dc.contributor.author	Masinelli, Sharon
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2024	en_US
dc.date.accessioned	2025-03-28T16:25:55Z
dc.date.available	2025-03-28T16:25:55Z
dc.date.issued	2024-12-02
dc.identifier.other	4b5d562d-ac14-466c-a5bd-1f35b8874687	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7395
dc.description.abstract	As homeschooling numbers rose following the COVID-19 pandemic,nontraditional education such as hybrid homeschooling was reported as a desirable option by parents. This dissertation examines the academic outcomes of homeschool and hybrid homeschool students in Georgia following the rise of post-COVID nontraditional education. Hybrid homeschooling, a blend of homeschooling and private education, has grown in popularity and yet the impact on student achievement remains largely unexplored. This study analyzes SAT performance among homeschool and hybrid homeschool students, comparing it to public and private school averages using a quantitative methodology. A series of t-tests, ANOVAs, and ultimately a multiple regression analysis was performed after administering an anonymous survey to Georgia hybrid homeschool families and homeschool families. Results indicate both homeschool and hybrid homeschool students scored significantly higher on the SAT than their public and private school counterparts. However, no significant difference was found between homeschool and hybrid homeschool students’ SAT scores. Further analysis of factors such as set schedules, parental assistance, days attended in hybrid programs, and hybrid program characteristics aligned to Epstein’s Theory of Parental Involvement revealed no significant predictive relationship with SAT scores.	en_US
dc.format.extent	1 electronic record. PDF/A document, 140 pages, 1616504 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Pedagogy	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational tests and measurements	en_US
dc.subject	Georgia	en_US
dc.subject	Home schooling	en_US
dc.subject	Correspondence schools and courses	en_US
dc.subject	Alternative education	en_US
dc.subject	Academic achievement	en_US
dc.subject	Hybrid learning	en_US
dc.subject	College entrance achievement tests	en_US
dc.subject	Education--Evaluation	en_US
dc.subject	COVID-19 Pandemic, 2020	en_US
dc.subject	Educational surveys	en_US
dc.subject	Education--Parent participation	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Quantitative research	en_US
dc.subject	Surveys	en_US
dc.title	An Analysis of Georgia Hybrid Program Characteristics and Hybrid Homeschool Student Academic Achievement	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Nobles, Kathy
dc.description.committee	Wearne, Eric
dc.description.committee	Bochenko, Michael
dc.description.committee	Strevig, April
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US