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Meet the old math, same as the new math January 22, 2016

Posted by mareserinitatis in education, homeschooling, math, younger son.
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The younger son is beginning adventures in algebra, and I had a hard decision to make.  He’d been using computer-based programs to learn math, but Mike and I decided we didn’t want to go that route any longer.  I had spent a lot of time looking into curriculum with the older son, so I already had a textbook available (Jacob’s Elementary Algebra), and it’s one that has received excellent reviews.

It’s also 37 years old.  Apparently there’s a newer edition, but that’s not the one I bought.

I had one concern with using this book.  A lot of the standards surrounding math curriculum have changed and become standardized.  There are a lot of texts available that have been evaluated and measure up to those standards.  I was worried that by going with an older book, I was going to shortchange the younger son in his education.  (I think that’s something almost every homeschool parent worries about.)  The problem with a lot of the modern curricula, though, is that  I really don’t like it.  While I think the sciences generally benefit from taking a problem-solving approach, I’m not so sure that’s the best way to do it with math.  Sure, I think there are ways to teach it more effectively, especially in terms of using active learning strategies and hands-on learning.  Reasoning is important, but so is process, and kids need to come out of the classroom very fluent in process and computation.  I’m one of those old-fashioned types that thinks you’re better off giving your kids a multiplication table than a calculator.

I had issues with one curriculum that was being used locally, for instance, because it taught division as repeated subtraction without teaching long division.  It also taught matrix math and repeated sums without teaching the standard multiplication schemes.  For those who are familiar with all the controversy over curricula and math standards, I’m sure this is old hat.

I was pleasantly surprised, then, to find that this 37 year old book assumes that the student knows long division and standard multiplication.  However, in the first chapter (which is review), it introduced both matrix multiplication and repeated division as alternative methods.  Repeated division was done side by side with long division as a way to show how long division works.  However, it was not suggested as a good way to do division but to augment student understanding of long division.  Matrix multiplication was proffered as a bonus problem, but I made sure younger son understood how to do it.  I found with the older son that he was less likely to stumble on multiplication problems if he used the matrix method but would have a hard time keeping things straight with the standard method.  It’s a good tool to have in your toolbox, and I have even pulled it out when I had to do a fairly large problem by hand despite only having learned it about 10 years ago.

This left me feeling like this book was going to work just fine.  In fact, I’m rather disappointed that I didn’t get to use this book in high school.  (It was already out of print, sadly.)  Apparently, though, Amazon reviewers, internet philosophers, and other homeschooling parents really do know what they’re talking about.  Feynman may even have approved.

Adventures in high school classes January 5, 2016

Posted by mareserinitatis in education, gifted, homeschooling, science, Uncategorized, younger son.
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The younger son was very adamant that he wanted to take high school biology this year.  He wasn’t in my face about it, but whenever the question was put to him about whether he was sure he wanted to do that, he was pretty firm.

My approach to dealing with this, after seeing he was sure was, “What the hell?!”  Worst case scenario is that he fails and has to retake it in four years with his age mates.

The first couple assignments were great.  However, when he hit the second unit of the class, I started having second thoughts. It wasn’t going well.  And would failing a class leave a long term scar on his academic record?

He was worried, too, but he started asking me how he could improve things.  I noted that he started saying he needed to “study harder,” but when I asked him what he meant, he wasn’t sure.  I started giving him specific suggestions and pointers and told him that doing those things is what “study harder” meant.

I learned a few things from this experience.  First, younger son didn’t know how to study when he started this class.  To anyone who has ever dealt with a bright kid, you’ll identify this as a common problem.  It’s hard for kids to learn how to study when the subject matter they’re tackling is relatively easy and doesn’t require the type of effort that a seriously challenging class does…or any other life obstacle.  I think we’re all convinced this was a good experience in that regard.  Second, I’m probably more worried about his grades than I thought, but I think I’m managing not to be a helicopter parent.  There were some assignments he submitted that he didn’t ask me to review.  Some came back with really good grades and some didn’t, but I really wanted this to be his own work.  Honestly, it’s a bit more stressful to be hands off than I thought.  I keep reminding myself that I should be celebrating a good effort instead of relatively effortless higher grade (that probably indicates he wasn’t seeing anything new).

To all of our surprise, he pulled his grade up to a B- for the first semester.  This guarantees he won’t be a straight A student in high school, but I personally think he got a lot more out of it now than if he’d taken it when he was supposed to.

Fun conversations with younger son December 16, 2015

Posted by mareserinitatis in education, homeschooling, science, younger son.
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Part of the fun of hanging out with my offspring for part of the day is the entertaining conversations we get to have.  When he was younger, he had some awfully adorable misconceptions that resulted in a lot of fun.  Now that he’s older, his discussions have become more sophisticated.

Younger son: “Mom, have you ever wondered how Thor’s hammer generates lightning?”

Me: “Not really.”

Younger son: “It’s Asgaardian science!”

Me: “I bet they took a giant tesla coil and shrunk it down to fit into Mjolnir.”

Younger son: “But can Tesla coils create thunder clouds?”

Me: “I don’t think so.”

Younger son: “Oh.  I suppose that’s just for dramatic effect.”

Me: “Maybe the hammer has some kind of weather control device?”

Younger son: “I bet it has something to generate static.  That’ll attract particles and cause condensation in the air.”

Me: “That might work.  It’s amazing how the Asgaard figured out how to shrink all that stuff down into a hammer, isn’t it?”

I think we need to work on doing a Mjolnir prototype for a science fair project.

World’s Worst Officemate November 23, 2015

Posted by mareserinitatis in education, family, gifted, homeschooling, research, science, younger son.
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I have been working at home, trying to finish up this PhD thing once and for all.  Earlier this year, the place I worked was shut down and so I figured that if I had any desire to stay in academia (which I do), the PhD thing is kind of a necessary evil.

Because of the job situation, however, I also ended up with a new officemate: my younger son.  It was actually a combination of factors: private school is expensive, middle school is a cesspool of derision and contempt (and therefore not the best place to develop social skills), and, finally, the younger son really wanted to take high school biology and no one would let him.  Except me, being the overindulgent parent I am.

I have to admit that he’s been a bit easier to deal with than his older sibling.  It’s amazing how much easier this education thing is when you’re not dealing with ADHD.  The younger son is amazingly self-sufficient and does a good job of keeping a schedule.

I have, however, discovered one major flaw in this plan.  I had no idea how much middle schoolers talked.  Mostly, he gets excited about the things he’s learning in his class, which really tickles me.  However, he wants to share everything with me.  Every. Thing.  I have learned more about genes and cell processes and reproduction in the past two months than I probably did during my own high school biology class.  I have learned about social and mental and physical health.  I am beginning to speak Spanish with a level of proficiency that has not been present since my teens.  And mostly, I see him being happy and excited about learning again.

Unfortunately, he’s not quite so receptive when I begin to talk about coding and arrays and debugging and compiler issues and, especially, writing.  I have begun, as of late, to tell him that while I’m glad he’s learning, I really need him to let me focus on my work, too.  Someday, if he has to share an office with someone, this will be good real life practice for not making them insane.  At least he’s not asking to go out every ten minutes, like the dogs.

Mom, could you homeschool me? December 15, 2014

Posted by mareserinitatis in education, gifted, homeschooling, younger son.
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I knew we had to do something when, early in the school year, the younger son asked me to homeschool him.  When I asked him why, there was the range of answers that included he’s not looking forward to losing recess when he gets to middle school, he’d like to spend more time with me (obviously we’re nowhere being a teenager right now), and even wanting to finish college at 14 or 15.

All I could think was, “Aren’t you supposed to be the easy one?!”

He is.  Honestly, homeschooling him would be emotionally easy, but I’m not so ready to quit everything and become a full-time mom again.  Or maybe ever.  Not sure, and hope to never find out.  The fact of matter is that he’s involved in so many activities that homeschooling him would involve me becoming a full-time chauffeur, and I know it would make me crazy.

On the other hand, he’s said he’s not sure he wants to leave school because he likes it and would miss his friends.  After several discussions, he told me:

I think I need to write a pro and con list.

In the meantime, I’ve done a list in my head.  First and foremost, he likes school.  To me, that is the prime reason to keep him there.  If he’s got a good thing going, don’t mess with it.

Beyond this, however, we’re discussing some academic acceleration for a couple subjects at school.  I honestly do think that he’s better off staying where he is, but it’s also clear that the standard curriculum is not going to cut it.  At a couple points, I contemplated whole grade acceleration, but I’m now opposed to this idea.  I spent a lot of time reading through the Iowa Acceleration Scale material, and he has a couple things going against him: he’s already one of the youngest in his class, he’s small, and he’s athletic.  Participation in sports is a major no-no if you’re going to bump kids up entire grades because this can have very real implications for the physical development and ability later on.  I’m now certain that this would be a bad idea for him, and so subject acceleration in a couple areas seems to be the best solution.  Fortunately, the school is, so far, open to discussion.

The other thing I’ve come to realize is that there’s really no hurry in getting through school.  Is it really any better to go to college early and find a job early and lose that much time from your childhood?  I realize that, for some kids, this is the only way to deal with the gap between mental ability and typical school pacing.  Or maybe they are really that driven.  I am fortunate in the fact that my kid doesn’t seem to require that level of acceleration, and I’d like to give him as much time as possible to explore his options.

I think, most of all, I want him to understand that there’s no reason to hurry up and get there, despite the fact that a lot of people think that’s somehow a sign of competence. I guess I’m starting to realize that no one really will care if he finishes high school in two years or four…just that he get there and finished.  If he finishes in four, though, there’s the opportunity to explore more interests and do other things without the stress and expectations of adulthood weighing him down.  Given the opportunity, there are a lot of other things I wish I could’ve done in my teens that aren’t an option now.  I therefore hope he understands the value of taking his time: maybe he can learn to enjoy the journey.

I walk the line June 24, 2014

Posted by mareserinitatis in education, gifted, homeschooling, older son.
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I’ve been watching the older son grappling with his courses for the past year.  He was taking courses through an independent study organization to finish up some credits he needs to enter college.  I didn’t feel comfortable with some of these (especially literature classes), so we decided to go this route.

In doing this, I’ve discovered that the older son has a deadly combination of issues: ADHD and perfectionism.  I didn’t quite understand how the two fed into each other, but I can definitely see it now.

The older son also had the disadvantage of not working in the classes with peers.  The first few he did were in print rather than online. He would struggle for days to complete a single assignment, and it didn’t make sense to me at first.

Another thing I found odd was how one of his teachers was initially very abrupt with him.  It didn’t take long before she had completely changed her tune and was being incredibly nice and encouraging, which I thought was odd.

The second set of classes have been online and part of the assignments involved discussing things in a forum, so the student could see what the other students had submitted.  This was an eye-opening experience for me.  It also helped me make sense of his teacher’s dramatic change in behavior.

After watching him and seeing what other students have submitted, I realized three things:

1 – He can easily and quickly finish things that are simple.

2 – When things appear to be more difficult and/or time-consuming, he has difficulty concentrating and finds himself unable to stay on task.

3 – Part of the reason things are difficult and/or time-consuming is because he has seriously high expectations for himself that are way beyond what is often required.

I’m not saying he doesn’t have ADHD, because he most certainly does.  We tried for years to forego medication.  One day, he came to me and said he couldn’t even concentrate on projects he wanted to do for fun, so we opted at that point to look at something to help.  (He does take meds, but it’s the lowest dose that’s effective.)

However, in homeschooling him, neither of us had a reference for what a ‘typical’ high schooler should be doing in his classes.  He would give me an assignment, and we would spend a lot of time revising it.  He worked very hard, but progress was slow.  In one or two cases, he would hand things in half done because of lack of time.

What surprised me is that even the items he handed in half done or that were rough drafts often came back with exceptional grades.  I remember one assignment full of rough drafts of short essays which he aced.  I couldn’t figure it out.

The problem is that both of us really expect a lot out of him, and I learned, after seeing work that other students were doing, that it was likely too much.  Far too much.  While he was going into a detailed analysis of similarities because characters from two different novels set in two completely different cultural and temporal reference frames, it appears his fellow students who likely are trying their hardest, are writing something much more simplistic.  They are being told to elaborate, and he’s being told to eschew obfuscation.

The thing that has me concerned is that college is around the corner, and I worry that he’s going to continue to hold himself to those standards, even when it is so obviously working against him.  He struggles with the idea that it’s better to just hand something in, even if incomplete (by his standards), than to turn it in late, though perfect.

A lot of perfectionists deal with this.  I have told him that it’s not a bad trait, but that he needs to save it for the things that are really important to him.  If he wants to write the Great American Novel that people will pore over and debate and analyze, that is the time to be a perfectionist.  If he’s handing in an assignment that fulfills the requirements laid out by the teacher, who likely will spend ten minutes skimming the entry, being a perfectionist is really not going to help.  He needs to learn to walk that line.  To some extent, we all do.

A Rite (Triangle) of Passage May 13, 2014

Posted by mareserinitatis in education, family, gifted, homeschooling, math, older son, teaching, younger son.
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pythagorean_catThe younger son recently started his pre-algebra class.  Somehow, this has made math a bit better.  I think the fact that it has algebra in the title makes him feel very accomplished and that, in turn, has made him more enthusiastic about math.

The other day, he was doing some of his homework, and the lecture was confusing to him.  I listened to the lecture and then said, “It makes more sense if you draw a picture.”  He responded that, “Pictures always help me learn better.  I guess the math program doesn’t realize that some of us are visual learners.”  I was both amused and quite stunned.  I think I’ve been discussing educational theory a bit too much at the dinner table.  I can tell he’s listening to us.

Tonight, he hit a milestone.  He called Mike over, and I followed, so he could ask us how to pronounce “pythagorean.”  He was sure he’d heard us talking about it before (yeah, we discuss this stuff around the dinner table), and he wanted to be sure that was what it was.

“Oh, wow!” I said.  “You’re doing the Pythagorean Theorem.  That’s awesome!”  Suddenly, there was an impromptu round of cheering and high-fiving.  The older son even came over and gave his little brother a big hug, saying, “Woo hoo!  The Pythagorean Theorem is awesome.”

As the lecture progressed, it reiterated the terminology, focusing on right triangle legs and hypotenuse.  Given I’ve had ZZ Top in my head, I had to immediately sing, “She’s got legs!  She has a hypotenuse!”  I wasn’t able to come up with much more, though.

Yes, I have to admit that I realized how odd it was, in retrospect.  We were having a celebration that younger son had made it to the Pythagorean Theorem, and we were all making a huge deal about it.

But younger son didn’t think so.  He thought it was awesome and giggled continuously for the next few minutes. I guess he likes having a math cheer team.


If you send your kid to public school, you’re a dunce September 1, 2013

Posted by mareserinitatis in education, homeschooling, societal commentary.
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That’s a strong statement, calling someone a dunce because they allow their children to go to a school that’s provided for free and, in most cases, even required by law.  Why would anyone say that?  I’m not sure, but it was about as useful as the title of an article on Slate: “If you send your kid to private school, you are a bad person.”  Generalizations are, in general, pointless things, and they aren’t much better as titles.

The article itself, however, was downright appalling.  The author, Allison Benedikt, starts out by saying:

I am not an education policy wonk: I’m just judgmental.

That’s probably the only point in the whole article I can agree with.  The whole thing was a judgemental screed against people who don’t send their kids to public schools.  None of it was backed up with evidence or even anything remotely resembling solid reasoning.  She discusses the fact that she attended public schools, and after reading her complete inability to form a cohesive argument, I dare say she made me even more convinced that our public schools have gone down the tubes.

She did have some reasons for her premise that those of us who send our kids to private schools are bad people.  She starts by saying that if everyone would send their kids to public school, they would improve…it would just take ‘a generation or two’.  You see, those of us who have the means to send our kids to private school are just supposed to sacrifice our kids’ and grandkids’ educational needs to meet some utopian goal that has a small likelihood of occurring.  It apparently never occurred to her that she has made exactly the wrong argument to these people:  people who send their kids to private schools may have several reasons for doing so, but I would guess that the main three are going to be that they strongly value education, they  strongly value the ethical systems taught at some of these schools, and they are worried about what I would generally call ‘status issues’ (things like who their kids hang out with and perception of their families).  Does she really think that parents who are that concerned about one or more of these three things is really willing to ‘sacrifice’ their kids?  That’s the whole reason they’ve elected to go with private schools to begin with: the sacrifice of large sums of money is less important than the sacrifice of their kids’ education (and the things that go along with it).  However, Benedikt wipes these issues away and says they’re not compelling.  She started her whole argument by finding the most compelling way to isolate her audience.

In fact, she starts belittling education and claiming that you really don’t need those things.  She is a perfect example, apparently, because her parents sent her to school and really didn’t care about those things.  That is quite obvious given her line of reasoning…and, as I said above, compels me to want to send my kid to private school even more.

Benedikt says school is really about is interaction with other people.  I won’t disagree that a large part of school is socialization, but I, of course, don’t buy this argument as I’ve written before about how public school is actually generally worse than options like homeschool when it comes to socialization.  Throwing together a lot of immature people to learn socialization from each other results in, surprise surprise, lots of immature people.  More adult interaction with those adults role-modeling mature behavior is a far better socialization system than the one present in most public schools.  Again, this is actually an argument against the public schools, in my opinion.

Finally, Benedikt says that if only we redirected our private school endeavors to public schools, that would make everything better.  Here, I can only assume she is incredibly naive on so many levels.

I will start by saying that I don’t hate the public schools.  The notion of free education available for everyone is most definitely a public good and vital to maintaining democracy.  However, I think that our public schools have some major problems.  As the political right wing says, they don’t work to educate children.  The structure is set up for teachers, not for students.  As the left wing says, they are underfunded and undervalued.  I think both sides have very valid arguments.  Schools have, for generations, taught children using the least effective methods, mostly by people who aren’t well-educated themselves (particularly in the grade school years).  They have a better handle on crowd control than educational psychology.  On the other hand, they have to because of they way the public school system ties the hands of teachers.

There are so many educational reforms that would make the schools *work* but people are not interested in trying them out or are scared that it may affect their job security.  Or they are just apathetic about education.  I’m not talking about things like vouchers or charter schools.  I mean things like making grade levels fluid, getting rid of grades, making the classroom a place where students are leading their learning and teachers are facilitators.  The notion of allowing children to excel in areas of interest and take more time in areas of difficulty is almost heresy.  In other words, what schools ought to be are places where kids really learn, where interaction provides useful feedback about knowledge and behavior, and where you’re not locked into doing something simply because of how old you are.  Education needs to be tailored to the individual student because teaching to the average is useless for everyone.

These are the kinds of reforms that would bring parents back from the private schools.  Simply saying that the schools would be better if all parents sent their kids to public school is naive, at best.  It is as blind a solution to the problem as just shoving more money to the schools, privatizing schools, or forcing kids to pray in school.  Almost every reform out there is completely blind to the fact that we are using teaching methods that actually fail to education children.  If you don’t change our fundamental assumptions about how to educate students, you’re not going to get any different results.

I will say that I agree that it’s sad not more people take an interest in seeing public education thrive.  However, part of the reason is that the way public education is conducted is virtually set in stone.  It takes a divine act for most places to change even the smallest things.  Too often, school teachers don’t have the time or knowledge to deal with individual students’ issues and the parent of such children is viewed as an enemy combatant.  My choice as a parent then becomes whether I want to devote my time to change the outcome for my individual child through whatever means I have (for instance, by homeschooling or sending to private school) or continuously shoving an immovable object.  If I had left either of my kids in public school, I wouldn’t have fought harder…I would have quit because of the futility in trying to work with most teachers and administrators who have no interest in seeing the system change.

Making your mom proud (if she’s a physicist) August 19, 2013

Posted by mareserinitatis in gifted, homeschooling, older son, physics, science.
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One of the classes that the older boy is doing this year is physics.  Rather than give him something very math intensive, I instead chose to have him study from Paul Hewitt’s Conceptual Physics text.  It’s a book I came across after I’d already had a couple years of physics, and I regret not having had that book first.  It does a wonderful job of explaining how physics works and what the concepts mean without drowning the reader in math.

When I picked up the older son after his study session the other day, he began talking about how imbalances in forces are what cause objects to accelerate.  For instance, a car will move forward when the force created by the engine to move the car forward exceeds the forces of friction, gravity (if it’s on a hill), etc.  After listening, I asked the question, “What happens then if the forces become balanced?”

I fully expected him to say that the object would stop moving.  I really did.  This is what the vast majority of students in my physics labs assumed when asked that question.  Their assumption is that the forces must always be out of balance if the object is moving.

His response:

It would really depend on if the object were moving or still to begin with.  If it was moving, it would continue to do so, and if it wasn’t moving, it would continue to stay still.

My response was to yell, “Yes!!!!!” at the top of my lungs and pump my fist.  I’ve been proud of my son many times over the past few years, but few things make me beam as much as displaying a clear understanding of Newtonian mechanics.

The socialization question, homeschooled and gifted children March 9, 2013

Posted by mareserinitatis in education, gifted, homeschooling, papers, research, teaching.
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A very long time ago, I was asked to teach a workshop for the Homeschool Association of California annual conference.  It had to do with computers, though I don’t remember what.  What I do remember, however, was expecting that I’d be dealing with a bunch of antisocial technophobes.

I couldn’t have been more off the mark than I was.  I only had a handful of kids, but they were definitely not technophobes.  Admittedly this is probably a self-selecting group because, after all, no one was forcing them to go to the workshop.  But what surprised me even more was that they were very sociable.  Unlike other high school kids I’d worked with, they didn’t seem intimidated by me or afraid to ask questions.  I remember coming out of that workshop and feeling like I’d been slapped upside the head.

The thing I realized from that is my assumption that children schooled at home were anti-social was due strictly to my lack of imagination.  I had assumed that if you didn’t spend all day in a room with other kids that you wouldn’t learn to interact at all.  It’s not that I’d ever met many homeschoolers.  In fact, it was probably my lack of exposure to the culture that made me construct my own version of how they must behave.

Interestingly enough, I find that it’s the one thing that most non-homeschoolers key on: in order to be ‘properly’ socialized, you have to go to school.  After spending time around homeschoolers, and recounting my own school experience, I have always been extremely skeptical of that argument.  It didn’t help when my older son spent a year going to middle school full time only to come out of it incredibly angry because of the horrid bullying, by students and teachers alike, that he’d encountered.

It’s interesting to me that this question also brought up in response to doing anything different for gifted children in normal schools.  That is, there is the argument that grouping children by ability or accelerating their academic curriculum means that kids won’t learn to appreciate diversity and get along with other people.  Most people assume that putting gifted kids in different groups or classrooms is bad for everyone.

I hate assumptions, though.  I have, over time, come across studies here and there saying that, in general, these assumptions were wrong.  I can only think of one study that said ability grouping had negative consequences, and one study on homeschooling that showed a neutral outcome on homeschooling.  The topic came up in a discussion with someone, and I thought it was high time for me to make sure I wasn’t blowing smoke.

Unfortunately, the research on both groups is relatively sparse.  I suppose it’s not a compelling interest for the majority of the population, so not a lot of resources are put toward it.  I am kind of a fan of summary papers, mostly because they save a lot of time by summarizing the results from several different studies while noting the drawbacks of each.  In that vein, I managed to come across one for each group, although both are rather ‘old’ by my standards.  The paper on gifted socialization was from 1993, while the one on homeschooling was from 2000.  (Social science progresses far too slowly for my tastes.)

For the gifted group, Karen Rogers wrote a synopsis of a paper which talks about several different forms of grouping and acceleration.  The paper looks at 13 different studies on gifted accelerations methods.  She found that academically, almost all methods had positive effects.  If you look the psychological and social effects, the were probably neutral.  Some forms of acceleration resulted in positive outcomes, some in negative.  Her conclusion was:

What seems evident about the spotty research on socialization and psychological effects when grouping by ability is that no pattern of improvement or decline can be established. It is likely that there are many personal, environmental, family, and other extraneous variables that affect self-esteem and socialization more directly than the practice of grouping itself.

The studies that discussed homeschooling were covered in a paper by Medlin.  Surprisingly, there were a lot more studies covered in this paper than on gifted education.  Medlin broke down the studies into three groups, each addressing a different question.  First, do homeschool children participate in the daily activities in the communities?  The results indicated that they encountered just as many people as public schooled children, often of a more diverse background, and were more active in extra-curriculars than their public school counterparts.  The second question was whether homeschooled children acquired the rules of behavior and systems of beliefs and attitudes they needed.  (I keep feeling like there’s a comma missing in that…)  While detractors may be pretty upset at this, the conclusion was that, in most cases, homeschool children actually fared better in these studies.  Admittedly, though, the studies were hardly taking large numbers of students into consideration.  There was speculation on this set of results:

Smedley speculated that the family “more accurately mirrors the outside society” than does the traditional school environment, with its “unnatural” age segregation.

This particular view stands out because it’s a view I see reflected a lot in analysis of gifted education, too: age grouping is unnatural and ability grouping is more likely to occur in real life.

Finally, Medlin asks whether homeschooled students end up doing okay as adults.  There are very few studies in this section, but the conclusion from those studies was that they not only do fine, but tend to take on a lot of leadership roles.  (I do know there was a study commissioned by the HSLDA a few years ago that came to similar conclusions, but I find a bit of conflict of interest in that one given who paid for it.)

If there’s anything people should be taking out of these studies, it’s that our adherence to age-based grouping of random kids really doesn’t provide the beneficial socialization we think it does and may, in fact, have some pretty negative impacts.  In fact, I recently came across and article called, “Why you truly never leave high school,” that talks about those negative effects and how they may actually be carried with us into our adult lives.   (Yes, I do realize some of the conclusions make the title a stretch, but it’s food for thought.) Given the presence of issues like bullying that have gotten more air play over the past few years, I’m very surprised people haven’t realized that it could, in fact, be detrimental.

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