LA ·
8
180 instructional days per year (statutory expectation for home study; same as public-school year).
Louisiana homeschooling is governed primarily by La. R.S. 17:236.1 (BESE-Approved Home Study Program). A parent applies to BESE within 15 days of starting and renews annually by October 1. The only substantive standard is that the program offer 'a sustained curriculum of quality at least equal to that offered by public schools at the same grade level'; on renewal the parent must submit evidence that this occurred. Crucially, there is NO state-required standardized testing, no home visit, no curriculum pre-approval, and no required test grades for home study students — the quality requirement can be met by portfolio, certified-teacher statement, or test results at the parent's choice. A 180-day year applies. A second path exists: registering as a nonpublic school not seeking state approval. Confirmed across LDOE (doe.louisiana.gov), HSLDA, and the statute text on Justia.
Two legal paths. (1) BESE-Approved Home Study Program under La. R.S. 17:236.1: parent/legal guardian must apply to the Board of Elementary and Secondary Education (BESE) for approval within 15 days after commencing the program; the application includes a parent assurance statement. Renewal applications must be filed by October 1 of the school year, or within 12 months of initial approval, whichever is later. The application is a registration-style process: LDOE/BESE must approve applications meeting the basic statutory criteria — no curriculum review, no testing, no home visits, no interviews. (2) Alternatively, a family may operate as a nonpublic school not seeking state approval (registration with LDOE, report attendance/enrollment), under which children attend a 'school' rather than a home study program. Most homeschoolers use the BESE Home Study path.
For the BESE Home Study Program, on RENEWAL the parent must submit to BESE satisfactory evidence that the program 'has in fact offered a sustained curriculum of quality at least equal to that offered by public schools at the same grade level' (R.S. 17:236.1). Evidence may be demonstrated by standardized test results, a statement by a certified teacher, the parent's own review/portfolio of curriculum materials and student work, or other documentation. Parents are advised to retain curriculum records, samples of student work, and attendance records. No specific record format is mandated by statute.
- English Language Arts (reading, writing, spelling, grammar)
- Mathematics
- Science
- Social Studies (U.S. history, Louisiana history, civics, geography)
- Health (grades 9-12)
- Physical Education (grades 9-12)
- Fine Arts Survey (grades 9-12)
- Foreign Language (grades 9-12)
· Louisiana Student Standards for Mathematics (LSS-M) · 126
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.A.3 | Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to another. |
| K | K.G.A.2 | Correctly name shapes regardless of their orientations or overall size. |
| K | K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into tens and ones. |
| K | K.OA.A.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, expressions, or equations. |
| K | K.OA.A.4 | For any number 1 to 9, find the number that makes 10 when added to the given number. |
| K | K.OA.A.5 | Fluently add and subtract within 5. |
| 1 | 1.G.A.3 | Partition circles and rectangles into two and four equal shares; describe as halves, fourths, quarters. |
| 1 | 1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 1 | 1.MD.D.5 | Determine the value of a collection of coins up to 50 cents (Louisiana-specific money standard). |
| 1 | 1.NBT.A.1 | Count to 120, starting at any number less than 120; read and write numerals. |
| 1 | 1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions. |
| 1 | 1.OA.A.2 | Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. |
| 1 | 1.OA.C.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. |
| 1 | 1.OA.D.7 | Understand the meaning of the equal sign; determine if addition/subtraction equations are true or false. |
| 2 | 2.G.A.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or faces. |
| 2 | 2.MD.A.1 | Measure the length of an object by selecting and using appropriate tools. |
| 2 | 2.NBT.A.1 | Understand that the three digits of a three-digit number represent hundreds, tens, and ones. |
| 2 | 2.NBT.A.3 | Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
| 2 | 2.NBT.B.5 | Fluently add and subtract within 100 using strategies based on place value and operations. |
| 2 | 2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | 2.OA.B.2 | Fluently add and subtract within 20 using mental strategies; know from memory all sums of two one-digit numbers. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes defining a larger category (e.g., quadrilaterals). |
| 3 | 3.MD.C.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.MD.D.8 | Solve real-world and mathematical problems involving perimeters of polygons. |
| 3 | 3.MD.E.9 | Solve word problems involving pennies, nickels, dimes, quarters, and bills (Louisiana-specific money standard). |
| 3 | 3.NBT.A.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value. |
| 3 | 3.NBT.A.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using place value strategies. |
| 3 | 3.NF.A.1 | Understand a unit fraction 1/b (denominators 2,3,4,6,8) as the quantity formed by 1 part of a whole partitioned into b parts. |
| 3 | 3.NF.A.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| 3 | 3.OA.A.1 | Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of 7. |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100; by end of Grade 3 know from memory all products of two one-digit numbers. |
| 3 | 3.OA.D.8 | Solve two-step word problems using the four operations; assess reasonableness of answers. |
| 4 | 4.G.A.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. |
| 4 | 4.MD.A.3 | Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.MD.C.6 | Measure angles in whole-number degrees using a protractor; sketch angles of specified measure. |
| 4 | 4.NBT.B.5 | Multiply a whole number of up to four digits by a one-digit number, and two two-digit numbers. |
| 4 | 4.NBT.B.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. |
| 4 | 4.NF.A.1 | Explain why a fraction a/b is equivalent to (nxa)/(nxb); recognize and generate equivalent fractions. |
| 4 | 4.NF.B.3 | Understand a fraction a/b with a>1 as a sum of fractions 1/b; add and subtract fractions. |
| 4 | 4.NF.B.4 | Apply and extend understandings of multiplication to multiply a fraction by a whole number. |
| 4 | 4.NF.C.6 | Use decimal notation for fractions with denominators 10 or 100. |
| 4 | 4.OA.A.3 | Solve multi-step word problems with whole numbers using the four operations, including interpreting remainders. |
| 4 | 4.OA.B.4 | Find factor pairs; recognize multiples; determine whether a whole number is prime or composite. |
| 5 | 5.G.A.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system; graph points in the first quadrant. |
| 5 | 5.G.B.3 | Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories. |
| 5 | 5.MD.C.5 | Relate volume to multiplication and addition; solve real-world problems involving volume. |
| 5 | 5.NBT.A.1 | Recognize that a digit in one place represents 10 times what it represents in the place to its right. |
| 5 | 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.B.7 | Add, subtract, multiply, and divide decimals to hundredths using concrete models and strategies. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators by producing equivalent fractions. |
| 5 | 5.NF.B.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5 | 5.NF.B.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols. |
| 6 | 6.EE.A.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6 | 6.EE.B.7 | Solve real-world problems by writing and solving equations of the form x+p=q and px=q. |
| 6 | 6.EE.C.9 | Use variables to represent two quantities that change in relationship; write an equation expressing one in terms of the other. |
| 6 | 6.G.A.1 | Find the area of triangles, quadrilaterals, and polygons by composing or decomposing into known shapes. |
| 6 | 6.NS.A.1 | Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.C.6 | Understand a rational number as a point on the number line; extend to negative coordinates. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. |
| 6 | 6.RP.A.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.A.1 | Recognize a statistical question as one that anticipates variability in the data. |
| 7 | 7.EE.B.4 | Use variables to represent quantities; construct simple equations and inequalities to solve problems. |
| 7 | 7.G.B.4 | Know the formulas for the area and circumference of a circle and use them to solve problems. |
| 7 | 7.G.B.6 | Solve problems involving area, volume, and surface area of two- and three-dimensional objects. |
| 7 | 7.NS.A.1 | Add and subtract rational numbers; represent on a horizontal or vertical number line diagram. |
| 7 | 7.NS.A.2 | Multiply and divide rational numbers. |
| 7 | 7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.RP.A.3 | Use proportional relationships to solve multi-step ratio and percent problems. |
| 7 | 7.SP.A.1 | Understand that statistics can be used to gain information about a population by examining a sample. |
| 7 | 7.SP.C.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 8 | 8.EE.A.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | 8.EE.C.7 | Solve linear equations in one variable, including those with infinitely many or no solutions. |
| 8 | 8.EE.C.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | 8.F.A.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | 8.F.A.3 | Interpret y=mx+b as defining a linear function; categorize functions as linear or nonlinear. |
| 8 | 8.F.B.4 | Construct a function to model a linear relationship between two quantities. |
| 8 | 8.G.A.2 | Explain congruence of two-dimensional figures via a sequence of rotations, reflections, and translations. |
| 8 | 8.G.B.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in 2 and 3 dimensions. |
| 8 | 8.G.C.9 | Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve problems. |
| 8 | 8.NS.A.1 | Know that irrational numbers exist; every number has a decimal expansion (repeating for rationals). |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data. |
| Algebra I | A1: A-APR.A.1 | Add, subtract, and multiply polynomials; understand polynomials form a closed system. |
| Algebra I | A1: A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra I | A1: A-CED.A.2 | Create equations in two or more variables to represent relationships; graph with labels and scales. |
| Algebra I | A1: A-REI.A.1 | Explain each step in solving a simple equation and construct an argument to justify a solution method. |
| Algebra I | A1: A-SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
| Algebra I | A1: A-SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| Algebra I | A1: F-BF.A.1 | Write a function that describes a relationship between two quantities. |
| Algebra I | A1: F-IF.A.1 | Understand that a function assigns to each element of the domain exactly one element of the range. |
| Algebra I | A1: F-LE.A.1 | Distinguish between situations modeled with linear functions and with exponential functions. |
| Algebra I | A1: N-Q.A.1 | Use units to understand problems and guide solutions; interpret units in formulas, scales, and origins. |
| Algebra I | A1: N-RN.B.3 | Explain why sums/products of rational and irrational numbers are rational or irrational. |
| Algebra I | A1: S-ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| Algebra II | A2: A-APR.B.2 | Know and apply the Remainder Theorem for a polynomial p(x) divided by (x-a). |
| Algebra II | A2: A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| Algebra II | A2: A-REI.A.2 | Solve simple rational and radical equations in one variable and give examples of extraneous solutions. |
| Algebra II | A2: A-SSE.A.2 | Use the structure of an expression to identify ways to rewrite it. |
| Algebra II | A2: F-BF.A.1 | Write a function that describes a relationship between two quantities. |
| Algebra II | A2: F-IF.C.7 | Graph functions expressed symbolically and show key features of the graph. |
| Algebra II | A2: F-LE.A.4 | For exponential models, express as a logarithm the solution to ab^(ct)=d; evaluate the logarithm. |
| Algebra II | A2: F-TF.A.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| Algebra II | A2: F-TF.C.8 | Prove the Pythagorean identity sin^2+cos^2=1 and use it to find values of trig functions. |
| Algebra II | A2: N-CN.A.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a+bi. |
| Algebra II | A2: N-CN.C.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| Algebra II | A2: N-RN.A.1 | Explain how the definition of rational exponents extends the properties of integer exponents. |
| Algebra II | A2: S-IC.A.1 | Understand statistics as a process for making inferences about population parameters based on a random sample. |
| Algebra II | A2: S-IC.B.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error via simulation. |
| Algebra II | A2: S-ID.A.4 | Use the mean and standard deviation of a data set to fit it to a normal distribution and estimate population percentages. |
| Geometry | GM: G-C.A.1 | Prove that all circles are similar. |
| Geometry | GM: G-CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| Geometry | GM: G-CO.B.6 | Use geometric descriptions of rigid motions to transform figures and decide if two figures are congruent. |
| Geometry | GM: G-CO.C.9 | Prove and apply theorems about lines and angles. |
| Geometry | GM: G-CO.D.12 | Make formal geometric constructions with a variety of tools and methods. |
| Geometry | GM: G-GMD.A.3 | Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. |
| Geometry | GM: G-GPE.A.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem. |
| Geometry | GM: G-GPE.B.5 | Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems. |
| Geometry | GM: G-MG.A.1 | Use geometric shapes, their measures, and properties to describe objects. |
| Geometry | GM: G-SRT.A.2 | Use the definition of similarity in terms of similarity transformations to decide if two figures are similar. |
| Geometry | GM: G-SRT.C.8 | Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. |
| Geometry | GM: S-CP.A.1 | Describe events as subsets of a sample space using characteristics of the outcomes, or unions/intersections/complements. |
· Louisiana Student Standards for English Language Arts & Literacy (LSS-ELA) · 98
| K | L.K.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| K | L.K.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| K | L.K.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| K | RF.K.1 | Demonstrate understanding of the organization and basic features of print (e.g., follow words left to right, recognize letters). |
| K | RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| K | RF.K.4 | Read emergent-reader texts with purpose and understanding. |
| K | RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. |
| K | RI.K.5 | Identify the front cover, back cover, and title page of a book. |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RL.K.10 | Actively engage in group reading activities with purpose and understanding. |
| K | RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| K | SL.K.6 | Speak audibly and express thoughts, feelings, and ideas clearly. |
| K | W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. |
| 1 | L.1.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 1 | L.1.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| 1 | RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 1 | RF.1.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 1 | RI.1.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| 1 | RL.1.1 | Ask and answer questions about key details in a text. |
| 1 | RL.1.10 | With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
| 1 | RL.1.5 | Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. |
| 1 | SL.1.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| 1 | W.1.1 | Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. |
| 1 | W.1.3 | Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. |
| 3 | L.3.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 3 | L.3.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 3 | L.3.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| 3 | RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 3 | RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 3 | RI.3.2 | Determine the main idea of a text; recount the key details and explain how they support the main idea. |
| 3 | RI.3.5 | Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. |
| 3 | RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| 3 | RL.3.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. |
| 3 | RL.3.2 | Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. |
| 3 | RL.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. |
| 3 | SL.3.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| 3 | W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| 3 | W.3.10 | Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. |
| 3 | W.3.7 | Conduct short research projects that build knowledge about a topic. |
| 5 | L.5.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 5 | L.5.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 5 | L.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 5 | RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 5 | RF.5.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 5 | RI.5.2 | Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| 5 | RI.5.8 | Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
| 5 | RL.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| 5 | RL.5.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. |
| 5 | RL.5.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. |
| 5 | RL.5.4 | Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings. |
| 5 | SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 5 | W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 5 | W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| 8 | L.8.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 8 | L.8.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 8 | L.8.4 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. |
| 8 | L.8.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 8 | RI.8.1 | Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| 8 | RI.8.8 | Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. |
| 8 | RL.8.1 | Cite the relevant textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
| 8 | RL.8.10 | By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
| 8 | RL.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |
| 8 | SL.8.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 8 | SL.8.4 | Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
| 8 | W.8.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 8 | W.8.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| 8 | W.8.7 | Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. |
| 9-10 | L.9-10.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 9-10 | L.9-10.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 9-10 | L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| 9-10 | L.9-10.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. |
| 9-10 | RI.9-10.9 | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's 'Letter from Birmingham Jail'), including how they address related themes and concepts. |
| 9-10 | RL.9-10.1 | Cite relevant and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 9-10 | RL.9-10.3 | Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
| 9-10 | RL.9-10.5 | Analyze how an author's choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. |
| 9-10 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| 9-10 | W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 9-10 | W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| 9-10 | W.9-10.7 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| 11-12 | L.11-12.1 | Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
| 11-12 | L.11-12.2 | Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. |
| 11-12 | L.11-12.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| 11-12 | L.11-12.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. |
| 11-12 | L.11-12.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 11-12 | RI.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| 11-12 | RI.11-12.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| 11-12 | RL.11-12.1 | Cite strong, thorough, and relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| 11-12 | RL.11-12.2 | Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. |
| 11-12 | RL.11-12.6 | Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). |
| 11-12 | SL.11-12.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| 11-12 | SL.11-12.3 | Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
| 11-12 | W.11-12.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 11-12 | W.11-12.3 | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| 11-12 | W.11-12.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
· Louisiana Student Standards for Science (LSS-Science, adopted 2017) · 87
| K | K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
| K | K-ESS3-3 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| 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 tools and 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 grade-appropriate texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
| 2 | 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of land. |
| 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. |
| 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 impact 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 and support an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 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 and support 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-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 4 | 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in landforms over time. |
| 4 | 4-ESS2-1 | Plan and conduct investigations on the effects of water, ice, wind, and vegetation on the relative rate of weathering and erosion. |
| 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 | Construct an explanation to describe how animals receive different types of information through their senses, process the information, and respond in different ways. |
| 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. |
| 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-ESS1-2 | 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. |
| 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 and percentages of water and freshwater in various reservoirs to provide evidence about the distribution of water on Earth. |
| 5 | 5-ESS3-1 | Generate and compare multiple solutions about ways individual communities can use science to protect the Earth's resources and environment. |
| 5 | 5-LS1-1 | Ask questions about how air and water affect the growth of plants. |
| 5 | 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
| 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 is directed down. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
| 6 | 6-MS-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the reoccurring patterns of lunar phases, eclipses of the sun and moon, and seasons. |
| 6 | 6-MS-ESS1-2 | Use a model to describe the role of gravity in the motions within galaxies and the solar system. |
| 6 | 6-MS-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 6 | 6-MS-LS2-2 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. |
| 6 | 6-MS-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 6 | 6-MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 6 | 6-MS-PS2-1 | Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. |
| 6 | 6-MS-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. |
| 6 | 6-MS-PS2-3 | Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. |
| 6 | 6-MS-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. |
| 6 | 6-MS-PS4-1 | Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. |
| 7 | 7-MS-ESS2-5 | Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. |
| 7 | 7-MS-LS2-4 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. |
| 7 | 7-MS-LS2-5 | Undertake a design project that assists in maintaining diversity and ecosystem services. |
| 7 | 7-MS-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. |
| 7 | 7-MS-LS4-5 | Gather, read, and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| 7 | 7-MS-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-MS-PS1-4 | Develop a model that predicts and describes changes in particle motion, temperature, and the state of a pure substance when thermal energy is added or removed. |
| 7 | 7-MS-PS3-4 | Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. |
| 8 | 8-MS-ESS2-1 | Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. |
| 8 | 8-MS-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. |
| 8 | 8-MS-ESS3-1 | Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. |
| 8 | 8-MS-ESS3-3 | Apply scientific principles to design a method for monitoring and minimizing human impact on the environment. |
| 8 | 8-MS-LS1-4 | Construct and use argument(s) based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction. |
| 8 | 8-MS-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| 8 | 8-MS-LS4-1 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth. |
| 8 | 8-MS-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. |
| 8 | 8-MS-PS1-1 | Develop models to describe the atomic composition of simple molecules and extended structures. |
| 8 | 8-MS-PS1-3 | Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. |
| 8 | 8-MS-PS3-3 | Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. |
| 8 | 8-MS-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. |
| High School | 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 | HS-ESS2-4 | Analyze and interpret data to explore how variations in the flow of energy into and out of Earth's systems result in changes in atmosphere and climate. |
| High School | HS-ESS2-5 | Plan and conduct an investigation on the properties of water and its effects on Earth materials and surface processes. |
| High School | 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 | HS-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| High School | HS-EVS1-1 | Analyze and interpret data to identify the factors that affect sustainable development and natural resource management in Louisiana. |
| High School | HS-EVS1-3 | Analyze and interpret data about the consequences of environmental decisions to determine the risk-benefit values of actions and practices implemented for selected issues. |
| High School | HS-EVS2-3 | Use multiple lines of evidence to construct an argument addressing the negative impacts that introduced organisms have on Louisiana's native species. |
| High School | HS-EVS3-1 | Construct and evaluate arguments about the positive and negative consequences of using disposable resources versus reusable resources. |
| Biology (High School) | HS-LS1-1 | Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. |
| Biology (High School) | HS-LS1-2 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| Biology (High School) | HS-LS1-5 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. |
| Biology (High School) | HS-LS1-7 | Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. |
| Biology (High School) | HS-LS2-1 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
| Biology (High School) | HS-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. |
| Biology (High School) | HS-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. |
| Biology (High School) | HS-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| Biology (High School) | HS-LS4-4 | Construct an explanation based on evidence for how natural selection and other mechanisms lead to adaptation of populations. |
| Biology (High School) | HS-LS4-5 | Evaluate evidence supporting claims that changes in environmental conditions can affect the distribution of traits in a population, causing increases in some species, emergence of new species, and extinction of others. |
· Louisiana Student Standards for Social Studies (adopted 2022) · 100
| K | K-2.SP1 | Describe differences between primary and secondary sources. |
| K | K-2.SP2 | Select and use appropriate evidence from primary and secondary sources to support claims. |
| K | K-2.SP3 | Construct and express claims supported with relevant evidence from primary and/or secondary sources, content knowledge, and clear reasoning. |
| K | K.1 | Order events in a chronological sequence using schedules, calendars, and timelines. |
| K | K.10 | Describe the importance of rules and how they help protect our liberties. |
| K | K.13 | Identify examples of goods and services. |
| K | K.15 | Differentiate between wants and needs. |
| K | K.17 | Describe the concept of scarcity using examples. |
| K | K.18 | Use maps and models to describe relative location. |
| K | K.21 | Identify rural, suburban, and urban areas. |
| K | K.4 | Identify symbols, customs, famous individuals, and celebrations representative of our state and nation. |
| K | K.5 | Identify examples of different cultures and traditions in Louisiana (music, traditions, cuisine). |
| K | K.7 | Explain the purpose of local government. |
| 1 | 1.1 | Create a chronological sequence of events using appropriate vocabulary. |
| 1 | 1.10 | Describe the purpose of the state government of Louisiana. |
| 1 | 1.12 | Identify each of the branches of the state government of Louisiana. |
| 1 | 1.17 | Differentiate between producers and consumers. |
| 1 | 1.23 | Describe the importance of natural resources in Louisiana, including timber, seafood, and oil. |
| 1 | 1.27 | Identify places, regions, and landforms in Louisiana, and describe their relative locations including the cultural regions. |
| 1 | 1.30 | Explain how Louisianans have successfully met the challenges posed by natural disasters. |
| 1 | 1.5 | Compare life in Louisiana in the past to life today. |
| 1 | 1.8 | Identify examples of Louisiana's culture, including holidays, music, languages, architecture, traditions, cuisine, and symbols. |
| 2 | 2.10 | Identify and describe principles of American democracy and relate them to the founding of the nation. |
| 2 | 2.16 | Describe the United States in economic terms, including free enterprise, private property, producers and consumers, profit and loss, costs and benefits, and imports and exports. |
| 2 | 2.18 | Explain how scarcity of resources and opportunity costs require people to make choices to satisfy wants and needs. |
| 2 | 2.22 | Identify and locate the four hemispheres, equator, and prime meridian. |
| 2 | 2.25 | Identify natural disasters such as blizzards, earthquakes, tornadoes, hurricanes, and floods and explain their effects on people and the environment. |
| 2 | 2.6 | Describe the significance of the American Revolution and the founding of the United States. |
| 2 | 2.7 | Identify and describe national historical figures, celebrations, symbols, and places. |
| 2 | 2.9 | Describe the structure and responsibilities of each of the three branches of the U.S. government (legislative, executive, judicial). |
| 3 | 3-5.SP1 | Examine sources in order to distinguish between primary, secondary, and tertiary sources; determine origin, author's point of view, intended audience; and use content-specific vocabulary. |
| 3 | 3.10 | Recognize functions of the Declaration of Independence and the Constitution of the United States. |
| 3 | 3.12 | Explain the significance of the Emancipation Proclamation and the Thirteenth Amendment. |
| 3 | 3.15 | Describe the United States in economic terms: free enterprise, private property, producers and consumers, profit and loss, supply and demand, and imports and exports. |
| 3 | 3.18 | Describe the importance of personal financial decision-making such as budgeting and saving. |
| 3 | 3.23 | Locate and describe the seven continents and five oceans. |
| 3 | 3.28 | Describe how the regions of the United States vary culturally and economically. |
| 3 | 3.6 | Identify and describe national historical figures, celebrations, and symbols. |
| 3 | 3.7 | Describe the significance of major events in the history of the United States. |
| 4 | 4.11 | Explain the effects of the Agricultural Revolution, including the barter economy, food surpluses, domestication of plants and animals, specialization, and the growth of permanent settlements. |
| 4 | 4.13 | Describe the geographic, political, economic, and cultural structures of the ancient Near East. |
| 4 | 4.16 | Describe the geographic, political, economic, and cultural structures of ancient Greece. |
| 4 | 4.17 | Describe the geographic, political, economic, and cultural structures of ancient Rome. |
| 4 | 4.18 | Describe the geographic, political, economic, and cultural structures of ancient China. |
| 4 | 4.8 | Describe the origin and spread of major world religions as they developed throughout history. |
| 5 | 5.10 | Describe the geographic, political, economic, and cultural structures of Southwest Asia and North Africa. |
| 5 | 5.11 | Describe the geographic, political, economic, and cultural structures of Medieval West African Kingdoms. |
| 5 | 5.12 | Describe the origins, accomplishments, and geographic diffusion of the Renaissance, the Protestant Reformation, and the Scientific Revolution. |
| 5 | 5.13 | Describe the geographic, political, economic, and cultural structures of Indigenous civilizations of the Americas. |
| 5 | 5.14 | Analyze the motivations for the movement of people from Europe to the Americas and describe the effects of exploration by Europeans. |
| 6 | 6-8.SP1 | Examine sources in order to distinguish between primary, secondary, and tertiary sources; determine origin, point of view, audience, and reliability; and explain the meaning of words, phrases, and content-specific vocabulary. |
| 6 | 6.10 | Analyze the growth and development of colonial Louisiana. |
| 6 | 6.11 | Analyze the causes, course, and consequences of the American Revolution. |
| 6 | 6.12 | Analyze the development of the U.S. political system through the ratification of the U.S. Constitution. |
| 6 | 6.8 | Analyze European exploration and colonization of North America. |
| 7 | 7.11 | Analyze role and importance of social and political reform movements of the nineteenth century. |
| 7 | 7.12 | Explain the ideas, key people, and events related to the growth of sectionalism and rising tension prior to the Civil War. |
| 7 | 7.13 | Analyze the causes, course, and consequences of the Civil War. |
| 7 | 7.14 | Analyze the major events, key people, and effects of Reconstruction. |
| 7 | 7.9 | Analyze the causes, course of, and consequences of the War of 1812. |
| 8 | 8.11 | Analyze the causes, course and consequences of World War I. |
| 8 | 8.13 | Analyze the causes and effects of the Great Depression. |
| 8 | 8.14 | Describe the causes, course, and consequences of World War II. |
| 8 | 8.15 | Analyze causes, major events, and key leaders of the Civil Rights Movement from 1954 to 1968. |
| 8 | 8.16 | Explain the causes, course, and consequences of the Cold War. |
| 8 | 8.17 | Describe the importance of key ideas, events, and developments of the modern era. |
| 8 | 8.8 | Analyze the causes and effects of technological and industrial advances during the late nineteenth century and the early twentieth century. |
| High School Civics | 9-12.SP3 | Construct and express claims supported with relevant evidence from primary and/or secondary sources, content knowledge, and clear reasoning and explanations. |
| High School Civics | C.1 | Evaluate continuity and change in U.S. government, politics, and civic issues throughout U.S. history. |
| High School Civics | C.10 | Evaluate how civil rights and civil liberties in the United States have developed and been protected by the U.S. government over time. |
| High School Civics | C.11 | Analyze political processes and the role of public participation in the United States. |
| High School Civics | C.12 | Analyze the issues of foreign and domestic policy of the United States. |
| High School Civics | C.13 | Explain elements of the United States economy within a global context and economic principles required to make sound financial decisions. |
| High School Civics | C.14 | Apply economic principles to make sound personal financial decisions, including income, money management, spending and credit, and savings and investing. |
| High School Civics | C.8 | Analyze factors that influenced the Founding Fathers and the formation and development of the government of the United States. |
| High School Civics | C.9 | Analyze the structure, roles, responsibilities, powers, and functions of governments in the United States. |
| High School United States History | US.10 | Analyze the causes, course, and consequences of the Civil War and Reconstruction. |
| High School United States History | US.11 | Describe the economic and social development of the United States in the late nineteenth and early twentieth century and its emergence as a major world power. |
| High School United States History | US.14 | Describe the effects of the Great Depression and New Deal policies on the United States. |
| High School United States History | US.15 | Explain the causes, course, and consequences of World War II. |
| High School United States History | US.16 | Analyze causes, major events, and key leaders of the civil rights movement. |
| High School United States History | US.17 | Explain major events and developments of the post-World War II era in the United States and its continued rise as a world power. |
| High School United States History | US.18 | Explain major U.S. events and developments in the late twentieth and early twenty-first centuries. |
| High School United States History | US.7 | Analyze the development of the United States from the American Revolution through the ratification of the U.S. Constitution and Early Republic. |
| High School United States History | US.9 | Analyze the development and abolition of slavery in the United States. |
| High School World Geography | WG.1 | Describe economic, social, cultural, political, and physical characteristics of countries, nations, and world regions. |
| High School World Geography | WG.2 | Analyze geographic patterns and processes using spatial knowledge of the world's continents, major landforms, major bodies of water, and major countries. |
| High School World Geography | WG.4 | Describe how geographic tools, representations, and technologies are used in the study of geography. |
| High School World Geography | WG.5 | Explain the spatial relationships of human settlement, migration, and population. |
| High School World Geography | WG.6 | Analyze geographic factors that influence economic development. |
| High School World Geography | WG.7 | Analyze how governments and political boundaries affect people and places. |
| High School World Geography | WG.8 | Analyze how people have modified or adapted to the environment locally, nationally, regionally, and globally. |
| High School World History | WH.1 | Analyze ideas and events in world history from 1300 to 2010 and how they progressed, changed, or remained the same over time. |
| High School World History | WH.10 | Analyze the causes and effects of global and regional conflicts in the world from 1300 to 2010. |
| High School World History | WH.13 | Analyze the origins, consequences, and legacies of genocides that occurred in world history from 1914 to 2010. |
| High School World History | WH.14 | Analyze the causes of decolonization, methods of gaining independence, and geopolitical impacts of new nation-states from 1945 to 2010. |
| High School World History | WH.26 | Analyze the causes and effects of the movement of people, culture, religion, goods, diseases, and technologies through established systems of connection. |
| High School World History | WH.30 | Analyze patterns of population distribution and migration from 1300 to 2010. |
| High School World History | WH.7 | Analyze causes and effects of events and developments in world history from 1300 to 2010 (trade networks, Renaissance and Enlightenment, revolutions, industrialization, imperialism, global conflicts, decolonization, globalization). |
| High School World History | WH.9 | Analyze the origins and emergence of economic principles such as feudalism, mercantilism, capitalism, socialism, and communism and their effects on political institutions from 1300 to 2010. |
Is homeschooling legal in Louisiana?
Yes. Louisiana homeschooling is governed primarily by La.
Do I have to notify anyone to homeschool in Louisiana?
Two legal paths. (1) BESE-Approved Home Study Program under La. R.S. 17:236.1: parent/legal guardian must apply to the Board of Elementary and Secondary Education (BESE) for approval within 15 days after commencing the program; the application includes a parent assurance statement. Renewal applications must be filed by October 1 of the school year, or within 12 months of initial approval, whichever is later. The application is a registration-style process: LDOE/BESE must approve applications meeting the basic statutory criteria — no curriculum review, no testing, no home visits, no interviews. (2) Alternatively, a family may operate as a nonpublic school not seeking state approval (registration with LDOE, report attendance/enrollment), under which children attend a 'school' rather than a home study program. Most homeschoolers use the BESE Home Study path.
Is standardized testing required for homeschoolers in Louisiana?
No annual test is mandated for homeschoolers in Louisiana. The state test (LEAP 2025 (Louisiana Educational Assessment Program); includes LEAP Connect for eligible students with significant disabilities and the LEAP 2025 high school end-of-course tests) is not required for home-educated students.
What subjects are required for homeschooling in Louisiana?
Louisiana requires instruction in: English Language Arts (reading, writing, spelling, grammar); Mathematics; Science; Social Studies (U.S. history, Louisiana history, civics, geography); Health (grades 9-12); Physical Education (grades 9-12); Fine Arts Survey (grades 9-12); Foreign Language (grades 9-12).
Does Louisiana have its own learning standards?
Math: Louisiana Student Standards for Mathematics (LSS-M). ELA: Louisiana Student Standards for English Language Arts & Literacy (LSS-ELA). Science: Louisiana Student Standards for Science (LSS-Science, adopted 2017). Social studies: Louisiana Student Standards for Social Studies (adopted 2022).
- https://doe.louisiana.gov/topic-pages/louisiana-school-choice/home-study
- https://law.justia.com/codes/louisiana/revised-statutes/title-17/rs-17-236-1/
- https://hslda.org/post/how-to-comply-with-louisianas-homeschool-law
- https://doe.louisiana.gov/docs/default-source/school-choice/guidelines---bese-approved-home-study-program.pdf