Consistent, reliable data are hard to come by given vastly differing opinions on the role states should play in creating structures, tracking data, and monitoring outcomes on homeschooling. The goal of this brief is to cut through some of this complexity and provide policymakers with an objective resource on homeschooling, including what is known about the students and families who participate in homeschooling and how policymakers might think about crafting policies that both allow for parental choice and ensure that all students have access to a high-quality education that meets their needs. Key takeaways include: (1) All 50 states and the District of Columbia have laws or policies in place related to homeschooling; (2) States differ substantially in whether and how they capture data on homeschooling, making comprehensive analyses nearly impossible; (3) Due to limited empirical evidence and the wide variance in regulation across the country, there is no definitive research on the academic outcomes of homeschooled students. That being the case, there is no evidence of either positive or negative effects; and (4) Since many homeschooling families choose this option for privacy, religious, or political reasons, policymakers must balance their obligation to collect data and provide safe environments for students with parental autonomy. This publication is one of seven in series of briefs on school choice from the National Comprehensive Center.