1.1 Million Homeschooled Students in the United States in 2003 (continued)

The estimates of homeschooling discussed in this Issue Brief include students who were homeschooled only and students who were homeschooled while also enrolled in school for 25 hours or less per week. As shown in table 1, in both 1999 and 2003, about 4 out of 5 homeschoolers were homeschooled only (82 percent) while about 1 out of 5 homeschoolers were enrolled in public or private schools part time (18 percent).

Parents’ Most Important Reasons for Homeschooling Their Children

In the 2003 NHES, parents were asked whether particular reasons for homeschooling their children applied to them. Parents were then asked which one of those applicable reasons was their most important reason for homeschooling.

Thirty-one percent of homeschoolers had parents who said the most important reason for homeschooling was concern about the environment of other schools (figure 2). Thirty percent said the most important reason was to provide religious or moral instruction. The next reason was given about half as often; 16 percent of homeschooled students had parents who said dissatisfaction with the academic instruction available at other schools was their most important reason for homeschooling.

Conclusion

From 1999 to 2003, the number of homeschooled students in the United States increased, as did the homeschooling rate. The increase in the homeschooling rate (from 1.7 percent to 2.2 percent) represents about 0.5 percent of the 2002–03 school-age population and a 29 percent relative increase over the 4-year period. While data from the NHES cannot explain why homeschooling was more prevalent in 2003 than in 1999, it can provide insight into why parents homeschooled their children in 2003.³ Parents may have homeschooled their children for a variety of reasons, but certain factors appear to have been more influential than others. Nearly two-thirds of homeschooled students had parents who said that their primary reason for homeschooling was either concern about the environment of other schools or a desire to provide religious or moral instruction.

Data from NHES can also be used to examine the student, family, and household characteristics of homeschoolers. Upcoming reports will use these data to study the characteristics of homeschoolers, to compare the characteristics of homeschooled students to those of public and private school students, and to see how homeschooling rates may have changed between 1999 and 2003 for different segments of the student population.

References

Bielick, S., Chandler, K., and Broughman, S.P. (2001). Homeschooling in the United States: 1999 (NCES 2001–033). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Schenker, N., and Gentleman, J.F. (2001). On Judging the Significance of Differences by Examining the Overlap Between Confidence Intervals. The American Statistician, 55(3): 182–186.

Tables and Figures

• Table 1: Number and percentage distribution of homeschooled students, ages 5 through 17 in kindergarten through 12th grade, by school enrollment status: 1999 and 2003
   
• Table A1: Standard errors for table 1, number and percentage distribution of homeschooled students, ages 5 through 17 in Kindergarten through 12th grade, by school enrollment status: 1999 and 2003
   
• Table A2: Standard errors for figure 2, percentage of homeschooled students, ages 5 through 17 in kindergarten through 12th grade, whose parents reported various reasons as their most important reason for homeschooling: 2003
   
• Figure 1: Estimated number and 95 percent confidence interval for number of homeschooled students, ages 5 through 17 in kindergarten through 12th grade: 1999 and 2003
   
• Figure 2: Percentage of homeschooled students, ages 5 through 17 in kindergarten through 12th grade, whose parents reported various reasons as their most important reason for homeschooling: 2003