Homeschools have grown in prevalence in recent decades in the United States, including an unprecedented increase in homeschooling rates during the COVID-19 pandemic. The present quantitative study sought to add to the growing homeschool research by examining an existing depersonalized data set from the Classic Learning Test [CLT] suite of assessments including test taker demographics and scores on the CLT, CLT10, and CLT8 from 2016 through March 2021 (n = 29,401). IBM SPSS was used to assess whether the volume and demographic composition of homeschool test takers has changed over time; whether CLT scores of homeschool students have varied over time, particularly following COVID-19-related school closures; whether CLT scores of homeschool students vary by ethnicity and/or family income; how the CLT scores of homeschool students compare to the CLT scores of students from other school types; and whether the demographic composition of CLT test takers from all school types varied significantly before and after the start of COVID-19-related school closures. Results showed significant changes in volume and demographic composition of homeschool test takers over time (p = 0.05); variation in homeschool CLT scores but without uniform direction (p = 0.05); significant variation in homeschool CLT scores by both income and ethnicity (p = 0.05) but with relatively small effect size, accounting for 0.3 - 0.4% of variance in scores; significantly higher CLT scores among homeschool students as compared to most other school types (p = 0.05); and significant changes in the demographic composition of CLT test takers before and after the COVID-19-related school closures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]