IA ·
For Competent Private Instruction (CPI), instruction must be provided on a daily basis for at least 148 days per school year, met by at least 37 days each school quarter (Iowa Code 299A.1).
Iowa is a very low-regulation homeschool state. Families homeschool under Iowa Code Chapter 299A as Competent Private Instruction (CPI) or Independent Private Instruction (IPI). Under CPI Option 2 (parent-supervised, no licensed teacher) there is no required notification, no mandated subjects, no required standardized testing or assessment, and no required recordkeeping. Instruction must run at least 148 days/year (CPI). Notification and reporting are only triggered when a family wants public-school services (dual enrollment, extracurriculars, AEA services). IPI is even less regulated. The 2013 'home school' regulatory rollback removed mandatory assessment/reporting for most homeschoolers.
Iowa homeschooling is governed by Iowa Code Chapter 299A (Private Instruction). For Competent Private Instruction (CPI) Option 2 (parent-supervised, no licensed teacher) and Independent Private Instruction (IPI, under 4 unrelated families), NO notification to the state or local district is required. Notification (Form A / Annual CPI Report) is only required if the family wants the child to participate in dual enrollment, public-school extracurricular activities, AEA special-education services, or other public-school services. There is also a 'CPI Option 2 with opt-in reporting' pathway for families who choose to report. Outside of those opt-in cases, no filing is needed.
No recordkeeping is legally required for CPI Option 2 (parent without a teaching license) or for Independent Private Instruction. Iowa does not require parents to keep attendance records, portfolios, or academic records, nor to submit them, unless opting into a reporting pathway or seeking dual enrollment/extracurricular access. Immunization documentation requirements can apply depending on the option chosen.
· NGSS (Iowa Academic Standards for Science) · 109
| 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 (including humans) and the places they live. |
| K | K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| 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 different 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 a pull. |
| K | K-PS3-1 | Make observations to determine the effect of sunlight on Earth's surface. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| 1 | 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring 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-PS4-2 | Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. |
| 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-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
| 2 | 2-ETS1-1 | Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
| 2 | 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 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 that are best suited for an intended purpose. |
| 3 | 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3 | 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
| 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-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 that variation of these traits exists in a group of similar organisms. |
| 3 | 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3 | 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3 | 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
| 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-PS2-2 | Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| 3 | 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3 | 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
| 4 | 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 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-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 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 the information in their brain, and respond to the information in different ways. |
| 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-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 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-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
| 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-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| 5 | 5-ETS1-1 | Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| 5 | 5-ETS1-2 | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| 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-PS1-3 | Make observations and measurements to identify materials based on their properties. |
| 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 (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. |
| 6 | 6-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. (NGSS MS-ESS2-2) |
| 6 | 6-ESS3-2 | Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. (NGSS MS-ESS3-2) |
| 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. (NGSS MS-LS1-1) |
| 6 | 6-LS1-2 | Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. (NGSS MS-LS1-2) |
| 6 | 6-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (NGSS MS-LS1-3) |
| 6 | 6-LS1-8 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. (NGSS MS-LS1-8) |
| 6 | 6-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. (NGSS MS-PS1-4) |
| 6 | 6-PS4-2 | Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. (NGSS MS-PS4-2) |
| 7 | 7-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (NGSS MS-ESS1-1) |
| 7 | 7-ESS1-2 | Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. (NGSS MS-ESS1-2) |
| 7 | 7-ESS1-3 | Analyze and interpret data to determine scale properties of objects in the solar system. (NGSS MS-ESS1-3) |
| 7 | 7-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. (NGSS MS-ESS2-4) |
| 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. (NGSS MS-LS2-1) |
| 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. (NGSS MS-LS2-3) |
| 7 | 7-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (NGSS MS-LS2-4) |
| 7 | 7-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. (NGSS MS-LS2-5) |
| 7 | 7-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. (NGSS MS-PS2-1) |
| 7 | 7-PS2-2 | Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. (NGSS MS-PS2-2) |
| 7 | 7-PS2-4 | Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. (NGSS MS-PS2-4) |
| 7 | 7-PS3-1 | Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. (NGSS MS-PS3-1) |
| 7 | 7-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. (NGSS MS-PS3-5) |
| 8 | 8-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. (NGSS MS-ESS2-5) |
| 8 | 8-ESS2-6 | Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (NGSS MS-ESS2-6) |
| 8 | 8-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (NGSS MS-ESS3-3) |
| 8 | 8-ESS3-5 | Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (NGSS MS-ESS3-5) |
| 8 | 8-ETS1-1 | Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment. (NGSS MS-ETS1-1) |
| 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. (NGSS MS-ETS1-2) |
| 8 | 8-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (NGSS MS-LS1-5) |
| 8 | 8-LS1-6 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. (NGSS MS-LS1-6) |
| 8 | 8-LS4-4 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. (NGSS MS-LS4-4) |
| 8 | 8-LS4-6 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (NGSS MS-LS4-6) |
| 8 | 8-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. (NGSS MS-PS1-2) |
| 8 | 8-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. (NGSS MS-PS1-5) |
| High School (Earth & Space Science) | HS-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 that eventually reaches Earth in the form of radiation. |
| High School (Earth & Space Science) | HS-ESS1-4 | Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. |
| High School (Earth & Space Science) | HS-ESS2-2 | Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. |
| High School (Earth & Space Science) | HS-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. |
| High School (Earth & Space Science) | HS-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 and associated future impacts to Earth systems. |
| High School (Engineering Design) | HS-ETS1-1 | Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. |
| High School (Engineering Design) | HS-ETS1-2 | Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. |
| High School (Engineering Design) | HS-ETS1-3 | Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. |
| High School (Biology / Life Science) | HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| High School (Biology / Life Science) | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| High School (Biology / Life Science) | HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| High School (Biology / Life Science) | HS-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. |
| High School (Biology / Life Science) | HS-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors: the potential for a species to increase in number, the heritable genetic variation of individuals, competition for limited resources, and the proliferation of those organisms better able to survive and reproduce. |
| High School (Biology / Life Science) | HS-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| High School (Physical Science / Chemistry) | HS-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. |
| High School (Physical Science / Chemistry) | HS-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 knowledge of the patterns of chemical properties. |
| High School (Physical Science / Chemistry) | HS-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| High School (Physics) | HS-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. |
| High School (Physics) | HS-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. |
| High School (Physics) | HS-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
· Iowa Academic Standards for Social Studies (Iowa-specific, built on the C3 Framework) · 72
| K | SS.K.1. | With teacher guidance, ask questions about disciplinary content and discuss ways to learn. |
| K | SS.K.12. | Compare life in the past to life today. |
| K | SS.K.16. | Describe roles of community helpers and leaders. |
| K | SS.K.19. | Describe some needs and wants. |
| K | SS.K.22. | Identify forms of money. |
| K | SS.K.5. | Describe ways people can participate in their community and explain why being involved is important. |
| K | SS.K.8. | Create a route to a specific location. |
| 1 | SS.1.1. | Ask questions about disciplinary content and discuss ways to learn. |
| 1 | SS.1.13. | Explain that members of a town, city, or community have certain rights and responsibilities. |
| 1 | SS.1.19. | Explain how different jobs in the community help meet people's needs through goods and services. |
| 1 | SS.1.8. | Construct a simple map. |
| 2 | SS.2.1. | Generate questions about a topic and plan how to learn more, using sources. |
| 2 | SS.2.14. | Explain the roles of elected local and state officials. |
| 2 | SS.2.19. | Explain why and how people save money. |
| 2 | SS.2.8. | Analyze the movement of different groups in and out of communities, including the removal of Native Americans. |
| 3 | SS.3.1. | Generate questions about a topic and plan how to learn more, using sources. |
| 3 | SS.3.10. | Examine ways geography influences communities and settlements. |
| 3 | SS.3.11. | Describe the interactions between Native Americans and Europeans. |
| 3 | SS.3.6. | Compare and contrast the different cultures of Native Americans, including prior to contact with Europeans. |
| 3 | SS.3.8. | Examine different structures of Native American government. |
| 4 | SS.4.10. | Explain how the natural environment impacted decisions made during the American Revolution using geographic representations. |
| 4 | SS.4.6. | Explain the causes of the American Revolution. |
| 4 | SS.4.7. | Evaluate the impact of the strategies used by Great Britain and the American Colonists to win the Revolutionary War. |
| 4 | SS.4.8. | Evaluate whether the outcomes of the Revolutionary War solved key problems of the Pre-Revolutionary period. |
| 4 | SS.4.9. | Describe the perspectives and impact of key individuals and groups during the American Revolution. |
| 5 | SS.5.10. | Analyze the multiple economic, political, and social changes and divisions that brought about and affected the Civil War. |
| 5 | SS.5.11. | Generate geographic representations to illustrate how cultural and physical characteristics of U.S. regions affected the Civil War. |
| 5 | SS.5.6. | Describe the origin, purpose, and impact of the Constitution and Bill of Rights. |
| 5 | SS.5.7. | Explain the processes by which laws are created, changed, limited, upheld, and removed. |
| 5 | SS.5.8. | Describe how the Constitution ensures federalism, including examples of how power is shared between federal and state government. |
| 5 | SS.5.9. | Explain the protections provided under the Bill of Rights and the responsibilities that accompany exercising these rights. |
| 6 | SS.6.10. | Identify the meaning of labels and abbreviations used by historians. |
| 6 | SS.6.11. | Define the characteristics of a civilization. |
| 6 | SS.6.30. | Investigate the beginning and growth of Christianity and its impact on the Roman Empire. |
| 6 | SS.6.40. | Describe how geography affected life in the Maya, Aztec, and Inca civilizations. |
| 6 | SS.6.60. | Describe how jobs contribute to the community and economy. |
| 7 | SS.7.10. | Compare and contrast major world religions including their origins, practices, and traditions. |
| 7 | SS.7.20. | Explain how revolutions in modern Europe influenced revolutions in other regions of the world. |
| 7 | SS.7.30. | Examine how power imbalances lead to scarcity of resources and services. |
| 7 | SS.7.8. | Contextualize the formation of international organizations and their impact. |
| 7 | SS.7.9. | Analyze the effectiveness of international treaties and laws. |
| 8 | SS.8.11. | Evaluate the key people who influenced or played an important role in the American Revolution. |
| 8 | SS.8.20. | Analyze the causes, processes, and impacts of evolving social, cultural, and political perspectives in early American history. |
| 8 | SS.8.30. | Analyze the key factors that contributed to the outcome of the Civil War. |
| 8 | SS.8.40. | Evaluate the benefits and risks of saving, spending and investing decisions in achieving financial goals. |
| 8 | SS.8.8. | Analyze the political systems, governance structures, and civic participation in the American colonial regions. |
| 8 | SS.8.9. | Explain how the physical and human characteristics of places and regions influenced the development of culture in the colonial regions. |
| 9-12 | SS.9-12.1. | Develop or critique compelling questions to guide and promote disciplinary inquiry. |
| 9-12 | SS.9-12.4. | Evaluate the purpose and credibility of sources by examining how experts view the source. |
| 9-12 | SS.9-12.7. | Construct clear and logical arguments that support a specific claim, using relevant evidence and reasoning from credible sources. |
| 9-12 Economics | SS.9-12.Econ.1. | Describe common economic terms and concepts. |
| 9-12 Economics | SS.9-12.Econ.12. | Explain why individuals, businesses, and governments trade goods and services and how trade affects global economies. |
| 9-12 Economics | SS.9-12.Econ.6. | Compare levels of competition that exist in market and mixed economic systems. |
| 9-12 Financial Literacy | SS.9-12.FL.2. | Identify different sources of income and factors that impact earning potential. |
| 9-12 Financial Literacy | SS.9-12.FL.6. | Compare savings and investment tools used to meet financial goals. |
| 9-12 Geography | SS.9-12.Geo.16. | Evaluate the spatial patterns and connections that contribute to global systems of economic and political development. |
| 9-12 Geography | SS.9-12.Geo.6. | Explain how forces of cooperation and conflict influence the division and control of land. |
| 9-12 Civics/Government | SS.9-12.Gov.1. | Analyze the origins of government with attention to the purpose(s) of government and alternative models from other nations and groups. |
| 9-12 Civics/Government | SS.9-12.Gov.10. | Analyze the basic requirements and responsibilities to serve in public office. |
| 9-12 Civics/Government | SS.9-12.Gov.20. | Identify the functions and organizational structures of Iowa's local governments. |
| 9-12 Civics/Government | SS.9-12.Gov.4. | Analyze the underlying principles established by the United States Constitution. |
| 9-12 Psychology | SS.9-12.Psy.1. | Analyze the development of psychology as an empirical science (definition, approaches, key figures, ethics). |
| 9-12 Psychology | SS.9-12.Psy.10. | Evaluate the effects of psychoactive drugs, including major categories and their physiological and psychological effects. |
| 9-12 Sociology | SS.9-12.Soc.1. | Analyze the components of sociological inquiry, including the scientific method and hypotheses. |
| 9-12 Sociology | SS.9-12.Soc.10. | Explain the development of the self, including concepts such as the 'I and me', role-taking, and the generalized other. |
| 9-12 US History | SS.9-12.US.1. | Analyze change, continuity, and context of American citizenship from 1776 to 1870. |
| 9-12 US History | SS.9-12.US.20. | Analyze how labor and government actions during imperialism and World War I influenced American economic systems and urbanization. |
| 9-12 US History | SS.9-12.US.40. | Analyze diverse ideologies through primary and secondary sources, noting the impact on social, economic, and political institutions. |
| 9-12 US History | SS.9-12.US.56. | Assess the impact of exemplary Americans and Iowans who displayed civic virtues. |
| 9-12 World History | SS.9-12.WH.10. | Explain how the Renaissance changed societies. |
| 9-12 World History | SS.9-12.WH.25. | Compare and contrast the different imperialist systems created by European and other imperialist nations. |
| 9-12 World History | SS.9-12.WH.43. | Analyze the causes of terrorist activity and the efforts to counter them. |
Is homeschooling legal in Iowa?
Yes. Iowa is a very low-regulation homeschool state.
Do I have to notify anyone to homeschool in Iowa?
No. Iowa does not require parents to file a notice to begin homeschooling. Iowa homeschooling is governed by Iowa Code Chapter 299A (Private Instruction). For Competent Private Instruction (CPI) Option 2 (parent-supervised, no licensed teacher) and Independent Private Instruction (IPI, under 4 unrelated families), NO notification to the state or local district is required. Notification (Form A / Annual CPI Report) is only required if the family wants the child to participate in dual enrollment, public-school extracurricular activities, AEA special-education services, or other public-school services. There is also a 'CPI Option 2 with opt-in reporting' pathway for families who choose to report. Outside of those opt-in cases, no filing is needed.
Is standardized testing required for homeschoolers in Iowa?
No annual test is mandated for homeschoolers in Iowa. The state test (ISASP (Iowa Statewide Assessment of Student Progress)) is not required for home-educated students.
What subjects are required for homeschooling in Iowa?
Iowa statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.
Does Iowa have its own learning standards?
Math: CCSS-M (Iowa Academic Standards for Mathematics). ELA: CCSS-ELA (Iowa Academic Standards for English Language Arts & Literacy). Science: NGSS (Iowa Academic Standards for Science). Social studies: Iowa Academic Standards for Social Studies (Iowa-specific, built on the C3 Framework).
- https://www.legis.iowa.gov/docs/ico/chapter/299A.pdf
- https://educate.iowa.gov/pk-12/educational-choice/homeschooling
- https://educate.iowa.gov/media/7743/download?inline=
- https://crhe.org/state-by-state/iowa/
- https://www.ed.gov/birth-grade-12-education/education-choice/state-regulation-of-private-and-home-schools/iowa-state-regulation-of-private-and-home-schools
- https://homeschooliowa.org/iowa-law/competent-private-instruction-cpi/cpi-option-2-opt-in-reporting/