The focus of these alternative programs is of course, to customize a child’s education, For example, late reading doesn’t matter as much when a child is home-schooled, as information can be collected by other means (media) and through other sources. In school which is primarily print focused, a late reader will be behind in the prescribed curriculum. As well most assessment focuses around the ability to read and write. Alternative programs can match resources to needs, provide individualized instruction, and create opportunities for flexible schedules in order to include time for family and community based involvement, artistic experiences, musical endeavours, and travel.

This customization is seen as problematic by proponents of the public school system. For example, in the Civic Perils of Homeschooling (2002) Reich echoes Ivan Illich in his discussion of the issue of customization of education as educational consumerism, as exemplified by voucher and choice movements in the US. Not only do we have a digital divide but also a choice divide – because many do not have the economic luxury or the ability to choose alternate forms of education. This leaves a large portion of the population who will have to struggle on in an underfunded public school system.

Reich also argues that "customizing education through homeschooling compromises citizenship in several important ways, including potential lack of exposure to people with beliefs different from one’s own, sharing common experiences and values, and exercising freedom to choose among a range of possibilities”. [10]

School is considered by its proponents to be one of the primary social institutions working against social fragmentation [11]. Schools, and libraries are civic intermediaries, primary sources of networking, and therefore social capital.

It is interesting that proponents of both the public school system and alternative systems are arguing the 'connectedness' of their means of education. There are highly vested interests on both sides, and the size of the education budget on a provincial and national scale ensures that the debate will continue. Both individuality and civic community are important ends, which are not necessarily opposing. The best educational outcome for both home-based and school-based education of children is dependent upon fostering and maintaining social capital.

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