Research on Homeschooling and Advanced Students: Many Known Unknowns
With potentially 100,000 advanced students educated at home, why do we know so little about their educational experiences? This population remains largely understudied and, as a result, overlooked. In a new article on gifted education and homeschooling, we document the need for increased research on this unique group of students.
Although the available research is limited, we were able to draw preliminary conclusions from our review. First, we found that many families turn to homeschooling after multiple attempts to make traditional school environments work for their children. Second, homeschooling may be especially effective for twice-exceptional (2e) students, whose elevated academic potential is paired with a learning disability. Finally, homeschooling for advanced students appears to be very diverse, as research suggests some parents opt for structured programs while others embrace a more student-led approach.
Those conclusions aside, however, our review revealed large gaps in the available research. At a 30,000-foot level, those gaps include the size and demographic characteristics of advanced homeschooling students, the methods of advanced instruction used by families, and any information on student outcomes.
Although there is a bit of research on the number of homeschooled students, leading to estimations like the one starting this post, the research on just who those students are is limited. Information about demographics within the population, which could indicate participation trends for racial and socioeconomic groups, is virtually nonexistent based on our review. By understanding more about who falls into this population, greater effort can be made to ensure equitable access to helpful resources. Gaining a clearer picture of these advanced students is the first step in understanding how this style of education may work for them.
Further, though it is widely accepted that families choose to homeschool in a number of ways, little is known about how exactly families are educating their advanced students at home, and no research currently exists on which methods are most effective. In documenting precisely how these students are educated and what methods are most common, we may be able to articulate what exactly families and students feel is missing from the traditional school environment, and how homeschooling better meets their needs. Better understanding of these methods can also provide a blueprint for families looking to make the transition.
Of course, research on instructional methods is incomplete without data on their effectiveness. At present, we find an absence of information on educational and social-emotional outcomes for these students, with no studies tracking development over time. By researching educational outcomes, whether that be on standardized tests like state tests, the SAT, college attendance, or career readiness, families, school-level officials, and policymakers would be better equipped to understand how homeschooling compares to traditional schooling. In particular, we believe comparing outcomes between homeschooled and traditionally-schooled advanced students could provide valuable insights, strengthening families’ claims about the necessity and effectiveness of homeschooling for their children. Research of this kind would also help prospective homeschooling families by showing them what works best for their children and offering evidence-based guidance on how to navigate this particular approach to educational choice.
Together, all of these gaps point to a need for increased research. Until much of the research proposed in our review is completed, providing comprehensive policy recommendations is premature if not impossible.
