HYBRID HOME-SCHOOLS: ORGANIZATION, REGULATORY ENVIRONMENTS AND REACTIONS TO COVID-19

• Authors: Wearne Eric
• Languages of publication: EN

Abstracts

EN

This study reports the results of a survey conducted with a set of “hybrid home-school” leaders (principals or directors) from around the United States who were asked to describe 1. how their families categorize themselves (as home-schoolers, or as members of private schools), 2. ways in which their schools operate in terms of scheduling, hiring, etc., 3. how their schools are regulated in the various states, and how they work within those regulatory frameworks, and 4. how they were affected by COVID-19, both in the spring of 2020 and the fall of 2020. Respondents provided a variety of names to describe their schools and a split in how families see themselves. In terms of staffing, schedules, tuition, and similar issues, the schools provide several arrangements, within some consistent constraints. Respondents noted a variety of regulatory situations in their respective states, but none felt overburdened. Neither did any respondents point out particular problems that required regulatory relief. Regarding COVID-19, most schools reported feeling much less disruption compared to nearby conventional (5-day per week) schools.

Keywords

EN

HOME-SCHOOLING; SCHOOL CHOICE; EDUCATION POLICY; COVID-19; UNITED STATES

• Publisher: Faculty of Education, Trnava University
• Journal: Pedagogický časopis (Journal of Pedagogy)
• Year: 2021
• Volume: 12
• Issue: 1
• Pages: 99 - 118

Contributors

author

Wearne Eric

• Education Economics Centre, 560 Parliament Garden Way, Kennesaw State University, Kennesaw, GA USA

Identifiers

DOI

https://doi.org/10.2478/jped-2021-0005