Date of Conferral







Virginia Salzer


Past studies have indicated that home-schooled children perform above average in measures of achievement but these studies failed to include an assessment of social skills and failed to include samples of both home-schooled and traditionally-schooled students preventing a direct comparison between these two groups. The purpose of this study was to fill this research gap by addressing the following research questions: (1) Are there significant differences in academic achievement of home-schooled and traditionally-schooled high school students? The Economic Theory of Public Administration of Schooling suggests that home-schoolers will perform academically at least as well as traditional-schoolers; and (2) Are there significant differences in social skills levels of home-schoolers and traditional-schoolers? Social Learning Theory suggests that children learn positive social interaction from other children. The participants were high school students drawn from an ethnically and socio-economically diverse suburban area in the Lancaster and Bakersfield, CA area. A MANOVA was conducted to compare academic achievement and social skills of home-schoolers and traditional-schoolers. Statistical results indicated that there were no significant differences between the two groups in academic achievement but did indicate that students who were home-schooled score significantly lower in social skills than students who are traditionally-schooled. The positive social change implications of this study center on the need to attend to the socialization opportunities for students who are home-schooled. Parents who home-school or are considering home schooling will be able to use this information in planning their children's education and social interactions with other students.

Available for download on Thursday, January 24, 2019