The Comprehensive Test of Basic Skills (CTBS) results of 81 West Virginia home-schooled children in grades 3, 6, 9, and 11 were analyzed. Means of each sub-section of these CTBS scores were analyzed for significant differences from the West Virginia public school means for the respective grades and subsections. Families of the children tested participated in a survey and telephone follow-up, results of which were analyzed for possible correlation with CTBS performance. Results indicated that third-grade home-schooled children scored significantly higher than the public school means in vocabulary, reading comprehension, mathematics concepts, science, and total mathematics; significantly lower in spelling; and similarly in other areas. Sixth-grade home-schooled children scored significantly higher in composite, vocabulary, reading comprehension, and total language means, and similarly in other areas. Ninth-grade home-schooling means were significantly higher in reading, lower in mathematics, and similar in other areas. Eleventh-grade home-schooling means were significantly higher in reading and similar in the rest. Survey results showed that family income, education and size differed from the state average, while families' occupations and locations were similar. Intended length of home schooling and children's CTBS performance correlated positively, while age at which children began formal studies and CTBS results correlated negatively. (SAK)