolers]]: | ||
| + | #[[Homeschoolers]] are consistently more proficient in mathematics, science, writing, and language.<ref>Dr. Brian Ray, A Nationwide Study of Home Education: Family Characteristics, Legal Matters, and Student Achievement, National Home Education Research Institute, Seattle, WA, 1990, p. 53-54.</ref> | ||
#[[Homeschoolers]] do not stop learning upon receipt of a diploma; most [[public schoolers]] do not try to learn outside of school | #[[Homeschoolers]] do not stop learning upon receipt of a diploma; most [[public schoolers]] do not try to learn outside of school | ||
#[[Homeschoolers]] vote at three times the rate of [[public schoolers]], when they become of voting age | #[[Homeschoolers]] vote at three times the rate of [[public schoolers]], when they become of voting age | ||
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#[[Homeschoolers]] pray more often than students in public school, where prayer is censored. | #[[Homeschoolers]] pray more often than students in public school, where prayer is censored. | ||
#[[Homeschoolers]] perform better on average on all standardized test that are not infested with [[liberal bias]] (and even some that are) | #[[Homeschoolers]] perform better on average on all standardized test that are not infested with [[liberal bias]] (and even some that are) | ||
| − | #[[Homeschoolers]] attain higher literacy rates and reading competence, due to an absence of anti-intellectual peer pressure. | + | #[[Homeschoolers]] attain higher literacy rates and reading competence, due to an absence of anti-intellectual peer pressure.<ref>Dr. Brian Ray, A Nationwide Study of Home Education: Family Characteristics, Legal Matters, and Student Achievement, National Home Education Research Institute, Seattle, WA, 1990, p. 53-54.</ref> |
| + | #[[Homeschoolers]] have much lower teen pregnancy rates, and abortion is almost unknown among [[homeschoolers]]. | ||
(a start; please improve) | (a start; please improve) | ||
[[Category:Essays]] | [[Category:Essays]] | ||
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<references/> | <references/> | ||
| + | {{DEFAULTSORT:Differences Between Homeschoolers and Public Schoolers}} | ||
Latest revision as of 17:05, March 27, 2017
There are some fundamental differences of significance between homeschoolers and public schoolers:
- Homeschoolers are consistently more proficient in mathematics, science, writing, and language.[1]
- Homeschoolers do not stop learning upon receipt of a diploma; most public schoolers do not try to learn outside of school
- Homeschoolers vote at three times the rate of public schoolers, when they become of voting age
- Homeschoolers engage in less deceit than public schoolers, and are less easily amused by it
- Homeschoolers form fewer cliques and gangs than public schoolers
- Homeschoolers are less amused by profanity, and rarely have the compulsive profanity common to public schoolers
- Homeschoolers are more able to be self-employed or self-disciplined without requiring constant supervision.
- Homeschoolers are more likely to embrace faith and have a close relationship with God.
- Homeschoolers pray more often than students in public school, where prayer is censored.
- Homeschoolers perform better on average on all standardized test that are not infested with liberal bias (and even some that are)
- Homeschoolers attain higher literacy rates and reading competence, due to an absence of anti-intellectual peer pressure.[2]
- Homeschoolers have much lower teen pregnancy rates, and abortion is almost unknown among homeschoolers.
(a start; please improve)
References
- ↑ Dr. Brian Ray, A Nationwide Study of Home Education: Family Characteristics, Legal Matters, and Student Achievement, National Home Education Research Institute, Seattle, WA, 1990, p. 53-54.
- ↑ Dr. Brian Ray, A Nationwide Study of Home Education: Family Characteristics, Legal Matters, and Student Achievement, National Home Education Research Institute, Seattle, WA, 1990, p. 53-54.
