Homeschooling in Arkansas (AR): Requirements, Law & Standards

Q: Is homeschooling legal in Arkansas?

Yes. Arkansas is a low-regulation homeschool state.

Q: Is standardized testing required for homeschoolers in Arkansas?

No annual test is mandated for homeschoolers in Arkansas. The state test (ATLAS (Arkansas Teaching and Learning Assessment System)) is not required for home-educated students.

Q: What subjects are required for homeschooling in Arkansas?

Arkansas requires instruction in: Language arts; Mathematics; Social studies; Science.

Q: Does Arkansas have its own learning standards?

Math: Arkansas Mathematics Standards (2023). ELA: Arkansas English Language Arts Standards (2023). Science: Arkansas K-12 Science Standards (NGSS-aligned; Arkansas was an NGSS lead state). Social studies: Arkansas Social Studies Academic Standards (Revised 2022).

AR ·

None specified by statute.

Arkansas is a low-regulation homeschool state. The only legal requirement to homeschool independently is filing an annual Notice of Intent with the local superintendent (by Aug 15, or 5 school days before mid-year withdrawal). Act 832 of 2015 repealed the prior mandatory standardized-testing requirement for homeschoolers. There is no required number of instruction days/hours, no required parent qualifications, no state recordkeeping mandate, and no required assessment for independent home schools. Statute requires instruction in language arts, math, social studies, and science (the basic core curriculum referenced on the NOI). Families accepting EFA/voucher funds face additional accountability (annual norm-referenced test) that does not apply to independent homeschoolers. Compulsory attendance ages are 5-17 (kindergarten attendance can be waived). Cited: Ark. Code Ann. 6-15-501 through 6-15-510; Act 832 of 2015.

Parents must file a Notice of Intent (NOI) to home school with their local public school superintendent by August 15 each year (or at least 5 school days before withdrawing a child mid-year), and re-file at the start of each school year. The NOI must include each child's name, sex, birth date, and grade level; the name/address of the last school attended (if any); the mailing address and phone number of the home school; the name of the parent/legal guardian providing instruction; a statement of interest (or not) in public-school interscholastic activities; a statement of any plans to seek a high school equivalency diploma; and the parent/guardian signature. Can be filed on paper at the resident district or electronically via the state NOI portal (noihs.ade.arkansas.gov). A family moving to a new district must notify the new superintendent within 30 days. Governed by Ark. Code Ann. 6-15-503/6-15-504.

No state-mandated recordkeeping for independent home schools. Parents who issue their own diploma or who later seek records typically keep their own portfolio/transcripts voluntarily. NOTE: Families that accept Educational Freedom Account (EFA / LEARNS voucher) funds take on extra accountability, including an annual norm-referenced standardized test, but this applies only to EFA participants, not independent homeschoolers.

Language arts
Mathematics
Social studies
Science


Math	Arkansas Mathematics Standards (2023)
ELA	Arkansas English Language Arts Standards (2023)
Science	Arkansas K-12 Science Standards (NGSS-aligned; Arkansas was an NGSS lead state)
Social Studies	Arkansas Social Studies Academic Standards (Revised 2022)

· Arkansas Mathematics Standards (2023) · 139


K	K.CAR.2	Use objects or drawings to decompose numbers less than or equal to 10 into pairs in more than one way, recording each decomposition.
K	K.CAR.3	Use a drawing or equation to find the number that makes 10 when added to a given number.
K	K.DA.1	Collect, sort, and organize data into two or three categories using real-object graphs and picture graphs.
K	K.GM.1	Describe the positions of objects and geometric shapes in the environment.
K	K.GM.2	Name shapes correctly regardless of their orientation or overall size.
K	K.GM.5	Compose and draw shapes found in the world using objects (e.g., straws, toothpicks, clay balls).
K	K.NPV.1	Count to 100 by ones and tens; count forward by ones from any given number up to 100.
K	K.NPV.2	Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of arrangement.
K	K.NPV.5	Read, write, and represent whole numbers from 0 to 20.
1	1.CAR.1	Add and subtract fluently within 10 with mastery by the end of first grade.
1	1.CAR.2	Use computational fluency to add and subtract within 20 using manipulatives and/or a variety of strategies.
1	1.CAR.5	Demonstrate the relationship between addition and subtraction by solving problems using an inverse operation.
1	1.DA.1	Organize, represent, and interpret data with up to three categories (e.g., tally tables, picture graphs, bar graphs).
1	1.DA.2	Ask and answer questions about totals represented, such as how many in each category and how many more or less in one category versus another.
1	1.GM.1	Understand the difference between defining attributes (e.g., triangles are closed, three-sided) and non-defining attributes (color, orientation, size), and build/draw shapes with defining attributes.
1	1.GM.2	Create a composite shape using two-dimensional or three-dimensional shapes.
1	1.GM.4	Order three objects by their length, indirectly comparing the lengths of two objects by using a third object.
1	1.NPV.1	Count to 120 by ones and tens from any given whole number.
1	1.NPV.2	Skip count forward by multiples of fives within 120.
1	1.NPV.5	Use concrete models or drawings to subtract multiples of 10 from multiples of 10 (within the range of 10-90) and explain the reasoning used.
2	2.CAR.1	Use mental strategies to fluently add and subtract within 20.
2	2.CAR.2	Use computational fluency to add and subtract within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction.
2	2.CAR.5	Use addition to find the total number of objects in rectangular arrays (up to 5 rows by 5 columns); write an equation expressing the total as a sum of equal addends.
2	2.DA.1	Use bar graphs, picture graphs, and line plots to organize and represent data, interpreting data with up to four categories.
2	2.DA.2	Ask and answer simple put-together, take-apart, and compare problems using information presented in bar graphs, picture graphs, and line plots.
2	2.GM.1	Identify, describe, and draw two-dimensional shapes.
2	2.GM.2	Identify and describe three-dimensional shapes based on shape, number of faces, edges, and vertices.
2	2.GM.7	Solve real-world and mathematical problems to find the perimeter of polygons.
2	2.NPV.1	Count within 1,000 forwards and backwards by ones, tens, and hundreds from any given number.
2	2.NPV.2	Identify the value of hundreds, tens, and ones place in a three-digit number.
2	2.NPV.4	Mentally add or subtract 10 or 100 to/from a given number in the range of 100-900.
3	3.CAR.1	Use computational fluency to add and subtract three-digit whole numbers using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3	3.CAR.2	Use basic fact fluency to multiply and divide whole numbers.
3	3.CAR.5	Identify arithmetic patterns (including patterns in an addition or multiplication table), explaining them using properties of operations.
3	3.DA.1	Represent a data set with multiple categories using a scaled picture graph, scaled bar graph, and line plot.
3	3.DA.2	Solve one- and two-step problems using categorical data represented with a scaled picture graph, scaled bar graph, and line plot.
3	3.GM.1	Understand that quadrilaterals in different categories may share attributes, which can define larger categories or subcategories (e.g., rhombus and square).
3	3.GM.2	Identify perpendicular and parallel lines and right angles in two-dimensional shapes and real-world objects.
3	3.GM.6	Find the area of a rectangle with whole-number side lengths by modeling with unit squares and by multiplying side lengths, showing results are the same.
3	3.NPV.1	Round four-digit whole numbers to the nearest 10 or 100 using place value understanding.
3	3.NPV.2	Identify the value of thousands, hundreds, tens, and ones place in a four-digit number.
3	3.NPV.6	Partition squares, regular hexagons, and equilateral triangles into equal shares, explaining each part as a unit fraction of the whole.
4	4.CAR.1	Find factor pairs for a number 1-100, identify prime or composite, and determine whether a whole number is a multiple of a given one-digit number.
4	4.CAR.2	Use computational fluency to add and subtract whole numbers up to 1,000,000 using strategies and algorithms, including the standard algorithm.
4	4.CAR.6	Multiply a fraction by a whole number using visual fraction models and equations.
4	4.DA.1	Collect and interpret data from observations, surveys, and experiments; represent data using frequency tables and scaled bar graphs.
4	4.GM.1	Identify angles as shapes formed where two rays share a common endpoint, understanding angles are measured with reference to a circle (a one-degree angle turns through 1/360 of a circle).
4	4.GM.2	Measure angles in whole-number degrees using a protractor and draw angles of specified measure.
4	4.GM.6	Identify and/or draw lines of symmetry for a two-dimensional figure.
4	4.NPV.1	Recognize that a digit in a given place represents ten times what it represents in the place to its right.
4	4.NPV.2	Read and write whole numbers up to 1,000,000 using base ten numerals, word form, and a variety of expanded forms.
4	4.NPV.6	Compare two decimals to the hundredths place using symbols (>, =, <) to record the results of comparisons.
5	5.CAR.1	Use computational fluency to multiply multi-digit whole numbers using strategies and algorithms, including the standard algorithm.
5	5.CAR.2	Calculate whole-number quotients with up to four-digit dividends and two-digit divisors using place value, properties of operations, divisibility rules, and the relationship between multiplication and division.
5	5.CAR.8	Apply prior understanding of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
5	5.DA.1	Collect and interpret data from observations, surveys, and experiments; represent data using frequency tables, scaled bar graphs, and scaled line graphs.
5	5.DA.2	Use a line plot to display measurements in fractions of a unit, solving problems involving operations with fractions using data presented in line plots.
5	5.GM.1	Classify two-dimensional figures in a hierarchy based on properties, focusing on quadrilaterals and triangles.
5	5.GM.2	Find the area of a rectangle with fractional and/or mixed-number side lengths using models and by multiplying, showing both produce the same area.
5	5.GM.5	Solve real-world problems by calculating volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes.
5	5.NPV.1	Recognize that in a multi-digit number a digit in a given place represents 10 times as much as the place to its right and 1/10 of the place to its left.
5	5.NPV.2	Explain patterns in zeros and the decimal point when multiplying by a power of 10, using whole-number exponents to denote powers of 10.
5	5.NPV.4	Apply place value understanding to round decimals to any place up to the thousandths.
6	6.ALG.1	Read and write expressions in real-world or mathematical problems in which letters stand for numbers.
6	6.ALG.2	Identify parts of an expression using mathematical terms (operations, terms, factors, coefficients, variables, constants).
6	6.ALG.5	Identify when two expressions are equivalent by combining like terms.
6	6.GM.1	Find the area of triangles, quadrilaterals, and polygons by composing or decomposing them into familiar polygons to solve problems.
6	6.GM.2	Apply the formulas V = lwh and V = Bh to find the volume of right rectangular prisms with fractional edge lengths, including solving for an unknown dimension.
6	6.GM.4	Find and graph pairs of rational numbers in all four quadrants of the coordinate plane in real-world and mathematical problems.
6	6.NCC.1	Explain positive and negative integers as opposite values or directions and the meaning of 0 in a real-world context.
6	6.NCC.2	Find and plot rational numbers on horizontal and vertical number lines in real-world and mathematical problems.
6	6.NCC.7	Solve problems involving the division of fractions by fractions in real-world and mathematical problems.
6	6.PR.1	Use precise ratio language and notation to describe a ratio as a relationship between two quantities.
6	6.PR.2	Calculate unit rates to include unit pricing and constant speed.
6	6.SP.1	Identify the difference between statistical and non-statistical questions and write simple statistical questions allowing variable responses.
6	6.SP.2	Determine the difference between a measure of center (mean and median) and a measure of variation (range and interquartile range).
6	6.SP.6	Calculate and interpret the measure of variation (range and interquartile range) of a data set.
7	7.ALG.1	Generate and justify equivalent expressions using properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients.
7	7.ALG.2	Model and solve two-step equations in real-world or mathematical problems.
7	7.GM.1	Describe the proportional relationship between the circumference and diameter of a circle.
7	7.GM.2	Use area and circumference formulas of a circle to solve real-world and mathematical problems.
7	7.GM.4	Describe the two-dimensional figure that results from slicing a three-dimensional figure parallel and perpendicular to the base.
7	7.NCC.1	Represent addition and subtraction of rational numbers using horizontal or vertical number line diagrams.
7	7.NCC.2	Model and describe additive inverse in real-world situations to show opposite quantities combine to make 0.
7	7.NCC.5	Interpret the products and quotients of rational numbers by describing real-world contexts.
7	7.PR.1	Determine the unit rate (constant of proportionality) from tables, graphs, equations, diagrams, or verbal descriptions of proportional relationships.
7	7.PR.2	Calculate unit rates in real-world contexts that include complex fractions.
7	7.PR.4	Determine whether two quantities represent proportional relationships using equivalent ratios in a table and by graphing on a coordinate plane.
7	7.SP.1	Interpret data displayed in a histogram and box plot to answer questions about the data.
7	7.SP.2	Recognize, create, and interpret categorical data in a circle graph.
7	7.SP.6	Distinguish between a random and non-random sample.
8	8.ALG.1	Analyze and solve one-variable linear equations with rational coefficients having one, zero, or infinitely many solutions.
8	8.ALG.2	Analyze and solve one-variable linear inequalities with rational coefficients.
8	8.FUN.1	Graph proportional relationships, interpreting the unit rate as the slope of the graph.
8	8.FUN.2	Explain, using similar right triangles, how the slope of a line is the same between any two points on a non-vertical line.
8	8.FUN.5	Distinguish between linear and nonlinear functions by comparing graphs and equations.
8	8.GM.1	Apply the formulas for the volume and surface area of pyramids, cones, and spheres to solve real-world and mathematical problems.
8	8.GM.2	Describe the two-dimensional figure that results from slicing a three-dimensional figure parallel and perpendicular to the base.
8	8.GM.6	Given a figure, draw a congruent figure on a coordinate plane resulting from a rotation, reflection, and translation.
8	8.NCC.1	Describe relationships in the real number system (rational and irrational).
8	8.NCC.2	Compare the size of irrational numbers and locate them on a number line by finding rational approximations.
8	8.NCC.5	Compare numbers written in scientific notation to determine how many times larger or smaller one number is than another, using real-world problems.
8	8.SP.1	Construct scatter plots using bivariate data; determine if the data displays a linear or nonlinear pattern and positive, negative, or no association.
8	8.SP.2	Construct straight lines to approximately fit data presented in linear scatter plots.
8	8.SP.4	Determine the sample space and use it to determine the theoretical probability of outcomes for compound experiments using organized lists, tables, or tree diagrams.
Algebra I	A1.EFE.1	Represent and solve real-world problems using exponential equations in one variable.
Algebra I	A1.EFE.2	Represent real-world problems (growth, decay, and compound interest) using exponential equations.
Algebra I	A1.EFE.6	Interpret the key features of an exponential function that models a relationship between two quantities in a given context.
Algebra I	A1.EX.1	Add, subtract, and multiply polynomials; compare the system of polynomials to the system of integers when performing operations.
Algebra I	A1.EX.2	Simplify square and cube root expressions without variables, perform operations with radical expressions, and rationalize denominators.
Algebra I	A1.FUN.1	Explain that a function assigns each element in the domain to exactly one element in the range.
Algebra I	A1.FUN.2	Use function notation to represent functions, understanding that f(x) represents the output of f corresponding to the input x.
Algebra I	A1.FUN.4	Evaluate functions expressed in function notation for one or more elements in their domains; use function notation to describe a contextual situation.
Algebra I	A1.LFE.1	Represent and solve real-world problems using linear expressions, equations, and inequalities in one variable.
Algebra I	A1.LFE.12	Solve a system consisting of a linear equation and a quadratic equation in two variables graphically with the assistance of technology.
Algebra I	A1.LFE.2	Construct linear equations from arithmetic sequences.
Algebra I	A1.QFE.1	Represent and solve real-world problems using quadratic expressions and equations in one variable.
Algebra I	A1.QFE.2	Write quadratic equations modeling the relationship between two quantities given real number solutions; produce a graph of the equation.
Algebra I	A1.QFE.7	Explain how each form of a quadratic expression (standard, factored, vertex) identifies different key attributes; use the forms to interpret quantities in context.
Algebra I	A1.SP.1	Use box plots and histograms to determine statistics appropriate to the shape of the distribution in order to compare the center and spread of two or more data sets.
Algebra I	A1.SP.2	Interpret differences in shape, center, and spread in the context of data sets, accounting for possible effects of extreme data points.
Geometry	G.CIR.1	Apply the precise definition and standard geometric notation for a circle to understand geometric relationships.
Geometry	G.CIR.2	Recognize and apply relationships between angles, radii, chords, tangents, and secants.
Geometry	G.CIR.5	Explain why the formulas for the area and circumference of a circle work using dissection and informal limit arguments.
Geometry	G.GF.1	Find the volume and surface area of composite three-dimensional figures.
Geometry	G.GF.2	Use three-dimensional geometric shapes and their measures to model real-world objects and solve problems.
Geometry	G.GF.6	Apply theorems about quadrilaterals, including those involving angles, diagonals, and sides, to solve problems.
Geometry	G.LA.1	Apply precise definitions and standard geometric notation for angles, perpendicular lines, parallel lines, and line segments based on undefined notions of point, line, and distance along a line.
Geometry	G.LA.2	Make formal geometric constructions with a variety of tools and methods.
Geometry	G.LA.5	Prove and apply theorems about lines and angles.
Geometry	G.RT.1	Apply the properties of special right triangles (30-60-90 and 45-45-90) to solve mathematical and real-world problems.
Geometry	G.RT.2	Prove and apply the Pythagorean Theorem and its converse.
Geometry	G.RT.4	Explain the relationship between the sine and cosine of complementary angles and use them to solve problems.
Geometry	G.SC.1	Given two figures, apply the definition of similarity in terms of a dilation to identify similar figures, proportional sides, and corresponding congruent angles.
Geometry	G.SC.2	Develop and apply the criteria of similarity for triangles (AA~, SAS~, SSS~) to solve problems and prove geometric relationships.
Geometry	G.SC.4	Explain, using rigid motion transformations, why two triangles are congruent if and only if corresponding pairs of sides and angles are congruent.
Geometry	G.SP.1	Calculate probabilities as a proportion of area in geometric contexts.
Geometry	G.TR.1	Describe rotations, reflections, and translations as functions taking points in the coordinate plane as inputs and giving other points as outputs; write in prime notation.
Geometry	G.TR.2	Compare transformations that preserve distance and angle (rotations, reflections, translations) to those that do not (dilations) to develop definitions for congruence and similarity.

· Arkansas English Language Arts Standards (2023) · 114


K	K.CC.1.OL	Participate in collaborative conversations.
K	K.CC.3.P	Use specific details to orally describe people, places, things, and events.
K	K.FR.1.CP	Follow words from left to right, top to bottom, and page-by-page.
K	K.FR.12.PD	Decode one-syllable words with single consonants and all short vowels.
K	K.FR.17.PE	Encode one-syllable words with single consonants and all short vowels.
K	K.FR.21.H	Form upper and lowercase letters and numerals correctly using a common path of movement.
K	K.FR.24.F	Produce the most common sound for each letter of the alphabet with accuracy and automaticity.
K	K.FR.4.CP	Name all upper and lowercase letters of the alphabet in print.
K	K.FR.6.PA	Blend individual sounds to create simple, one-syllable words.
K	K.FR.7.PA	Segment one-syllable words into individual sounds.
K	K.L.7.S	Produce simple sentences independently.
K	K.L.8.C	Capitalize the first word in a sentence.
K	K.RC.1.RF	Ask questions about key details in a text.
K	K.RC.13.RI	Identify the main points an author uses in a text.
K	K.RC.16.RI	Identify text features (title, author, illustrator, table of contents, bold font, italics).
K	K.RC.3.RF	Orally retell texts after listening to them read aloud. Include the main topic and key details.
K	K.RC.8.RL	Identify the major characters in a text.
K	K.RC.9.RL	Identify settings and events in a text.
K	K.V.1	Determine or clarify the meaning of words and phrases in texts read aloud.
K	K.V.4	Distinguish shades of meaning among verbs (e.g., march, run, jog, strut, prance).
K	K.W.1.S	Write an opinion piece about a topic or text, including a reason.
K	K.W.3.S	Write a narrative with the events in chronological order.
K	K.W.7.P	Participate in teacher-led research projects and produce simple findings.
1	1.FR.1.PA	Blend sounds in one-syllable words with CVC, CCVC, and CVCC patterns.
1	1.FR.7.PD	Decode one-syllable words (phonics decoding skill at grade 1).
1	1.RC.1.RF	Reading fundamentals comprehension skill applied to literary and informational texts.
1	1.RC.13.RI	Reading information comprehension skill specific to non-fiction texts.
1	1.RC.7.RL	Reading literature comprehension skill specific to literature.
2	2.RC.1.RF	Ask questions about key details in a text.
2	2.RC.10.RL	Explain how specific visual images contribute to and clarify story elements: setting, characters, events.
2	2.RC.11.RL	Identify differences in the perspectives of characters.
2	2.W.1.S	Write an opinion piece about a topic or text with details to support the opinion.
2	2.W.2.S	Write an informative or explanatory piece about a topic using facts from a source.
2	2.W.3.S	Write a narrative, using a logical sequence of events.
2	2.W.6.P	Use transitional words to connect ideas.
3	3.FR.1.PD	Decode multisyllabic base words.
3	3.FR.11.H	Write legibly in cursive using correctly formed letters with appropriate slant, spacing, and line awareness.
3	3.L.11.S	Use subject-verb agreement.
3	3.L.13.S	Use coordinating conjunctions (FANBOYS).
3	3.L.15.S	Use prepositional phrases.
3	3.L.21.C	Use commas in items in a series.
3	3.L.23.C	Use a comma before a coordinating conjunction in a compound sentence.
3	3.RC.1.RF	Ask questions about key details in a text.
3	3.RC.11.RL	Distinguish the reader's perspective from that of the author, narrator, or character(s).
3	3.RC.12.RL	Describe the major differences in the structural elements of poems, dramas, and stories.
3	3.RC.13.RI	Explain how an author uses reasons and evidence to support specific points in a text.
3	3.RC.16.RI	Use text features and keywords, sidebars, and hyperlinks to locate information relevant to a given topic.
4	4.RC.1.RF	Ask questions about key details in a text.
4	4.RC.10.RL	Compare and contrast stories with similar central messages and topics.
4	4.RC.13.RL	Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular text.
4	4.RC.14.RI	Explain how an author uses reasons and evidence to support specific points in a text.
4	4.RC.18.RI	Compare and contrast a firsthand and secondhand account of the same event or topic.
5	5.FR.2.PD	Decode multisyllabic words using knowledge of Greek combining forms, using connectives as needed.
5	5.L.10.S	Produce a variety of simple, compound, and complex sentences.
5	5.L.19.C	Use quotation marks in dialogue.
5	5.L.3.S	Use verb tense to convey various times, sequences, states, and conditions.
5	5.RC.10.RL	Compare and contrast similar themes of two or more texts of the same genre.
5	5.RC.15.RI	Integrate information from several texts on the same topic when writing or speaking about the text.
5	5.RC.2.RF	Answer questions about a text, using details that the text says explicitly or when drawing inferences.
5	5.RC.7.RL	Describe how a character's traits, motivations, and feelings contribute to the sequence of events.
5	5.RC.9.RL	Identify text evidence that supports the theme.
5	5.V.2	Use context clues to infer the meanings of words or phrases.
5	5.V.5	Identify the difference between the denotation and connotation of a word or phrase in context.
6	6.RC.1.RF	Provide an objective summary of a text.
6	6.RC.13.RI	Determine how an author's purpose, point of view, and/or perspective is conveyed in a text.
6	6.RC.15.RI	Evaluate the development of an argument and supporting claims in a text, distinguishing claims supported by reasons and evidence.
6	6.RC.16.RI	Compare and contrast two authors' presentations of an event.
6	6.RC.2.RF	Determine how a central idea and/or theme of a text is conveyed through supporting details.
7	7.RC.1.RF	Provide an objective summary of a text.
7	7.RC.11.RI	Describe how the interactions between individuals, events, and ideas impact the development of a text.
7	7.RC.15.RI	Evaluate the argument and supporting claims in a text, assessing whether the reasoning is logical and the evidence sufficient.
7	7.RC.16.RI	Compare and contrast how two or more authors write about the same topic, including how key information is presented.
7	7.RC.2.RF	Determine how a central idea and/or theme of a text is developed through supporting details.
8	8.CC.12.P	Recite a passage from a well-known poem, play, or speech.
8	8.CC.7.P	Present claims and evidence, emphasizing important points in a focused, coherent manner.
8	8.L.10.S	Use verbals (gerunds, participles, infinitives) correctly.
8	8.L.13.C	Introduce a list, quotation, or clarification using a colon.
8	8.RC.1.RF	Provide an objective summary of a text.
8	8.RC.12.RI	Examine the structure of a specific paragraph in a text, including how the sentences clarify the central idea.
8	8.RC.13.RI	Describe how the author acknowledges and responds to conflicting evidence or viewpoints.
8	8.RC.6.RL	Distinguish how the structure of a text contributes to its overall meaning and style.
8	8.V.1	Use general academic and content-specific words and phrases accurately.
8	8.W.1.S	Compose an argument using clear reasons and supporting evidence.
8	8.W.14.R	Assess the credibility and accuracy of sources.
8	8.W.16.R	Follow a standard format for citation, including a works cited/references.
8	8.W.5.P	Organize writing logically, composing an introduction, body, conclusion, and/or reflection when appropriate.
9	9.CC.10.P	Adapt speech to a variety of contexts and tasks by using appropriate body language, tone, and pacing.
9	9.CC.7.P	Present claims and supporting evidence concisely and logically appropriate to purpose, audience, and task.
9	9.L.12.C	Set off restrictive, nonrestrictive, and parenthetical elements using commas, parentheses, and dashes.
9	9.L.14.C	Introduce a list, quotation, or clarification using a colon.
9	9.L.6.S	Ensure pronouns have a clear antecedent and are appropriate in number and person.
9	9.RC.1.RF	Provide an objective summary of a text.
9	9.RC.10.RL	Identify a theme in a drama, poem, folktale, or story from Arkansas or regional literature, explaining its development.
10	10.CC.8.P	Support claims, central ideas, and/or themes with valid reasoning, relevant evidence, and well-chosen details.
10	10.L.12.C	Use commas to separate coordinate adjectives, set off series, phrases and clauses, and direct address.
10	10.RC.1.RF	Provide an objective summary of a text.
10	10.RC.10.RL	Identify themes in works of American and/or world literature, including ways writers incorporate them.
10	10.RC.11.RI	Analyze how an author introduces and develops central individuals, events, or ideas through description.
10	10.RC.12.RI	Detail how an author uses structure to develop central ideas or claims through sentences, paragraphs, or larger portions.
11	11.CC.12.P	Recite a passage from a well-known poem, play, or speech.
11	11.L.11.C	Separate elements in a sentence using commas, ellipsis, dashes, and semicolons.
11	11.L.2.S	Use the full range of verbs effectively.
11	11.L.7.S	Use parallel structure.
11	11.L.8.C	Use a hyphen correctly.
11	11.RC.1.RF	Provide an objective summary of a text.
11	11.RC.10.RL	Identify themes in works of American literature.
12	12.CC.11.P	Demonstrate command of standard English when indicated or appropriate.
12	12.CC.12.P	Recite a passage from a well-known poem, play, or speech.
12	12.L.2.S	Use the full range of verbs effectively.
12	12.L.6.S	Use parallel structure.
12	12.L.9.C	Introduce a list, quotation, or clarification using a colon.
12	12.RC.1.RF	Provide an objective summary of a text.
12	12.RC.10.RL	Identify themes in works of British literature.
12	12.RC.11.RL	Identify themes in works of British literature, marking the dominant traits from Medieval, Renaissance, and later periods.

· Arkansas K-12 Science Standards (NGSS-aligned; Arkansas was an NGSS lead state) · 131


K	K-ESS2-1	Use and share observations of local weather conditions to describe patterns over time.
K	K-ESS3-1	Use a model to represent the relationship between the needs of different plants or animals and the places they live.
K	K-ESS3-3	Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things.
K	K-ETS1-1	Ask questions, make observations, and gather information about a situation people want to change.
K	K-ETS1-2	Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function.
K	K-LS1-1	Use observations to describe patterns of what plants and animals (including humans) need to survive.
K	K-PS2-1	Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.
K	K-PS2-2	Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or pull.
K	K-PS3-1	Make observations to determine the effect of sunlight on Earth's surface.
K	K-PS3-2	Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
1	1-ESS1-1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1	1-ESS1-2	Make observations at different times of year to relate the amount of daylight to the time of year.
1	1-ETS1-1	Ask questions, make observations, and gather information about a situation people want to change.
1	1-LS1-1	Use materials to design a solution to a human problem by mimicking how plants and/or animals use external parts to survive.
1	1-LS3-1	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1	1-PS4-1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1	1-PS4-2	Make observations to construct an evidence-based account that objects can be seen only when illuminated.
1	1-PS4-3	Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
2	2-ESS1-1	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2	2-ESS2-1	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2	2-ESS2-2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2	2-LS2-1	Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2	2-LS4-1	Make observations of plants and animals to compare the diversity of life in different habitats.
2	2-PS1-1	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2	2-PS1-2	Analyze data obtained from testing different materials to determine which materials have the properties best suited for an intended purpose.
2	2-PS1-4	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
3	3-ESS2-1	Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
3	3-ESS3-1	Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3	3-ETS1-1	Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints.
3	3-LS1-1	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3	3-LS2-1	Construct an argument that some animals form groups that help members survive.
3	3-LS3-1	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and variation exists in a group.
3	3-LS4-1	Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
3	3-PS2-1	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3	3-PS2-3	Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact.
4	4-ESS1-1	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4	4-ESS2-2	Analyze and interpret data from maps to describe patterns of Earth's features.
4	4-ESS3-1	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4	4-LS1-1	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4	4-LS1-2	Use a model to describe that animals receive different types of information through their senses, process it, and respond.
4	4-PS3-1	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4	4-PS3-2	Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
4	4-PS4-1	Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4	4-PS4-2	Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
5	5-ESS1-1	Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5	5-ESS2-1	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5	5-ESS2-2	Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
5	5-ETS1-1	Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints.
5	5-LS1-1	Support an argument that plants get the materials they need for growth chiefly from air and water.
5	5-LS2-1	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5	5-PS1-1	Develop a model to describe that matter is made of particles too small to be seen.
5	5-PS1-2	Measure and graph quantities to provide evidence that regardless of the type of change, the total weight of matter is conserved.
5	5-PS1-4	Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
5	5-PS2-1	Support an argument that the gravitational force exerted by Earth on objects is directed down.
5	5-PS3-1	Use models to describe that energy in animals' food was once energy from the sun.
6	6-ESS2-4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
6	6-ESS2-6	Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation.
6	6-ESS3-4	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
6	6-ESS3-5	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
6	6-ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.
6	6-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process.
6	6-LS1-1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
6	6-LS1-4	Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and plant structures affect reproduction.
6	6-LS1-5	Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
6	6-LS3-2	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in variation.
6	6-PS3-3	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
7	7-ESS2-1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
7	7-ESS2-3	Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
7	7-ESS3-2	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform development of technologies to mitigate their effects.
7	7-ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.
7	7-LS1-6	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy.
7	7-LS2-1	Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
7	7-LS2-3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
7	7-PS1-1	Develop models to describe the atomic composition of simple molecules and extended structures.
7	7-PS1-2	Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
7	7-PS1-4	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
7	7-PS1-5	Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
8	8-ESS1-1	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses, and seasons.
8	8-ESS1-4	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
8	8-ETS1-2	Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
8	8-LS3-1	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and result in harmful, beneficial, or neutral effects.
8	8-LS4-1	Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout history.
8	8-LS4-5	Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
8	8-PS2-1	Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
8	8-PS3-1	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass and speed of an object.
8	8-PS4-1	Use mathematical representations to describe a simple model for waves that includes how the amplitude is related to the energy in a wave.
8	8-PS4-2	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Biology	BI-ESS2-6	Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
Biology	BI-ESS3-3	Create a computational simulation to illustrate the relationships among the management of natural resources, sustainability of human populations, and biodiversity.
Biology	BI-LS1-1	Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins.
Biology	BI-LS1-3	Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Biology	BI-LS1-5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Biology	BI-LS1-7	Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen are broken and new compounds are formed.
Biology	BI-LS2-1	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems.
Biology	BI-LS2-3	Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
Biology	BI-LS2-6	Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions.
Biology	BI-LS3-1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Biology	BI-LS4-1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Biology	BI-LS4-2	Construct an explanation based on evidence that the process of evolution primarily results from genetic variation, competition, differential reproduction, and proliferation.
Biology	BI-LS4-4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Chemistry (Integrated)	CI-ESS1-1	Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy in the form of radiation.
Chemistry (Integrated)	CI-ESS2-5	Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
Chemistry (Integrated)	CI-PS1-1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Chemistry (Integrated)	CI-PS1-2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
Chemistry (Integrated)	CI-PS1-4	Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
Chemistry (Integrated)	CI-PS1-5	Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate of a reaction.
Chemistry (Integrated)	CI-PS1-7	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Chemistry (Integrated)	CI-PS3-1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows are known.
Chemistry (Integrated)	CI-PS3-2	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles.
Environmental Science	EVS-ESS3-1	Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
Environmental Science	EVS-ESS3-3	Create a computational simulation to illustrate the relationships among management of natural resources, sustainability of human populations, and biodiversity.
Environmental Science	EVS-ESS3-4	Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Environmental Science	EVS-ESS3-5	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change.
Environmental Science	EVS-LS2-1	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Environmental Science	EVS-LS2-6	Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Environmental Science	EVS-LS2-7	Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Environmental Science	EVS-PS3-1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Physics	P-ESS1-4	Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Physics	P-PS1-1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Physics	P-PS2-1	Analyze data to support the claim that Newton's Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Physics	P-PS2-2	Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Physics	P-PS2-4	Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.
Physics	P-PS3-1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Physics	P-PS3-2	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles.
Physics	P-PS3-3	Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Physics	P-PS4-3	Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model.
Physical Science (Integrated)	PS-ESS1-5	Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
Physical Science (Integrated)	PS-PS1-2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
Physical Science (Integrated)	PS-PS2-3	Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Physical Science (Integrated)	PS-PS3-2	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles and energy associated with the relative positions of particles.
Physical Science (Integrated)	PS-PS4-1	Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

· Arkansas Social Studies Academic Standards (Revised 2022) · 92


K	C.1.K.1	Identify the purpose of classroom or school rules.
K	C.1.K.2	Identify the characteristics and responsibilities of a leader.
K	C.1.K.4	Demonstrate responsibilities of being a good citizen at school.
K	E.1.K.1	Discuss needs and wants and how they are restricted by limited resources.
K	E.1.K.6	Recognize money as a medium of exchange.
K	G.1.K.2	Identify and describe the physical characteristics of a place.
K	G.1.K.3	Create maps of familiar places.
K	H.1.K.2	Develop a timeline to sequence significant events in students' lives.
K	H.1.K.5	Identify purposes of national holidays.
1	C.1.1.4	Identify state and national symbols including the American flag and patriotic songs.
1	C.1.1.7	Explain the purpose of rules and laws.
1	E.1.1.1	Identify examples of scarcity and opportunity cost.
1	E.1.1.10	Identify goods imported to and exported from Arkansas and the U.S.
1	G.1.1.2	Describe physical and human characteristics of places using maps and globes.
1	G.1.1.4	Interpret effects of human impact on the environment.
1	H.1.1.2	Create timelines to sequence events using chronological terms.
1	H.1.1.4	Retell stories of historical events and American legends.
2	C.1.2.1	Identify founding documents of the United States: Declaration of Independence, U.S. Constitution, and Bill of Rights.
2	C.1.2.7	Discuss how rules and laws affect students and communities.
2	E.1.2.1	Explain examples of scarcity and opportunity cost.
2	E.1.2.6	Explain money's role in exchange.
2	G.1.2.1	Interpret local maps using keys, symbols, directions, scale, and compass rose.
2	G.1.2.9	Identify cultural groups that settled in Arkansas.
2	H.1.2.3	Compare past and present community life using various sources.
2	H.1.2.8	Identify and compare characteristics of primary and secondary sources.
3	C.1.3.1	Discuss origins of founding documents: Declaration of Independence, Constitution, Preamble, Bill of Rights.
3	C.1.3.2	Identify powers of three branches of government and their functions.
3	E.1.3.5	Analyze market factors: supply, demand, competition, incentives.
3	E.1.3.6	Explain purpose and functions of money in the U.S.
3	G.1.3.7	Analyze how natural resources influence human settlement patterns.
3	G.1.3.9	Describe cultural groups and reasons they settled in Arkansas or U.S.
3	H.1.3.4	Analyze individuals, groups, events important to U.S. and Arkansas heritage.
3	H.1.3.7	Justify answers about significant historical events using primary/secondary sources.
4	C.1.4.1	Citizens' rights and responsibilities per Declaration, Constitution, Bill of Rights.
4	C.1.4.3	Comparison of state and federal government origins, functions, structures.
4	E.1.4.2	Application of economic decision-making models like PACED.
4	E.1.4.8	Government funding through taxation and fees.
4	G.1.4.1	Relative and absolute location using maps and coordinates.
4	G.1.4.9	Push-pull factors influencing U.S. immigration and migration.
4	H.1.4.2	Timeline interpretation showing relationships among people and events.
4	H.1.4.5	Historic places and national parks guiding historical inquiry.
5	G.2.5.1	Demonstrate proper etiquette for interacting with the Arkansas and American flags.
5	G.2.5.2	Evaluate characteristics and functions of maps, graphs, and geographic tools.
5	G.2.5.6	Compare physical and human characteristics making places different.
5	G.3.5.1	Interpret demographic data to explain population variations.
5	G.3.5.2	Investigate causes for migration and its regional impacts.
5	G.3.5.5	Describe economic activities supported by natural resources.
5	G.4.5.1	Examine how people depend on and interact with environments.
5	G.4.5.3	Research globalization's impact on states and regions.
5	G.4.5.5	Critique sustainability practices preserving resources.
6	C.1.6.1	Research origins, purposes, and structures of government citing primary and secondary sources.
6	C.1.6.6	Evaluate how rules, laws, and treaties affected civilizations.
6	E.1.6.5	Compare supply and demand effects on early markets.
6	E.1.6.7	Sequence currency development from barter through modern money.
6	G.1.6.1	Analyze locations and environmental/cultural characteristics using geographic tools.
6	G.1.6.9	Evaluate major population shift impacts across eras/regions.
6	H.2.6.1	Compare hunter-gatherer and agrarian societies' characteristics.
6	H.2.6.12	Evaluate Roman Empire's fall effects on Europe.
6	H.2.6.18	Describe exploration's impact on Americas civilizations.
6	H.2.6.4	Compare early river valley civilizations' characteristics and achievements.
7	C.1.7.2	Examine legislative, executive, and judicial branches with checks and balances.
7	C.1.7.4	Examine 9th and 10th Amendments regarding unenumerated rights.
7	E.1.7.3	Evaluate development of free market systems in colonies.
7	G.1.5.1	Describe locations and cultures of pre-Columbian Indigenous populations.
7	G.1.5.5	Examine relationships between colonists and Indigenous societies.
7	H.3.7.12	Examine short- and long-term effects of drafting the US Constitution.
7	H.3.7.15	Analyze Manifest Destiny and factors affecting territorial expansion.
7	H.3.7.6	Analyze causes and ideas leading to the American Revolution.
7	H.3.7.9	Examine significance of the Declaration of Independence.
8	H.4.8.10	Second Industrial Revolution growth and impacts.
8	H.4.8.12	Women's suffrage movement significance.
8	H.4.8.3	Laws and decisions on slavery (Missouri Compromise, Dred Scott).
8	H.4.8.5	Historical arguments explaining Civil War causes.
8	H.4.8.9	Reconstruction's political, social, and economic impacts.
8	H.5.8.2	U.S. entry into World War I motives.
8	H.5.8.5	Progressive Era reformers and ideas.
8	H.5.8.8	1920s social, economic, and cultural changes.
Civics (HS course)	C.2.CIV.3	Compare government ideologies: anarchy, autocracy, democracy, monarchy, oligarchy, theocracy.
Civics (HS course)	C.2.CIV.4	Explain U.S. Constitution rationale using Federalist Papers and primary sources.
Civics (HS course)	C.2.CIV.6	Executive branch organization, the electoral college process, and presidential duties.
Civics (HS course)	C.2.CIV.7	Judicial branch powers, judicial review, and the origin and duties of the court system.
Civics (HS course)	C.2.CIV.9	Checks and balances, separation of powers, and federalism to limit government power.
Civics (HS course)	C.3.CIV.1	Citizens' rights under the Bill of Rights and related Supreme Court decisions.
Civics (HS course)	C.3.CIV.10	Effects of major civil rights legislation including Civil Rights Acts and ADA.
Civics (HS course)	C.3.CIV.13	Election process in federal, state, and local governments including registration and primaries.
Civics (HS course)	C.3.CIV.16	Redistricting process, gerrymandering history, and modern reforms.
Civics (HS course)	C.3.CIV.6	Historical documents founding U.S. ideals: Magna Carta, Mayflower Compact, Declaration of Independence.
Civics (HS course)	C.3.CIV.7	Enlightenment thinkers' influence: Locke, Rousseau, and Montesquieu.
Civics (HS course)	C.4.CIV.1	Methods for creating laws: legislative process, ballot initiatives, and referendums.
Civics (HS course)	C.4.CIV.2	Constitutional amendment methods per Article V.
Civics (HS course)	C.4.CIV.4	Intended and unintended consequences of public policies.
Civics (HS course)	C.4.CIV.6	Distinction between criminal law and civil law for adults and juveniles.

Is homeschooling legal in Arkansas?

Yes. Arkansas is a low-regulation homeschool state.

Do I have to notify anyone to homeschool in Arkansas?

Is standardized testing required for homeschoolers in Arkansas?

No annual test is mandated for homeschoolers in Arkansas. The state test (ATLAS (Arkansas Teaching and Learning Assessment System)) is not required for home-educated students.

What subjects are required for homeschooling in Arkansas?

Arkansas requires instruction in: Language arts; Mathematics; Social studies; Science.

Does Arkansas have its own learning standards?

Math: Arkansas Mathematics Standards (2023). ELA: Arkansas English Language Arts Standards (2023). Science: Arkansas K-12 Science Standards (NGSS-aligned; Arkansas was an NGSS lead state). Social studies: Arkansas Social Studies Academic Standards (Revised 2022).

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