“I have to go to a homeschool event for my grandson this weekend,” my co-worker said.
“Homeschool? What’s that?” I inquired.
And that was the beginning of a huge life-changing path.
My family and I moved to Arizona from NY in the 90s and had not heard of homeschooling. Since I never felt comfortable sending my first born to pre-K and was concerned about his education in grade school, I found this crazy idea of homeschooling very intriguing. Before I knew it, we pulled our son out of public school. My six children have since graduated from homeschooling and those 25 years were a gift from God, a privilege, an honor, and the greatest blessing.
Homeschooling may seem daunting, because it is. But that’s okay. If your heart is heavy because you’re sending your kids off every day, or you are concerned with the state of education, or you want to be your child’s main source of knowledge and values, then I would venture to say you are up to the challenge.
Let me address some common concerns and questions.
Question: “Homeschooling would be a challenge financially for my family. How can I afford it?”
Answer: It certainly was a financial challenge for my family. We were a two-income family and I had a career, though in retrospect, I really wanted to be a stay-at-home mom. So, we made sacrifices. No vacations, not everyone got braces, sometimes we only had one car, we had a humble home, my husband worked long hours, and we’ve been graced with family support. We also used affordable resources like the public library. We have never regretted the sacrifices because honestly, we found it to be a gift. And now, as of last year, Arizona offers home educators the ability to use funds to educate your children at home through the ESA program, which makes doing so more affordable, especially for families in need.
Question: “What about socialization?”
Answer: I’ll be honest: this is a tough one and it will most likely take a great deal of effort on your part to socialize your kids. But let’s take a step back and first realize that having children in a classroom with kids their same age who must be quiet most of the day is not ideal. It is the norm for modern day society, but not ideal. Picture this: going to a park (okay, for this to be pleasant, imagine it’s November or March) once a week with a group of moms, some dads and even grandparents, sitting around chatting with your baby in your lap while your young kids dig in the playground sand, play tag, and climb trees; your older kids are playing board games, listening to music, and chatting. These gatherings are called homeschool park days. Imagine having co-ops (planned learning groups run by homeschool families), book clubs, writing, science, history, project clubs, homeschool theater, music, speech, PE, art, etiquette classes, service, holiday and church activities often with the same families. Many places, like museums, rec centers, and theaters, even have classes just for homeschoolers. There are plenty of homeschool groups to choose from, such as the wonderful Catholic one my family joined a few years ago. There are even homeschool field trips, dances (my kids organized a few), proms, and graduation ceremonies. Can you begin to picture the beautiful bonds and enriching friendships you will form with other families? The life lessons learned and the unique relationships that are formed are priceless.
Question: “It’s important for children to hear other people’s ideas. How does one achieve this as a homeschooler?”
Answer: Again, this is a challenge, but not unsurmountable. It is vital that children are exposed to differing views for them to have a well-rounded learning experience. This is best achieved through engaging with other homeschool families and through extracurricular activities. Activities such as book and writing clubs, co-ops, church groups, and park days provide ample opportunities for the sharing of ideas and healthy debate. More than likely your kids will also participate in traditional after school activities like sports or music lessons where they can interact and engage with others.
Question: “I can’t homeschool. I don’t have the patience, the time, or the skills. How can I homeschool if I am not qualified?”
Answer: Simply put, you can. Because you love your children, you will find a way to practice patience, make time, utilize the skills you have, and find help with the ones you lack. The resources abound, from science center classes to tutors. As far as time goes, homeschooling generally takes a lot less time per day compared to traditional school, which is wonderful; it allows time for self-study and exploration of subject areas your children are interested in pursuing. My children have studied remarkable things on their own: American history, geology, nutrition, music composition, novel writing, graphic art, coding, politics, quantum physics, and theology! They found their own resources, mentors, and inspiration. And I was able to incorporate lessons on life skills such as personal finance, sewing a button, and how to give a good handshake. You can do this. Pray, lean on your spouse and family, and call a friend for support to get you through the decision process and those tough days.
Question: “There are so many homeschool resources out there. How do I choose the right curriculum and the right method?”
Answer: Ugh, I know. This can take a while. I went from a brief, rigid homeschool method to student-directed schooling to unschooling. I would wake up in the middle of the night many times to brainstorm a great new idea or to wonder if I was on the right path. The best thing I can say is to be kind to yourself, read and research, talk to others, and don’t be afraid to change. Most of all, enjoy and love your kids. I have had the greatest joys in my life waking up every day, because really: every day is a learning day. Every day offered the privilege of being with my children and being their primary source of learning (along with my husband). My fondest memories are laying on the floor reading. Reading, discussing, debating. We still do this!
There are so many homeschool choices from traditional online classes to learning through play. While I never did online work or followed a curriculum, I can say those options work for many families. I preferred learning through play (Lego, blocks, board games, critical thinking activities), exploring the outdoors, projects, reading, discourse, and writing. My family concentrated on rhetoric and logic. Through homeschooling, we were able to focus on virtues that can be incorporated into everything you do with your children, as God intended. Homeschooling is a natural and healthy opportunity to foster your children’s value system throughout their formative years so that they have a sound foundation as they enter the adult world.
Question: “How can my high schooler get accepted into college?”
Answer: I had some challenges because I designed my children’s education from scratch and composed their transcripts and diplomas. But as homeschooling became more the norm than when I started, college acceptance became easier. Most colleges have a homeschool applicant path. Many homeschool families choose to get official homeschool transcripts and diplomas through homeschool programs. Some children attend their local community college, get an associate degree, then transfer to a four-year university (though this path may limit the possibility for scholarships). My suggestion is to start the college search early. Get an idea of what your child is most interested in studying, and start researching what the requirements are for homeschool applicants. When the time comes, your child can study for and take any necessary standardized testing, then apply to a couple of “safe” schools that are most likely doable, a couple of dream schools, and a couple of in-between options. Know the deadlines, get recommendation letters if needed, and fill out those applications.
Question: “But what about…?”
Answer: There are so many questions, right? I highly suggest these helpful resources:
And guess what? I work with AZ Women of Action and would be happy to talk with you about homeschooling! Pray on it, do some research, join a couple of homeschool groups, and send in the homeschool affidavit. The blessings of homeschooling will bring you and your family priceless experiences and insurmountable joys. Send us an email to get in touch with Adrienne if you have questions about homeschooling your children!
Adrienne Johnson is a mom of six and serves on Arizona Women of Action’s Executive Team. You can find out more about their work here.
Some remember the live broadcast of Apollo 8 orbiting the moon on Christmas Eve 1968. Over 1/4 of the world’s population listened in, as the crew read from the Book of Genesis. The United States of America led in space exploration, and we were another step closer to man stepping onto the moon’s surface: an achievement requiring education, dedication, courage, and perseverance of thousands of men and women.
And yet it was a simple analog device called a slide rule that helped us achieve this goal. With over 5 million parts in the Apollo Saturn V spacecraft, astronauts, engineers, scientists, and students routinely used slide rules to make the Apollo program a reality while also allowing users to develop and enhance mental skills when calculating an answer.
We certainly don’t advocate revitalizing this nostalgic masterpiece of technology with the advances of graphing calculators and computers, but there’s something remarkable and important about continuously exercising our mental capacities as we become seemingly more dependent upon our newfangled digital world. Today, we need to simply ask Google, Alexis, or Siri to answer a question as waves of artificial intelligence increasingly sweep into our culture and educational system. But can we still aspire to achieve these national aspirations of new frontiers when our country is failing to educate the upcoming generation of students desiring to become medical professionals, scientists, or engineers? How can our nation excel in these fields if our students no longer understand the math and science behind the tools?
In Arizona the results are sounding the warning bells. Of all students statewide, 60% are failing English and 67% are failing math according to the 2022 assessment. And yet all we hear from a system incapable of teaching our children basic academics are demands for more money. The Arizona state budget for 2023-24 is $17.8 billion of which $9.3 billion is allocated to K-12 education. When do we stop giving money to a system that can’t do what it is paid to do?
Results are also discouraging when it comes to statewide science assessments. In 2018 and 2019, 50% of students statewide were not successful at passing the AIMs science assessment, and the 2021 and 2022 results from the new assessment AzSCI are yet to be made public.
And what about the educational rigor and curricula developed for K-12? Are we truly preparing students to become not only critical thinkers but also future scientists and engineers? While every student may not aspire to be a doctor, scientist, or engineer, is it unreasonable to expect that a graduate leave with at least a high school level understanding of these subjects in order to be an informed member of our society? Have Science, Technology, Engineering, and Math (S.T.E.M.) initiatives provided the needed reforms? Are our general educational and STEM dollars being directed to impactful programs or only those that merely mirror the political agenda? Comparing the two philosophies is like comparing the difference between environmental conservationists such as President Theodore Roosevelt versus environmental activists like Greta Thunberg.
We offer considerations that need to be coupled to reforms that don’t just nibble around the edges but take significant bites at improving our state’s educational system.
The following steps, we believe, offer a starting point.
Focus on fundamentals of reading, math, and science. Just as phonics is the gateway to a good reader, a solid foundation in arithmetic is quintessential. Students need to know multiplication tables, how to divide without using a calculator, percentages, and the difference between fractions and decimals. In 2018, 79 countries administered the Programme for International Student Assessment (PISA) to more than 600,000 students in public and private schools measuring 15-year-olds’ ability to use reading, mathematics, and science knowledge and skills to prepare them for workforce and educational challenges. The U.S. students ranked 8th in reading, 30th in math, and 11th in science. These scores have remained stagnant for decades with no foreseeable improvements. This concern is perhaps best summarized by the words of the Apollo 13 Commander James A. Lovell, “Ah, Houston, we’ve had a problem here” when the spacecraft service module’s oxygen tank ruptured.
Our big math problem with K-12. Competency in basic mathematics is not just the domain of students motivated to be scientists and engineers. Our society and individual freedoms function best and are protected when its members are educated. How many times have we visited a deli counter, and the worker does not know that 1/4 of a pound fractionally represents 0.25 on their digital scale. We fear the fundamentals of math are not being adequately practiced in too many of Arizona’s classrooms. Practicing and drilling mathematical concepts and calculations builds and strengthens the connections in our brains. Student athletes continuously practice skills of the game, pianists translate brain connections and movements into music. And while practicing math skills may seem boring and redundant it is nonetheless imperative for long-term learning. Perhaps a solution is to stop cramming in new curricula that may be interesting, but do not fortify long-term learning. Too often, incoming high school freshman lack the basic arithmetic skills to be successful in algebra. Like all endeavors requiring skills, math must be practiced over and over to ensure the necessary competencies.
STEM education MUST be more than STEM entertainment. Most people are intrigued by science and exploration. Early on in primary education (K-4), it is important to capture interest in young minds. But as students progress in their interest in science careers, there is a necessity in STEM programs to introduce the rigors of math and science into the program’s curriculum. It may be a load of fun to fly a drone or launch a model rocket, but it should be accompanied with the key scientific principles and the underlying math that is age appropriate.
Curriculums should NOT be reimagined from proven methods for science education. For example, as pointed out in a recent publication, “Science education needs to overcome its habitual biting reflex against ‘the’ Scientific Method and realize its potentials as well as its limitations….” The author continues, “Vetoing ‘the’ Scientific Method even from introductory science at the primary level might actually do harm…” (Science & Education (2021) 30:1037–1073). The article goes on to explain why scientific inquiry should not supplant the scientific method which provides a clear and easy to understand approach to scientific discovery in the natural world.
Qualified S.T.EM. Teachers. We believe an effective teacher needs three things – a passion for the subject they teach, good communication skills, and knowledge of the subject they teach “inside-out.” But too often many of our teachers, while possessing the first two criteria, are deemed “Subject Matter Experts (SMEs)” in areas that were not their college major. We believe this is the most troublesome for high school science courses but also affects seventh and eighth graders. Moreover, we assert non-SME teaching results in omissions of fundamental scientific concepts, and in our opinion, leads students into adopting an “emotional science” curriculum that is often ideologically driven. Shouldn’t students be well-versed in the carbon cycle and its stages before adapting scenarios that our planet faces imminent catastrophic consequences in five years? Students need critical information to intelligently support or reject such hypotheses. We understand the problem of teacher shortages in Arizona — particularly in math and the natural sciences — but asking a teacher to teach without the academic background results in poorer learning outcomes as demonstrated by state assessment scores.
Reinforce objective truth of science and emphasize academic excellence in Arizona K-12 classrooms. Our K-12 classroom curriculum needs to refocus on objective truths of scientific principles unfettered by personal beliefs or emotional activism. We are concerned that students are too often asked how they feel about a subject before teaching them the facts about the subject. If our students don’t understand basic underlying principles that are always true about the natural world, how can they engage in meaningful debate or constructive controversy on any topic when venturing into a complex world filled with YouTube experts. Let’s avoid spending our valuable educational dollars by putting the subjective activism cart before the horsepower of true knowledge. We need to better train teachers with the ability to deliver curriculum focused on the broader understanding of scientific principles and processes.
It is our hope that policymakers and those responsible for curriculum development will examine these considerations. It is sad to witness a college freshman with aspirations to become a medical doctor that doesn’t possess the basic skills to pass general chemistry. A student retorts, “I don’t understand why I’m failing; I got an A in all my high school science classes.” Such gaping disconnects between the knowledge and skills needed to succeed and the curricula being taught must be resolved.
The data is clear that our education system is not delivering for our students, and we should no longer abandon the scientific method of observing, hypothesizing, experimenting, and analyzing when it comes to our students. The predominate hypothesis has been that better education is achieved with accelerated funding and recently removing results-based metrics. The scholar Thomas Henry Huxley pointedly captures our concern, “The great tragedy of Science,” he wrote, is “the slaying of a beautiful hypothesis by an ugly fact.”
Will our educational system allow us to reach the next adventure and witness new planetary horizons? It is interesting that when James Lovell was an astronaut for both the Apollo 8 and Apollo 13 missions, being part of the triumph and first to leave Earth’s orbit and then confronting the challenges that Apollo 13 faced, he used a slide rule.
Diane Douglas is the former Arizona superintendent of public instruction; Peter Pingerelli is an associate adjunct in the College of Science, Engineering and Technology at Grand Canyon University. Ms. Douglas served on the Peoria U.S.D. governing board 2005-2012; president 2008 and 2009; Dr. Pingerelli serves on the West-MEC governing board 2017-present and is the current board chairman. Both are also on the Board of Directors for the Earth and Space Expedition Center in Phoenix, Arizona.
America is losing faith in its system of free public education. Test scores are down. Violence in schools is up. There’s a growing perception that things are out of control.
What’s odd about it all is how no one, seemingly, is interested in exploring why. State legislators don’t want to do it. Local school boards have other things on their minds. And the press is too busy covering real problems, like Donald Trump’s refusal to return classified documents to the National Archives, to spend any time exploring the reason kids are still being allowed to graduate from public schools without anything close to the mastery they need to get ahead in life.
Occam’s razor, named for its progenitor, 14th-century English philosopher and theologian William of Ockham, suggests the simplest answer is most likely the correct one. This would mean, one can infer, that the plight of our children is the fault of the teachers and administrators who run the schools.
Before continuing it is important to reflect on how teachers, especially, are like Members of Congress. Most voters believe, and have for decades, that while Congress as an institution is corrupt, moribund, and beholden to special interests, their representative is a fine, upstanding individual who is not part of the problem. That is also, the evidence suggests, how parents feel generally about the teachers whose responsibility it is to educate their children.
They too, it is reasonable to suggest, may fall victim to bureaucrats who, in telling them what to teach and how to teach it, end up perverting the process of education until our children’s minds are filled with mush.
Then again, perhaps not. It has been reported – but not as widely as it deserved – that some weeks back the Colorado Education Association, which claims to be the voice of 39,000 public educators in the Centennial State, adopted a resolution condemning capitalism. To wit:
The CEA believes that capitalism inherently exploits children, public schools, land, labor, and resources. Capitalism is in opposition to fully addressing systemic racism (the school-to-prison pipeline), climate change, patriarchy (gender and LGBTQ disparities), education inequality, and income inequality.
It is as alarming as it is illuminating. If most teachers in Colorado or indeed throughout the nation believe this, it becomes quite clear why the education system is failing our children. Those who teach are unable, unwilling, or unprepared to make our children see the world they are being prepared to enter as responsible adults.
Helpfully, and thanks of all things to the unnecessary pandemic-era lockdown of the nation’s schools undertaken at the apparent insistence of teachers’ unions and professional associations, parents have had enough.
There is no way to replace the learning and socialization lost to school closure. Leaders in some states like North Carolina, Oklahoma, Florida, and Arkansas are heeding the cries for help coming from parents by expanding education savings accounts and reforming the system so that education dollars follow the students rather than fund the systems.
To do this, they are showing great courage. They have taken on “Big Education” and in many places are defeating it by giving parents a role in deciding which school their child will attend.
As a practical matter, that means more and more children will be able to attend schools where Marxist doctrine is not presented as scientific fact, where a greater emphasis is placed on the “Three R’s” than the various ways to avoid pregnancy, and no one is going to be fighting over who gets to use what locker-room to shower and change after an athletic event.
Restructuring public education using free market principles like the supremacy of individual choice will break up the “Big Education” monopoly that is wrecking our children’s futures. Finally, after many years, there’s light at the end of the tunnel.
Peter Roff is a contributor to The Daily Caller News Foundation. A former UPI senior political writer and U.S. News and World Report columnist, he is a senior fellow at several public policy organizations including the Trans-Atlantic Leadership Network. Contact him at RoffColumns@gmail.com. Follow him on Twitter and TruthSocial @TheRoffDraft.
Arizona’s public school system has ranked worst across the 50 United States of America for some time.
Scholaroo set out to find the most and least educated states in the country during the COVID-19 pandemic. In order to determine the best and worst school systems per state, the scholarship-centered website compared three key factors:
Student Safety – Arizona ranked 45 out of 50
Student Success – Arizona ranked 44 out of 50
School Quality – Arizona ranked 50 out of 50
According to Scholaroo, Arizona ranks 47th for the least educated, 38th for educational attainment, 48th for school quality, and 48th in the number of colleges/universities per 100,000 adults.
The AZ Schools Report card provides a myriad of statistics. For the most part, Arizona’s public schools are failing miserably with around a 50% proficiency in Mathematics and English among graduating students. Part of the problem is qualified teachers. As an example, Buena High School has 25% of its teachers as non-certified and/or teaching outside of their area of expertise.
I don’t believe it is a lack of funding for the schools. Arizona’s statewide average per-pupil spending for everything is $10,729 in the fiscal year 2022. This marks a nearly 8% increase in spending from the prior fiscal year. But surprisingly, with more students joining the Empowerment Scholarship Account (ESA) program, the state surplus has increased by over $1.4 billion. The ESA program has reflected a cost-savings program for the state because each ESA student receives half of what the state allocates for students per year. Therefore, ESAs are saving tax dollars while providing opportunities for parents to select the education source for their children.
When parents elect to move their child to another school or to homeschool, that does not increase the total cost of education. It simply shifts funding to another educational option. I believe parents should be allowed to determine which educational institute provides the best education for their child.
If the public schools want to increase enrollment, they will need to trim overhead, reduce the administrative burden on teachers, and make the education of the students a priority. If they wish to be competitive, they have to make radical changes. Students who cannot complete the basic aptitude tests for their grade level should be held back and tutored.
What does the ESA program offer? It allows parents to use the money allocated to educate their child, to pay for the education model determined by the parent. The state’s expanded ESA program provides up to $7,000 to participating students. Parents can use these funds to pay for private school tuition or to purchase home education courses, tutoring, materials, and supplies. After the COVID-19 debacle with schools closed for almost two years, tutoring to bring students up to the proper grade level is critical and should be a goal for every public school.
Why am I concerned since my children and grandchildren have grown? I see the deleterious effects of their education, and I do not wish that on any future generations. Too many children are being indoctrinated to accept things like socialism and communism, and a lot of that is taking place in our public schools. If we want to save our country, we must start with the education of our children.
I have been pushing for school choice for 40 years. I believe the public education system is ruled by the teachers’ unions, which need to be abolished, and plenty of leftist bureaucrats. Our students are being dumbed down by the current system, and until we get some competition among schools, the public school system will continue to fail our students. I believe there are many teachers who have not been corrupted by things like Critical Race Theory and want to be good teachers. But until we challenge public schools and make other alternatives for parents, the system will continue with their woke agenda. It’s time to take back the education of our children and stop the bureaucratic interventions in our lives. The ESA Program is a great start.
Steve Conroy is a retired military officer and has been actively involved in his community for over 30 years.
It’s always a good day when an elected official holds to his campaign promises. And as the newly elected Superintendent of Public Instruction, Tom Horne has done just that. During his campaign, Tom said he would make it a priority to stop indoctrination like Critical Race Theory while fighting back against cancel culture and improving student performance. Last week, he took important steps to make this a reality.
Under Tom’s direction, the Arizona Department of Education (ADE) has eliminated social-emotional learning (SEL) from its administration. Among his first moves, Tom has not only removed references to SEL, but he has gotten rid of other leftist initiatives from former Superintendent Kathy Hoffman like the division of Equity, Diversity, and Inclusion along with sex chat rooms for minors like “Queer Chat.”
But while Tom is working hard to end the woke indoctrination of our students, he’s not stopping there…
