Who “Counts” as Homeschooled?: The Case of Alaska’s Correspondence Schools
Defining which students “count” as homeschooled is complicated both by disparate state laws and by disagreements within the homeschooling community itself over how to categorize students enrolled in publicly funded cyber charters or virtual public schools. This paper works to clarify the definition of homeschooling by exploring the history of Alaska’s correspondence schools, where education officials have long relied on the home as an extension of their work and parents have learned to shape these same forces to serve their needs. Which factors determine who “counts” as homeschooled? The location where education takes place? Whether or not public funding is involved? Parents’ decision to take control of their children's education? We argue that students in Alaska’s correspondence programs should “count” as homeschooled, and that both scholars and members of the homeschooling community should take an expansive and inclusive approach to defining homeschooling.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice (usually CCBY 3.0 unported, but determined at the proofing stage by consultation with the Editor - readers looking for copyright permissions are required to do this on a case by case basis) that allows others to share the work in some way with an acknowledgement of the work's authorship and initial publication in this journal. We appreciate authors placing a link to the Other Education site wherever they choose to offer a PDF download to the original OE article.