Homeschooling in Maryland (MD): Requirements, Law & Standards

MD ·

None specified as hours/days.

Maryland home instruction is governed by Md. Education Code §7-301 and COMAR 13A.10.01. Parents must notify the local superintendent at least 15 days before starting (and re-verify annually). Required subjects are English, math, science, social studies, art, music, health, and PE, taught regularly and thoroughly during the school year. Under the parent-supervised portfolio option the local school system may review a portfolio up to three times per year; alternatively, families may be supervised by a nonpublic school, church-exempt school, or accredited correspondence program. No standardized testing, teacher certification, or specific curriculum is required by law.

Parent/guardian must sign and submit a Home Instruction Notification (consent) form to the local school superintendent at least 15 days before beginning home instruction, and must annually verify continuation before the start of each school year. Maryland offers four legal homeschool pathways: (1) the parent-supervised 'portfolio' option under COMAR 13A.10.01 reviewed by the local school system, or supervision by (2) a nonpublic school, (3) a church-exempt school, or (4) an accredited correspondence/online program, in which case the supervising institution notifies the superintendent.

Parent must maintain a portfolio of materials demonstrating regular, thorough instruction in the required subject areas, including instructional materials, reading materials, and examples of the child's writings, worksheets, workbooks, creative materials, and tests. The local school system may review the portfolio at a mutually agreeable time and place no more than three times per school year. If deficiencies are found, the parent has 30 days to provide evidence of correction. (Portfolio review applies to the parent-supervised option; the nonpublic/church/correspondence supervision options are overseen by the supervising institution instead.)

English
Mathematics
Science
Social Studies
Art
Music
Health
Physical Education


Math	Maryland College and Career-Ready Standards for Mathematics (CCSS-M)
ELA	Maryland College and Career-Ready Standards for English Language Arts/Literacy (CCSS-ELA)
Science	Maryland Next Generation Science Standards (NGSS)
Social Studies	Maryland State Social Studies Standards (state-specific; inquiry arc informed by the C3 Framework)

· Maryland State Social Studies Standards (state-specific; inquiry arc informed by the C3 Framework) · 115


K	K.1.1	Students will examine the concept of freedom.
K	K.1.2	Students will examine the role of conflict and compromise.
K	K.1.3	Students will analyze how groups and people in authority use rules.
K	K.2.1	Students will explain how location makes their community special.
K	K.2.2	Students will analyze the unique human and environmental interactions in their community.
K	K.2.3	Students will describe how transportation and communication link people.
K	K.3.1	Students will analyze the role of scarcity in their lives.
K	K.3.2	Students will analyze decision making.
K	K.3.3	Students will analyze trade.
K	K.3.4	Students will analyze choices made regarding career paths.
K	K.4.1	Students will analyze change over time in school.
K	K.4.2	Students will analyze life in the past.
1	1.1.1	Students will explain the importance of community.
1	1.1.2	Students will explain the importance of leaders.
1	1.1.3	Students will describe the importance of cooperation.
1	1.1.4	Students will analyze community problem solving.
1	1.1.5	Students will explain the importance of civic engagement.
1	1.2.1	Students will explain how location makes their community unique.
1	1.2.3	Students will describe how transportation and communication link people.
1	1.3.1	Students will analyze the role of scarcity in their lives.
1	1.3.4	Students will analyze borrowing and lending.
1	1.4.1	Students will analyze change over time.
1	1.4.2	Students will analyze life in the past.
2	2.1.1	Students will analyze the role of the common good.
2	2.1.1.a	Defining equality as the same freedoms held by all people (objective-level example).
2	2.1.2	Students will analyze democracy.
2	2.1.3	Students will understand democratic ideals.
2	2.1.4	Students will analyze responsible civic engagement.
2	2.2.1	Students will explain how location makes their community unique.
2	2.2.2	Students will analyze unique human and environmental interactions.
2	2.2.3	Students will describe how transportation and communication link people.
2	2.3.1	Students will analyze producers.
2	2.3.2	Students will analyze consumers.
2	2.3.3	Students will describe an economy (personal finance).
2	2.4.1	Students will analyze change over time.
2	2.4.2	Students will analyze life in the past.
3	3.1.1	Students will analyze civic virtue.
3	3.1.2	Students will analyze the local, state, and national levels of government.
3	3.1.3	Students will address local community issues (informed action).
3	3.2.1	Students will explain the locations of goods and services in the community.
3	3.2.2	Students will analyze how economic development in Maryland impacts people.
3	3.2.3	Students will analyze the impact of economic development on the natural environment.
3	3.3.1	Students will analyze early regional cultural groups.
3	3.3.2	Students will analyze influences of early cultural groups.
4	4.1.1	Students will evaluate the impact of geography on cultural development.
4	4.1.2	Students will evaluate the motivations for European exploration.
4	4.1.3	Students will evaluate the impact of exploration on various groups.
4	4.2.1	Students will compare Maryland's colonial experience with other colonies.
4	4.2.2	Students will compare how geography influenced culture and economics.
4	4.2.3	Students will analyze the methods and motivations by which freedom was denied.
4	4.2.4	Students will analyze the impact of slavery on the development of Maryland.
4	4.3.1	Students will analyze causes of the Revolution.
4	4.3.2	Students will analyze reactions to the Declaration of Independence.
4	4.3.4	Students will evaluate the development of a new national government.
5	5.1.1	Students will examine the distribution of power in the United States.
5	5.1.2	Students will examine the implications of the Bill of Rights.
5	5.2.1	Students will identify slavery as the central cause of the Civil War.
5	5.2.2	Students will evaluate the effects of the Civil War.
5	5.2.3	Students will analyze post-Civil War transformations in movement of goods/people (urbanization).
5	5.3.1	Students will analyze the freedom of the press.
5	5.3.4	Students will evaluate civil rights in Maryland and the United States.
7	7.1.1	Students will analyze geography as a tool for learning about the past, present, and future.
7	7.1.3	Students will analyze the local, regional, and global movement of people and ideas.
7	7.2.1	Students will analyze how the regional and local growth of early complex societies developed.
7	7.3.3	Students will analyze local, regional, and global examples of democratic structures.
7	7.4.1	Students will evaluate the global movement of religion and its impacts.
7	7.4.4	Students will explore the local and global impacts of pandemics.
7	7.5.1	Students will analyze how the expansion of Islam impacted regional political structures.
7	7.6.1	Students will investigate how regional control of resources promoted regional growth.
7	7.8.2	Students will analyze the regional and global consequences of the Transatlantic slave trade.
8	8.1.1	Students will evaluate the interaction of European, Native American, and African peoples.
8	8.2.1	Students will analyze the causes and consequences of the French and Indian War.
8	8.3.1	Students will evaluate the historical significance of the Articles of Confederation.
8	8.3.4	Students will analyze how the Bill of Rights resolved Anti-Federalist concerns.
8	8.4.1	Students will evaluate the short- and long-term effects of early republic decisions.
8	8.4.2	Students will evaluate the historical significance of the Louisiana Purchase.
8	8.5.6	Students will evaluate the causes of the Civil War.
8	8.6.1	Students will analyze factors affecting the outcome of the Civil War.
8	8.7.1	Students will analyze the causes and consequences of industrialization.
High School American Government	GOV.1.1	Students will analyze advantages and disadvantages of types of government.
High School American Government	GOV.1.2	Students will analyze historic founding documents (e.g., Declaration of Independence).
High School American Government	GOV.1.3	Students will evaluate how the principles of government are applied.
High School American Government	GOV.2.1	Students will evaluate how principles such as federalism and separation of powers structure the legislature.
High School American Government	GOV.2.2	Students will explain roles and analyze congressional elections.
High School American Government	GOV.3.1	Students will evaluate how the principles of government apply to the executive branch.
High School American Government	GOV.4.1	Students will evaluate how the judicial branch is structured and functions.
High School American Government	GOV.5.1	Students will evaluate how governments shape economic systems and policy.
High School American Government	GOV.6.1	Students will explain roles and analyze how individuals participate in government.
High School American Government	GOV.7.1	Students will analyze economic, political, and strategic dimensions of U.S. foreign policy.
High School Modern World History	MWH.1.1	Students will evaluate regional reactions to the collapse of interregional systems.
High School Modern World History	MWH.2.2	Students will assess the global impact of democracy on the creation of nation-states.
High School Modern World History	MWH.2.5	Students will analyze how industrialized nations were able to expand (imperialism).
High School Modern World History	MWH.3.2	Students will describe the global scope and human costs of World War One.
High School Modern World History	MWH.3.6	Students will analyze the global scope and human costs of World War Two.
High School Modern World History	MWH.3.8	Students will analyze the regional and interregional causes of the Cold War.
High School Modern World History	MWH.4.2	Students will analyze the relationship between globalization, human migration, and conflict.
High School Modern World History	MWH.4.3	Students will trace the development of democracy and human rights.
PreK	PK.1.1	Students will examine the concept of freedom.
PreK	PK.1.2	Students will examine the role of conflict and compromise.
PreK	PK.3.1	Students will analyze the role of scarcity in their lives.
PreK	PK.3.2	Students will analyze decision making.
PreK	PK.3.3	Students will analyze trade.
PreK	PK.3.4	Students will analyze choices made regarding career paths.
PreK	PK.4.1	Students will analyze change over time.
PreK	PK.4.2	Students will utilize the tools of the historian.
High School United States History	USH.1.1	Students will evaluate the effectiveness of political, economic, and social responses to industrialization.
High School United States History	USH.1.2	Students will evaluate the significance of the United States becoming an imperial power.
High School United States History	USH.2.1	Students will assess how World War One promoted continuity and change.
High School United States History	USH.2.3	Students will evaluate the impact of the Great Depression on the nation.
High School United States History	USH.2.5	Students will evaluate domestic changes caused by World War Two.
High School United States History	USH.3.3	Students will analyze how individuals and groups mobilized against inequalities.
High School United States History	USH.3.4	Students will analyze U.S. involvement in Vietnam from 1954 onward.
High School United States History	USH.4.5	Students will evaluate how the end of the Cold War altered the course of policy.
High School United States History	USH.5.1	Students will evaluate economic changes associated with globalization.
High School United States History	USH.5.2	Students will analyze how political polarization altered debates over public policy.

Is homeschooling legal in Maryland?

Yes. Maryland home instruction is governed by Md.

Do I have to notify anyone to homeschool in Maryland?

Is standardized testing required for homeschoolers in Maryland?

No annual test is mandated for homeschoolers in Maryland. The state test (MCAP (Maryland Comprehensive Assessment Program) — includes ELA/Literacy and Mathematics assessments, plus MISA (Maryland Integrated Science Assessment) for science) is not required for home-educated students.

What subjects are required for homeschooling in Maryland?

Maryland requires instruction in: English; Mathematics; Science; Social Studies; Art; Music; Health; Physical Education.

Does Maryland have its own learning standards?

Math: Maryland College and Career-Ready Standards for Mathematics (CCSS-M). ELA: Maryland College and Career-Ready Standards for English Language Arts/Literacy (CCSS-ELA). Science: Maryland Next Generation Science Standards (NGSS). Social studies: Maryland State Social Studies Standards (state-specific; inquiry arc informed by the C3 Framework).

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