Are we doing enough hours?

A coverage check for elementary homeschoolers, against the federal numbers for US public schools. Enter your week; nothing else happens.

Runs entirely in your browser · collects nothing · sends nothing

Your week

SubjectHours/week
English / language arts
reading, writing, spelling, grammar, handwriting
Mathematics
Social studies / history
Science
Other taught subjects
second language, Bible, music, art — anything timetabled
Structured activity outside lessons
clubs, sport, scouting, tutoring, co-op

Against the benchmark

What the benchmark is

US public school teachers of grades 1–4, from the federal Schools and Staffing Survey, reported these weekly instructional hours:

SubjectHours/week
English / language arts11.6
Mathematics5.4
Social studies2.5
Science2.3
Core instruction21.8
Length of the student school week32.1
Not core instruction10.3

That last row is the one most people have never seen. About a third of a public elementary week is not core instruction — transitions, attendance, lining up, assemblies, and the overhead of moving twenty-five children through a building. It is why a homeschool day that looks short can cover the same ground.

What this does not tell you

This measures coverage, not learning. Hours are an input. A child working at their own level covers more in less time, and a child who needs longer on something is not behind for taking it. More hours is not better; it is just more hours.

It also cannot tell you whether homeschooling produces better outcomes than school. The research does not establish that in either direction — including, explicitly, the leading pro-homeschooling research body, which states that the designs used to date do not show homeschooling causes the results it reports.

Use this to answer one narrow question honestly: is my week in the same territory as a school week, or is there a subject quietly getting nothing? That question is worth answering, and it is the only one a number of hours can answer.