In the midst of the many differences in philosophy, outlook and practice of home schoolers,from those who follow the national curriculum pretty rigidly to those whose approach makes Summerhill seem like a model of mainstream pedagogical rectitude, home schooling appears to consistently offer children a more efficacious educational experience even as measured by the standards of normative performativity. One constant in the midst of much complexity is the better than average performance of home schooled children when compared to age cohorts in the general population. Rudner’s (1999) study illustrated that those in grades 1-4 who are educated at home, on average, perform one grade level higher than their public and private school counterparts. Lest this be thought as an effect of early nurture likely to dissipate later in the child’s educational development, it is striking that the performance gap expands as the student progresses so that by 8th grade such children are performing at four grades above the national average in the US.
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