This qualitative study seeks to assess the effectiveness of homeschool collegiate preparation through the eyes of homeschool alumni. Four alumni who are current college students participated in the study. A triangulation of methods, which included surveys, open-ended questionnaires, and interviews, ensured reliability and validity. Although the students represented a wide range of varied homeschool experiences, the perceptions of all the students were that their environments prepared them for collegiate-level work at levels that are above average.

The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.

Teacher attrition is a problem with a number of implications, not the least of which is the teacher shortage. Almost half of all new teachers leave the profession within the first five years, creating a difficult model where more teachers leave the teaching profession compared to teachers entering the profession. Part of the problem is a result of career progression. However, most of teacher attrition is a result of factors such as inadequate pay, administrative support, workplace conditions, student related issues, and collegiality with peers. Without a thorough understanding of the factors that contribute to teacher attrition it is impossible to create an environment where "No Child is Left Behind". Although teachers do not enter the profession with the notion of getting rich, they do need to make enough money to support themselves and their families. Furthermore, professional status in America is closely tied to socioeconomic status. Therefore, while salary may be the largest component of teacher attrition, school and district characteristics, teacher qualifications, and demographics also affect a teacher's decision to leave the profession.