Category: homeschooling

Monday, 29 August 2011

08:58 – As regular readers know, I’m no friend of either government or religion, which I consider to be twin plagues on humanity. Either on its own is bad enough; the two working together have historically been the single greatest threat to human rights. As you might expect, I’m a strong advocate of the separation of church and state.

So it may surprise you that I’m also a strong advocate of school voucher programs, despite the fact that these vouchers are often used to support religious schools. This morning, I read an article in the paper about a small school voucher program in Indiana, only about 3,000 students, that’s being decried as the apocalypse by public schools. Then, when I flipped to the editorial page, I found an article by George Will about a school choice program in Castle Rock, Colorado.

These stories have the same thread in common. In both cases, opponents have introduced the red herring of church-state separation. In both cases, religion has nothing to do with the issue, other than peripherally. The real issue is that public schools–whose employees are grossly overpaid, grossly underworked, and grossly underperforming–live in fear of having to compete with private alternatives. They understand that, given the choice, parents will opt for superior schools provided by the free market. There go their ridiculously high salaries and benefits, not to mention their job security. They’re fully aware that they can’t compete.

My solution to this problem has always been simple: establish school voucher programs without limitations on the number of students eligible. Make them dollar-for-dollar programs. Parents who wish to enroll their children in private schools receive a voucher in the amount of the average amount spent per student in the public schools, including facilities costs. That amount is deducted from the amount provided to the public schools. And homeschoolers should be eligible to cash these vouchers up to, say, three students worth, to help stay-at-home moms and dads who are educating their own children at home.

If such programs were widely implemented, the results are predictable. Public schools would wither. The only students who would attend public schools would be those whose parents don’t care enough to seek better alternatives for their children. The overall educational level of children would soon show huge gains, since private schools and home schools are demonstrably hugely superior to public schools. The total cost of education would plummet as public schools died and the voucher amount was adjusted downward to reflect reduced costs.

Less obvious, perhaps, is that such programs would also nearly eliminate home schooling in the current sense. Many, probably most, parents who currently home school their own children would not do so if they could instead send their children to schools that they approved of. Traditional private schools, religious and secular, would initially grow by leaps and bounds, but alternative small private schools would also thrive. Most of these alternative private schools would be founded by homeschoolers who really enjoyed what they were doing and were good at it. Instead of educating just their own children, they’d begin educating other children as well, and eventually become actual schools.

Of course, the teachers’ unions and state government education departments will do everything they can to prevent this from happening. We see that now, with artificial restrictions and regulations enforced on home schoolers to prevent the homeschool phenomenon from developing further. In many states, for example, it would be illegal for a homeschool family to hire my friend Paul Jones, a chemistry professor at Wake Forest University, to come in and teach chemistry to their children. Those state laws consider the parents qualified to teach their own children, but do not consider Dr. Jones qualified to teach them. Similarly, many state laws prohibit a homeschool mom or dad from teaching other people’s children, once again to prevent small private alternative schools from flourishing. At the behest of teachers’ unions and other self-interested parties, many states have ridiculous health, environmental, and facilities regulations for any school that teaches students from more than one family. Again, those have nothing to do with the safety of or quality of education for the students themselves. They’re there only to protect entrenched public education interests.

That’s why I’m encouraged every time I read an article about good things happening for home schoolers and the advance of school choice.


Saturday, we shipped the last two chemistry kits we had in stock. We now have another dozen and a half in the final stages of assembly and have gotten started on the next batch of two dozen. We’ll ship outstanding orders tomorrow or Wednesday.


11:02 – At least some of the MSM are starting to catch on…

Eurozone crisis: ‘I’ve tried A! I’ve tried B! I’ve tried C!…’ Click, and out

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Ordering for more kits

As we headed for the post office this morning to ship more kits, Barbara pointed out that I’d better get off my butt and get more components ordered. So that’s what I’ve been doing this morning, ordering components for five dozen more kits.

Well, five dozen in terms of most components. In some cases, I’m buying enough for many more. For example, I just ordered $106 worth of 650 mg sodium bicarbonate tablets and 500 mg vitamin C tablets, which is enough for probably 150 kits. What the heck.  A $99+ order got me free shipping, and I’m going to need the stuff anyway.

As of now, we’re shipping four or five kits a week, which is actually a lot more than I expected at this point. Early summer is a dead time for science kit orders, and we’ve just started to get the word out. For most people, such kits aren’t impulse purchases. They need to think about it for a while, determine how it’ll fit into their curriculum, and so on. I expect the pace to pick up in mid- to late August and continue at a higher level through September and well into October. I don’t want to have to backorder, but on the other hand I don’t want to be covered up in components and assembled kits. Five dozen at a time, we can handle.

What really scares me is knowing that when the home biology book is published, we’re going to get a flood of orders for the biology kit, probably a couple hundred or more in the first couple of weeks, and possibly 100 a week or more for quite some time. I’ll talk to Barbara about that, but right now I’m thinking about pre-building at least 100 biology kits and keeping components in stock for a couple hundred more. There are obviously inventory storage and working capital issues, although fortunately nothing in the kits will have a short shelf life.

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Lab day

I need to schedule a lab day or two, but I keep putting it off. That’s because this won’t be lab work in the good sense–running experiments–but in the bad sense, making up solutions and other boring routine stuff. I mean, it’s pretty hard to get excited about making up a liter of 100X Chalkley’s medium concentrate or aceto-orcein stain. But it has to be done.

Which of course is why science kits are such a wonderful thing for homeschoolers. Sure, they could make up all the stuff they needed, or buy it piecemeal, but either of those is both time-consuming and very expensive relative to just purchasing a kit that contains what they need.

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4 July ????

A new Marist poll provides some stunning figures. Presumably, every American knows that 4 July is Independence Day, but only 58% of Americans know which year America declared its Independence. Among American adults younger than 30 years old, that figure drops to 31%. Overall, about a quarter of Americans don’t know from which country America declared its Independence.

What have public schools been doing for the last 40 or 50 years? In 1971, the year I graduated from high school, nearly any high school graduate could associate events for numerous years. Just naming the year was sufficient: 323 BCE, 44 BCE, 476, 1066, 1492, 1588, 1776, 1812, 1815, 1854, 1860, 1876, 1914, 1929, 1939, 1941, just to name a few.

In 1971, an average high school student would have been able to associate significant historical events with at least a dozen of those years, if not all of them. In 2011, I doubt that public high school graduates from the last ten years could, on average, associate significant events with a quarter of those years, if that many.

It would be interesting to do a simple comparison using such a metric between public high school students and homeschooled students. I’d predict that the homeschool students would kick ass.

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Science kits for religious versus secular homeschoolers

When we announced the CK01 homeschool chemistry kits on the MAKE blog, Geek Dad, and so on, we immediately started getting critical responses and emails about how we positioned the kits. The relevant part of the announcement was:

“The kit can be used with a religious curriculum or a secular curriculum …”

And a typical criticism started out:

“Pray tell, what religious curriculum requires a modification to a science chemistry set that would not first render all basic science moot in the first place?”

Fair enough. So I posted the following response:

“Religious home schoolers are often concerned that a secular science kit, such as this one, may include explicit or implicit criticisms of or hostility toward their religious beliefs. Although our company (and we) are secular, we wanted religious homeschoolers to know that nothing in our chemistry kit should be offensive to their religious beliefs.

As another commenter noted, this situation is particularly common with geology (and biology) materials that might contradict the religious beliefs of fundamentalist Christians, particularly Young Earth Creationists. We have many science kits planned for future release. Some of those, such as forensics and physics, are unlikely to offend anyone regardless of their religious beliefs.

Other kits, such as earth science and biology, will be secular and may indeed offend the sensibilities of some (not all) religious homeschoolers. We will flag those kits prominently to warn anyone who is concerned about their content that these kits may not be suitable for some religious homeschoolers.”

Now, as my regular readers know, I’m 100.000% secular, but they also know that I’m 99.44% pure libertarian and 100.000% pro-science. I don’t care what people choose to believe, whether it’s in Apollo or Thor or the Tooth Fairy. But I do care about as many kids as possible getting hands-on exposure to real science. And that’s what the kits are about: not ideology or politics or anything other than pure science.

In reality, none of our kits may contain anything offensive to anyone’s religion. We may or may not cover issues in earth science that Young Earth Creationists would object to. In biology, the issue is of course evolution. As the great biologist Theodosius Dobzhansky, himself a devoutly religious man, famously stated:  Nothing in Biology Makes Sense Except in the Light of Evolution. No serious scientist disputes that.

So it might seem we’re going to have a problem with our biology kits, but in fact I don’t think we will. Even religious fundamentalists acknowledge the reality of micro-evolution, which is evolution within a species. They have no choice. We can actually watch it happen. Their problem is with macro-evolution, or one species evolving into another species.

Scientists consider micro-evolution and macro-evolution to be one and the same. The former typically occurs over relatively short periods, and the latter typically over longer periods as accumulated evolutionary changes in one organism lead to speciation, or the original organism evolving into an entirely new species.

The thing is, a micro-evolution lab session is perfectly reasonable for a high-school biology course. For example, we might do a lab session on repeated culturing of a bacteria species with forced selection to develop resistance to a particular antibiotic. That won’t offend even the most fundamentalist religious parents, because everyone admits the reality of evolution on this scale. Conversely, macro-evolution is not a practical (or even possible) hands-on lab session topic for high school biology, so the issue is moot.

It would be very different if we were writing a general biology textbook for homeschoolers, because then there would be no alternative but to present evolution in all of its aspects as absolutely true beyond question, verified by millions of observations and experiments over the last 150+ years, and further confirmed by new developments such as molecular biology and DNA analysis. If we ever write that textbook, you can be sure that it will be the best science we can do, and let the chips fall where they may. But we’re not in the business of writing lecture textbooks.

 

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