missing children – IAHE Action

IAHE Action’s School to Prison Pipeline Response – Part 6

This post is our sixth of nine installments regarding the transcript from the Indiana Advisory Committee to the U.S. Commission on Civil Rights hearing that was held on February 17, 2016. Neither Indiana Association of Home Educators (IAHE) nor IAHE Action knew about this meeting until after the fact. You may read our other posts here, here, here, here, here and here.

TESTIMONY: Pg. 99 MS. DAVIS: Tammi Davis, thank you all for your presentations and I also have some challenges with the home schooling issue, at least as it relates here in Indiana. I do have family members who were home schooled and matriculated very well going on to college and post college studies, but one of the challenges that we face with our children, particularly as they are being defined as troubled kids, is that there are challenges at home. So if you have problems at home, you are expelled from school because of behavioral issues and then some adult, whether it is the parent or legal guardian on paper says, well, this child is being home schooled when they may not be actually home schooled because they are not regulated, then that becomes an additional challenge for our kids just being out there in the system.

IAHE Action’s Response: First, let us establish the context of “homeschooler” above. In the second half of the above excerpt, Ms. Davis is clearly talking about public school families who have been forced into homeschooling because of disciplinary actions of the public school administrators. These children are not homeschoolers, but public school dropouts who are not given the support required in their individual cases by school administrators. Contrast this context with that of homeschool parents who have actively chosen from all available educational options to take on the responsibility, expense and labor of home education. The family members Ms. Davis mentions would undoubtedly fall into this category. Equating the two situations requires a gross suspension of reality.

Hard cases make bad law. The answer should be to fix the problem at its source: the public school. Just as forced charity is no charity at all, forced homeschooling does not beget homeschooling.

Parents actively choosing to take a primary role in their children’s education are not the problem here and do not require regulation to do their jobs.

TESTIMONY: Pg. 99. So there are two things that I would like to know, how does one get classified as missing? What has to happen for a student to be determined as a missing child, missing student, number one; and then secondly, what correlation of study has been done relative to the number of homeless children, homeless students as would relate to this issue? Either one of you have done any research or work in that regard?

MS. DANIELS: Well, what I was told in terms of missing is that the child has not shown up to school, either the attendance clerk or social worker has gone to the home and no one is there, they can’t find the child, there is no track record. And so when you have to fill out your little codes at the end of the year what happened to all of your children, you just mark missing.

TESTIMONY: Pg. 100: The other code area that really kind of bothers us is the code area of transferred out of state. We are finding large numbers of youngsters who I don’t believe have transferred out of state but that’s a code that is marked by the school. I just can’t believe 37 kids transferred out of state in one of the schools that we have looked at.

And so there is lots of coding that I think is misplaced in terms of going back to the Department of Ed, which is a loophole which means that these kids are — where are the children? They could be on the streets, they could be — we don’t know. But one of the things that feeds this schoolhouse-to-jailhouse pipeline is the fact that no one knows where — what is happening in that child’s life on a daily basis.

He could be staying with a friend tonight, grandma the next night, somebody else the next night, he is just floating, just floating. So I think that there is things that the state could possibly do in terms of laws and regulations with the Department of Ed and the Department of Corrections which I think would help to identify all these missing children.

We went yesterday to the Indiana Missing Children’s Ledger, thousands of kids from all over the state, different counties, listed. And that was for Tuesday, February 15, that we looked at it and I was just in awe that all those kids are labeled as
missing. Name, birth date, 13-year-olds, 12-year-olds missing? Something is — there is not enough being done. We can talk about numbers, but we have got to talk about lives, we have got to talk about human beings, we have got to talk about our babies, our next, the ones that are supposed to take my place one day. We have got to start talking about where are these babies. And I am just bringing this up because I think that we need to have some help in terms of doing that. We can’t do that by our — we are non-profit, of course non-profits are not funded, we are out of our pockets, but we are willing to do this work because we have deep, deep convictions that we don’t want to see another black child end up in that system. So that’s why we are here today.

TESTIMONY: Pg. 102. MS. DAVIS: Just real quick, do you know the number of days that a student has to be missing out of the classroom before the counselors are dispatched to actually do a follow-up?

MS. DANIELS: They told me the child only has to be at school one day a month not to be considered truant. You know, you miss 29 days, come to school one day, he is not truant. That’s what the principals all told us. So truancy laws is something else that — this is a whole — all that coding needs to be looked at.

IAHE Action’s Response: There are numerous possibilities for why children and their families move from place to place. Possible causes could be immigration status of the parents, frequent relocation due to short-term living arrangements with friends, family or relationships or perhaps a job transfer relocated the family outside the school district. While a stable home environment is best, not all parents are able to provide a consistent living arrangement.

At IAHE, they advise families who leave the public school to homeschool to send a letter informing the school principal of their status change. Anyone not sending a letter could and should expect a truant officer to visit. They also inform their constituency of the laws regulating home education in Indiana. Their members know they must provide the same number of instructional days as the public schools and provide and an equivalent education.

IAHE is a non-profit educational organization dedicated to supporting, educating and advocating for homeschooling parents and their children. Since 1983, they have worked with countless families who are teaching their children and doing an excellent job. IAHE sacrifices to minister to these families, because of the importance of home education in the lives of our families. READ SOME OF THEIR TESTIMONIALS HERE.

IAHE Action’s School to Prison Pipeline Response – Part 3

This post is our third installment. If you want to read more, here’s our original post, and the first and second installments.

TESTIMONY: Pg. 87 Ms. Hanger of Children’s Policy and Law Initiative of Indiana. “I do want to point out that some of the rates are involved with charter schools and the schools that Diana Daniels mentioned, I saw one in particular, in a school that has a very high suspension rate. So I have always looked at these issues as far as school discipline is concerned, it is a continuum. You can’t just look at suspension, in-school suspension, out-of-school suspension, you have to look at the entire continuum of discipline which includes alternative education, home schooling, and the like or you can’t see what’s happening to these children. I am getting behind.”

IAHE Action’s response: This is a curious purpose for homeschooling. The assertion that homeschooling is a form of discipline simply does not hold up under scrutiny. Among the reasons reported by the National Center for Education Statistics, not one cited disciplinary problems. The closest possible candidates would be for physical or mental health issues. I think we can all agree those are valid reasons far more complex than getting in trouble.

Home education is an honor and a joy, not a consequence of bad behavior. In response to this transcript we asked our members to share their homeschool success stories. The ability to tailor a child’s lessons to their needs is education at its finest. It is sad to read public educators think so poorly of a completely natural form of education.

TESTIMONY: Pg. 92. MR. DOUGLAS: “My apologies for my interruption earlier. I just have a point of clarification on these numbers which are alarming, and that was on your slide in which you said that this Northwest High School report that 55 missing children in a two-year period, 21 students were removed by parents for home schooling in the same period, so that is saying that in addition to 55 who are missing, there are 22 that were transferred over to home schooling?”

MS. DANIELS: “That’s correct. Those come out of the mobility rate and under that listing of codes, each code has a different number and so there is a code for home schooling, there is a code for removed by parent, which is for home schooling. Then there is also a code for missing children. So the 55 are missing children, kids who just can’t be found. The home schooling number is that number 21, those were students that were removed by their parent to take home and to teach. That’s just one school. We have schools that we are looking at across the state and as those numbers come in, we will be able to really be able to tell how many of these students are missing in those schools. When I say missing, they can’t be found, they just walked away and the school doesn’t know where they are so they mark this Code saying missing.

The home schooling is when the parent comes to the exit meeting with the school that’s going to expel the child, and in the meeting the principal can offer a transfer so that there is no expulsion on the record. So the transfer is to the home. And so that transfer to mom, who is probably working if you have to work, living maybe not in the best of the neighborhoods in the city, and maybe not having total control over Junior, takes the responsibility of home schooling that child. So Junior is not getting much schooling and he is probably in the streets.”

IAHE Action’s Response: In 2013, Indiana Code was amended to correct the problem. Prior to this time, administrators regularly labeled children as homeschoolers to pad their graduation rates and maintain school performance ratings. The new law was an attempt by the school to educate the family regarding the requirements of home education. The principal would sign the form to acknowledge that they instructed parents about the legal requirements of home education in Indiana. The parent would sign it to acknowledge that they understood home education requirements. If no education actually took place, the student is not a homeschooler, but a truant.

Once again, when a parent is faced with expulsion or signing a piece of paper for it to all go away we know what will happen. So does the principal. It’s not rocket science. Everyone sitting in that office knows this is not going to work. The administrator has an obligation to the parent, child and public to make appropriate “change of placement” recommendations. Home education is not appropriate advice for hypothetical Junior or his mother. It is irresponsible on the part of the school.

TESTIMONY: Pg. 94. MR. DOUGLAS: “Does Junior get tests of any sort?

MS. DANIELS: No, if you are a home school child, you do not get any state testing. You don’t take any ISTEP or anything, you do not get a diploma, you get a GED if you pass the GED exam at one of the GED centers, which I understand is very difficult to pass according to the Department of Corrections.”

IAHE Action’s Response: Homeschool students are regularly tested with assessments associated with their curriculum. Parents have a variety of options that they may use if they desire a standardized test, such as, the Stanford Achievement Test, Iowa Test of Basic Skills (ITBS), and the California Achievement Test (CAT). Testing in the home education context has an entirely different purpose than in the public schools. For home educators, it is merely to confirm what the parent already knows to be true. Many parents use every task given as a “test”. Either the student can complete the assignment or not. If they still need assistance, further instruction is necessary. For others, standardized testing is an unnecessary stressor, particularly in the early years. In homeschooling, learning is viewed as a lifelong, joyous pursuit. An anxiety-inducing exercise of regular standardized testing is the opposite of the parents’ goal.

Public schools use standardized testing to evaluate teaching staff, school curriculum and programs. It also serves as a “performance” review for teachers and students, since parents are not present the majority of the school day. None of these goals are necessary or even advantageous in the home environment. Parents know when their child gets a concept or not.

Homeschool diplomas are legally binding documents. These diplomas are readily accepted by universities, the military and other educational entities. The GED (now called TASC) is neither needed nor recommended.

IAHE Action’s School to Prison Pipeline Response – Part 2

This is a continuation of the testimony from here.

TESTIMONY: Pg. 80. “We actually based our thesis on the question of what happens to African American students from low income marginalized communities living in single female head of household with high crime when they accept the option of home schooling in place of an expulsion. Are they falling into this loophole as a percentage of home schooling among African Americans increased nationally and across this state, and do these current factors regarding Indiana’s Home Education Guidelines allow and enable a student to be pushed or counseled out of school.”

IAHE Action’s response: This is NOT a homeschool problem. This is a PUBLIC school problem. When we recently learned this was occurring, we immediately sensed this was a strategy for public schools to avoid rising expulsion numbers while preserving the school’s A-F grading. Unfortunately, attempts to hold public schools accountable have created incentives encouraging schools to coerce families in unsuitable situations into an inappropriate educational option. An out-of-control student and a single parent working three jobs to provide a basic living with little to no knowledge of home education is not a logical candidate for home education. Homeschooling is HARD. A parent must be willing, able and motivated to take full responsibility. Under such conditions, Indiana Code for home education is more than sufficient to ensure academic freedom and outstanding results. Tragically, public schools in Indiana are resorting to educational slight of hand to hide the real state of affairs inside the public system.

TESTIMONY: Pg. 81. “The question is does the policy that home schooling is considered a transfer option without penalties entice a student and parent to select this option over an expulsion. Does home schooling as an option entice the school as well for it lowers the school’s suspension/expulsion count and increases its graduation rate.”

IAHE Action’s Response: If a public school presents only two options to a struggling parent, expulsion or signing a piece of paper to make it all go away, I know which one they will choose. It is the red pill or the blue pill. Just as Neo discovered the ugly reality behind the red pill, the reality behind this decision does not end in home education, but in the lack of education. How many of these families know what home education is when they are posed with this dilemma sitting next to their child in the Principal’s office? Does the principal tell the parents that home education is home-based, PARENT-led and PARENT-funded? Based on the calls Indiana Association of Home Educators (IAHE) has received in the past the answer is a resounding no. The parents have not been given adequate information to make an educated choice.

According to the Merriam-Webster Dictionary, a homeschooler is a child who is taught at home instead of in a school. IAHE contends instruction from a parent needs to actually occur in the home before a child can be given the title “homeschooler”. As previously noted, Indiana Code requires parents to provide an equivalent education to the public system. A parent who was never told what home education is in the first place will not likely have proper documentation available upon request by the SPI. The Indiana Superintendent of Public Instruction (SPI) can, at any time, request the home school attendance record of any child over the age of seven. If an attendance record cannot be immediately procured, the Superintendent’s office can make further inquiry. If the child is not a homeschooler, then he or she can only logically be classified as a public school dropout. One can quite easily discern a homeschooler from a public school dropout in a few short questions. Of course, proper adjudication of the law as it currently stands by the Indiana Department of Education is first required.

Again, unintended consequences have created an environment rife with misuse of educational options. If a child leaves the public school as a Code 20 homeschooler or Code 31 virtual schooler, it does not affect the public school’s graduation rate or the A-F grade. If the child, however, drops out, it negatively affects both thus providing a strong incentive for the principal to funnel children into specific categories despite the child’s realistic situation. Disincentives for abusing the system should be put in place. IAHE Action has suggestions to share with the Indiana General Assembly.

TESTIMONY: Pg. 81. The next table is an example. This is a school that began way before 2004 but at grade 9 it has 66 children for the year 2004 and 5. By the time of graduation in 2007, they had 14 children. I’m sorry, I am going back a minute. In the following year you have seen a pattern of a number of youngsters that are decreasing yearly within this school. The question is where are these children, where have they all gone? Were they home schooled, were they transferred to other states, where are they?

IAHE Action’s Response: Homeschooling has exploded in growth. Virtual public schools have as well. The pioneers of the modern homeschool movement felt called by God to teach their children for faith-based reasons. A good number still feel “called” to do that, but lately, the two largest reasons are due to safety concerns and due to Common Core.

To avoid truancy charges, IAHE instructs those who plan to home educate to send a letter to the school at the time they remove the student to home school. Therefore schools should know when a student exits to home education. Do virtual and private schools recommend the same thing? Schools should send a truancy officer to any student’s home that does not show up for school and does not notify the school of their whereabouts.

TESTIMONY: Pg. 82. “The next one is a table of a public school, same situation. Numbers start high, by the time of graduation the numbers are 50 percent. Where are these children? Are they in this loophole? Are they in this School-to-Prison Pipeline?

Home schooling and missing children is a big factor here. Indiana has a whole list, thousands of names of youngsters who are missing. That blew my mind when I talked to IDOE and they named me every school that turned in missing children. This one school had 55 children missing over a two-year period and they had 21 students during that same period that were also removed by the parent to do home schooling. Where are these children?”

IAHE Action’s Response: Removing children from public school does not mean bad things are happening. Due to drugs, violence, and Common Core many desire education alternatives. Unstable single-parent families often move frequently into and out of a school system based on the family’s ability to afford living accommodations. It is an often-repeated refrain regarding the educational challenges of this demographic. One must also ask could faulty record-keeping be a problem on the part of the school? IAHE has had experiences with school administrative staff not knowing the difference between public virtual school and home education. Another possibility could be the transient nature of the children of undocumented workers in the local education system. There are many reasonable explanations for the children a school system can no longer find. Again, IAHE’s advice to families removing their children to homeschool is to send the school administration a letter notifying the school of the parent’s intent.

TESTIMONY: Pg. 82. DOUGLAS: “I’m sorry, would they be called missing, those that are removed for home schooling? Would they be called missing in this?”

IAHE Action’s Response: Children who have never received anything other than a public school education cannot, by definition, be considered homeschoolers. IAHE is concerned public school children, missing or otherwise, are being lumped in with traditional homeschoolers to mask true “public school” problems with manufactured “homeschool” problems.

Traditional homeschooling is defined by IAHE as: home-based, parent-led and parent-funded. We are seeing great confusion among educators and families alike in discerning the difference between traditional homeschooling and other educational options. Schooling that occurs in the home, but is funded by taxpayers or is controlled by someone other than the parent do not meet IAHE’s definition of home education. There is substantial public confusion regarding what constitutes homeschooling. Numerous families enrolled in virtual public schools such as Hoosier Academy Virtual Charter, Connections Virtual Academy, EVSC Virtual Academy believe themselves to be homeschoolers, but are legally identified as virtual public school students attending an accredited, public school. Homeschools are non-accredited, non-public schools and fall under different legal requirements from the state.

After IAHE made a request, the Indiana Department of Education submitted the following numbers of homeschoolers reporting enrollment for the past five years. Here are the numbers that were provided on December 15, 2015:

2010: 8318
2011: 8530
2012: 6983
2013: 5691
2014: 4257

On February 16, 2016, in a House Education Committee we were told during testimony for SB 334 that the IDOE reported 10,000 students a year were transferred to home education. Which numbers are accurate?

TESTIMONY: Pg. 82. DANIELS: “So in the others, here is one more school that is looking at the enrollment, started with high grade, high numbers, ending with very low numbers. And you have to read this chart in a diagonal, that’s how that’s being read. This is what’s very enticing for us, as we looked at the first school, you will see across the top what those numbers are, 66 started, 14 graduated, the state says they had a graduation rate of 53.2, but we used a different formula, and that formula that we used, this school would have had a 21 percent graduation rate. Where are the children that allow this school to have a 53 percent graduation rate?

Here are our recommendations: There is a statement of conditions and we strongly recommend that the commission investigates the impact of the practices of offering home schooling as an option to expulsions. Training is recommended to be offered for parents around the resources and to understand their role that they are taking on when they say they are going to home school their child. We further recommend that the Commission investigate the factors of missing children and truancy as impacts of this practice.”

IAHE Action’s Response: Current Indiana Code relating to home education does not need to be changed. We do agree the practice of principals encouraging home education to unsuitable candidates due to serious discipline issues and lack of parental support must be stopped. Homeschoolers are not the root cause of this problem at all. More regulations of homeschoolers will not end principal misuse of the homeschool category. IAHE Action has suggestions to curb the problem without harming the freedom of conscientious homeschoolers.

Indiana Association of Home Educators (IAHE) already offers a plethora of avenues for parents to become educated on home education, rights and responsibilities of parents. For 33 years, IAHE has made it their mission to support and encourage families who choose a homeschooling lifestyle. As a means of connecting new homeschoolers to the support needed in their local area, the IAHE has selected 16 experienced homeschooling couples as Regional Representatives. Each Representative is a ‘veteran’ homeschooler who can answer questions from families starting their homeschooling years. They maintain an active Facebook page with over 5,000 likes, a website with resources, podcasts and recommendations for new homeschoolers and publish The Informer magazine with articles of interest to home educators. Every public library in the state of Indiana is sent a copy of The Informer for their patrons’ use. Once a year, we host a large homeschooling convention featuring guest speakers, vendor exhibit hall and activities at the Indiana State Fairgrounds. Last year’s attendance at the convention drew 5,000 people. IAHE regional representatives host free “You Can Homeschool” events all across the state to give families a boost when starting out.

In fact, IAHE is having their Convention at the Indiana State Fairgrounds on April 29-30, 2016, and they will have specific classes to get people started off well and others to help them continue to improve as they homeschool their children. This will be their 31st annual Convention.

This year, IAHE has invited the National Black Home Educators to speak about the National Home Education Research Institute’s study on “African American Homeschool Parents’ Motivation for Homeschooling and Their Black Children’s Academic Achievement”. We would love to have you be our guests to learn more about how home education has been a blessing to these families.

As you can see, IAHE is not invisible. They are quite easily found for anyone seeking information on home education in Indiana. Parental training and education in homeschooling is readily available to those who want it, regardless of income. As a matter of fact, they are listed as a resource on the Indiana Department of Education’s website for homeschooling. Institute for Quality Education also lists IAHE as a resource for further exploring this form of education.

TESTIMONY: Pg. 83. “On the back there is the references that we have used to do our research. This is the very beginning, it is not the end, and we just started this research with IU School of Social Work and the Policy Institute in January and it is still ongoing. We have talked with the Department of Corrections this week, everyone is baffled. This state does not have any statutes that govern home schooling except the ones that we have just shared. Thank you.”

IAHE Action’s Response: Homeschoolers are well organized and have ample resources at their disposal to be successful. Homeschooling is not the issue here. Public schools passing off hard cases appears to be the real problem. Rather than penalizing families who work hard, sacrifice and take responsibility for their children, we need to find a solution to the root cause inside the public school system.

These non-homeschool dropouts have a place to go. The Crossing, a faith-based school, provides educational services in twenty-eight locations across Indiana to hard case kids. This school wants them. Seeks them out. Loves these kids. Even better, the families do not pay out of pocket for this alternative school. They are change agents ministering to troubled teens through mentorship, education, and job training. Real heart change is happening in these kids under their guidance.

This trend in public schools has been identified and a service has sprung up to handle it. Government oversight and control is not needed in the homeschool community. The potential public school dropouts and expulsions should be referred to an alternative school setting like The Crossing instead of being shoved out of school entirely. As a community of parents who love children and hold education to high esteem, IAHE Action does not understand why the public system does not make better use of the resources available to them.

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