Johns Hopkins School of Education
ELA Knowledge Map™
My Father's World

The School of Education at Johns Hopkins University selected my Father’s World, along with several other leading homeschool curricula, for inclusion in their ELA (English/Language Arts) Knowledge Map™ analysis. The Johns Hopkins Institute for Education Policy developed the ELA Knowledge Map™ with the help of an extensive team of educators over a multiyear period. We wish to thank Dr. David Steiner and his team for including My Father’s World in this body of research.

Positive points from this report:

  1. My Father’s World is said to stand out from other religious curriculum providers through the high-quality materials offered. (p. 2, para. 1)

  2. Featured texts are considered “challenging” and “robust” with “very high” quality scores. (p.2, para. 2)

  3. We are described as a “strong curriculum” by the parameters of this report. (p. 3, para. 2)

  4. Curricula analyzed for Kindergarten through 5th grade demonstrated strengths in critical areas of the social-emotional domain such as conflict resolution, relationship skills, responsible decision-making, self-management, and social awareness/society. (p. 4, para. 6 – p.5, para. 1 – see chart)

  5. Curricula analyzed for 6th through 12th grades demonstrated strengths in critical areas of emotions, being, and personal psychology such as character development, ethical behavior, love, moral dilemmas, and relationships. (p. 15, para. 3 – p. 16 – see chart)

  6. Using a scale for measuring unit quality wherein 60% - 70% is acceptable and 70% - 100% is high (p. 36 – see chart), My Father’s World scored in the “high” range in 11 out of the 13 grades assessed. (p. 45, para. 1 – p. 46 – see chart)

You can download the entire ELA Knowledge Map™ report here.

Some critiques to which we would like to respond:

  1. We agree that our “distinctive religious framework forecloses debates about issues such as evolution vs. creationism.” (p. 3, para. 1) We are thankful to have worked with various publishers to include evolution-free resources and to present a biblical worldview in regard to the origin of life.

  2. While it is asserted that we do not provide “robust windows into other religions,” (p. 3, para. 1), it should be noted that we take great pains to expose students to many diverse cultures throughout our curriculum. However, we do so through the perspective of God’s love for all people and His desire for their redemption rather than as apologists for their theological positions.

  3. The Unit Quality Score of our 12th grade curriculum (U.S. History 1877 to the Present) is the lowest of those analyzed at 60.78% (p. 44, para. 3). Considering the scope of this assessment, this is understandable. The literature focus of this year is limited to one semester in which the student will read significant books written after 1850 while completing a short book analysis. A second semester is dedicated to speech skills to help students who by now are already proficient in English/Language Arts to develop into effective communicators.

A note about methodology:

Johns Hopkins’ analysis looked at each curriculum package as though it were an individual grade level. Because of the Family Learning Cycle approach used in My Father’s World, some difficulties arose when analyzing Adventures in U.S. History and Exploring Countries and Cultures. While we worked with Dr. Steiner and his team by providing clarifying information on these points (specifically related to 2nd, 3rd, 7th, and 8th grades), these areas might not have been as well understood by the team at Johns Hopkins’ as we would have envisioned.