This exploratory study examines the academic outcomes of homeschooled students who enter a medium size doctoral institution located in the Midwest. Descriptive analysis reveals homeschool students possess higher ACT scores, grade point averages (GPAs) and graduation rates when compared to traditionally educated students. In addition, multiple regression analysis results reveal that students who are homeschooled earn higher first-year and fourth-year GPAs when controlling for demographic, pre-college, engagement, and first-term academic factors. Further, binary logistic regression results indicate there is no significant difference between homeschooled students' fall-to-fall retention and four-year graduation rates when compared to traditionally educated students while controlling for these same factors.
HT: Milton Gaither