USA/July 21, 2020/BY SATYA MARAR/Source: https://thehill.com/
In every crisis, there’s an opportunity. The crisis facing U.S. schools today is certainly no exception.
As schools and states across the country grapple with how (or even whether) to reopen this fall, policymakers should explore and embrace innovative schooling models that could revolutionize how we educate children while empowering families and students alike.
As the pandemic continues to make matters difficult for a fall reopening, parents are increasingly considering alternatives to traditional schooling after COVID-19 disruptions that could leave some students a full year behind in learning. Texas, for instance, has reported rapid upticks in interest to homeschool, often from parents who’ve spent the last few months supervising remote learning, with many making inquiries at homeschooling cooperatives and advocacy groups about the first steps.
It’s encouraging to see families exploring options, especially when three-quarters of students report their morale is down and two-thirds of teachers report difficulties in teaching remotely. But homeschooling simply isn’t for everyone.
Luckily, it’s not the only alternative.
Innovative and increasingly popular options, like hybrid-homeschooling and micro-schooling, offer key features of both traditional and homeschooling models — all while providing a flexible mix that’s right for many families and kids. And there’s certainly more that policymakers can do to facilitate these options.
Homeschooling had rapidly gained popularity long before COVID-19. Homeschooled kids doubled between 1999 and 2016. Today, 3 percent of the U.S. population is being homeschooled.
Parents choose homeschooling for a variety of reasons, like a desire to pull their kids out of a negative school environment, a drive to provide for their kids’ special needs, or simply a dissatisfaction with the quality or approach of conventional school instruction. American students lag behind their international peers despite above-average per-pupil public education spending. By contrast, 11 out of 14 peer-reviewed homeschooling studies find overwhelmingly positive effects for student achievement.
But homeschooling can be difficult. Parents might not be able to take enough time off from work, or might struggle to teach more advanced subjects in later years. And although parents want some control over their kids’ education, they might want the support and benefits of being part of a school community.
That’s where hybrid homeschooling can help. Hybrid schools operate anywhere from one to three days a week, providing structure in the student’s education and exposure to a school community, while affording parents a central role in schooling. This is similar to what’s already happening at public schools in parts of Virginia and elsewhere, where families find themselves providing remote instruction for a few days a week as schools reopen part-time. But hybrid schools would differ from these public schools in two key ways.
First, public schools keep the funding allocated for every child they educate, even if parents are effectively on the hook for over 50 person of in-class instruction, as is the case in Virginia. Conversely, hybrid schools levy fees based on services provided — a cost-effective alternative at a time when state budgets are facing cuts. While hybrid school fees can range from $4,000 to $6,000+ a year, depending on the amount of in-class instruction or services provided, the average American public school student costs taxpayers $13,000+ a year to educate.
Second, hybrid schools aren’t bound by centralized state curriculums. They’re independent communities of similar-minded parents who collaborate on curriculums with assistance from institutions and Non-Governmental Organizations like educational resource networks or colleges. In other words, they give families and communities full control in addressing their child’s social and academic needs, with a strong foundation of guidance and support.
This flexibility offers a range of models to suit the interests of different families. Some schools provide Socratic seminars and focus on classical texts. Others provide instruction, but expect parents to act as facilitators or guides, and some simply supplement standard homeschooling with tutoring and/or extracurricular activities. Some are faith-based and others are secular.
For parents seeking the individualized attention and tailored curriculum of homeschooling, but not the responsibility of instruction, there are micro-schools: groups of under a dozen children who are educated by a teacher, typically at the teacher’s home. An advantage of micro-schools is that they give experienced and entrepreneurial teachers full autonomy over their income and mode of instruction — a potential blessing at a time when demand for alternative education options is increasing while raises for public school staff are on the chopping block.
Educational Savings Accounts, or ESAs, in some states, offer parents seeking alternative options to conventional public schools a portion of the taxpayer funds earmarked for their child’s education. These can be spent on private school tuition or various K-12 education expenses. While they typically apply only to children with special needs or in other narrow circumstances, ESAs could be extended to all students whose education has been disrupted by COVID-19.
Arizona’s ESA program already allows parents to enroll students in micro-schools, while New Hampshire’s tax credit scholarships, which operate similarly, are redeemable for homeschool expenses. Other states could explicitly include hybrid and micro schools in similar programs, and should apply the same regulatory requirements or publicly-reported standardized tests as traditional schools.
By tweaking existing policies in response to the greatest challenge to public education in living memory, policymakers could seize the opportunity in the crisis and revolutionize education.
Satya Marar is a Policy Analyst with the Reason Foundation and a Young Voices contributor.
Docente - Investigadora Educativa.
Doctora en Cs. de la Educación, Magíster en Desarrollo Curricular y Licenciada en Relaciones Industriales.