TDNet Discover

The purpose of the qualitative study was to examine how different subsystems within the homeschooling environment of a non-classroom-based charter school (NCB) contribute to the development of an effective learning ecosystem. Grounded in Bronfenbrenner’s Ecological Systems Theory, the study explored the central research question: How do different subsystems within the homeschooling environment of a non-classroom-based charter school contribute to creating an effective learning ecosystem? The study was conducted at a California NCB serving approximately 7,000 students. Secondary data sources included stakeholder perception data from annual Local Control and Accountability Plan surveys completed by parents, students, and staff, with a purposeful subsample of 500 survey responses examined alongside the school’s charter petition, accreditation reports, and authorizer oversight documents. Data was analyzed using reflexive Thematic Analysis, including systematic coding, theme development, and triangulation across data sources. Analysis resulted in four interconnected themes: Academic Oversight, Instructional Support, Student Life, and Resources. Findings indicated that these subsystems operated interdependently to provide structured accountability while maintaining flexibility to support personalized learning. The results contribute to the limited body of research on NCBs and offer insight into how publicly funded homeschooling models function as comprehensive systems of support within public education.