MS ·
None specified.
Mississippi has one of the least-regulated homeschool environments in the U.S. Home instruction is governed by the compulsory attendance statute, Miss. Code Ann. 37-13-91. Compulsory school age is 6 (by Sept. 1) through 16 (children who have not reached their 17th birthday by Sept. 1); children enrolled in full-day public kindergarten are also covered. The ONLY ongoing legal requirement for a homeschool ('legitimate home instruction program') is filing the annual Certificate of Enrollment with the local School Attendance Officer by September 15. The statute imposes NO required subjects, NO standardized testing or assessment, NO minimum instruction days/hours, NO teacher/parent qualifications, NO curriculum approval, and NO progress reporting. Section 37-13-91(9) expressly prohibits the State Board, the Department of Education, and school districts from controlling, supervising, or making any suggestion as to the content, curriculum, or management of a home instruction program. A 'legitimate' program is defined only as one not operated for the purpose of avoiding/circumventing the compulsory attendance law.
Parent/guardian/custodian must file an annual 'Certificate of Enrollment' (COE) with the local School Attendance Officer (Office of Compulsory School Attendance Enforcement) in the county/district where the child resides, by September 15 each year (or within a later window if the child was enrolled in public school during that year). The COE asks for the child's name, address, phone, and date of birth; the parent/guardian's name, address, and phone; a SIMPLE description of the type of education the child is receiving; and the parent/guardian's signature. If a parent fails to file, the attendance officer must give 10 days to submit before further enforcement. No prior approval, curriculum submission, or progress reports are required. Authority: Miss. Code Ann. 37-13-91(3)(c).
No recordkeeping is mandated by statute beyond filing the annual Certificate of Enrollment. Parents are advised (by homeschool organizations, not by law) to keep their own records of attendance, curriculum, and progress for transcript/portfolio purposes, but the state requires none and is statutorily barred from supervising the program.
· Mississippi College- and Career-Readiness Standards for Mathematics (MS-CCRS-M), 2025 revision (required beginning 2025-2026); successor to the 2016 MS-CCRS-M · 88
| K | K.CC.1 | Count to 100 by ones and by tens. |
| K | K.CC.2 | Count forward beginning from a given number within the known sequence (instead of beginning at 1). |
| K | K.CC.3 | Write numbers from 0 to 20; represent a number of objects with a written numeral 0-20. |
| K | K.CC.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.G.1 | Describe objects in the environment using names of shapes and describe relative positions. |
| K | K.MD.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.1 | Represent addition and subtraction within 10 with objects, fingers, mental images, drawings, sounds, etc. |
| 1 | 1.G.1 | Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes. |
| 1 | 1.MD.1 | Order three objects by length; compare lengths of two objects indirectly using a third object. |
| 1 | 1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | 1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, using concrete models and strategies. |
| 1 | 1.OA.1 | Use addition and subtraction within 20 to solve word problems involving adding to, taking from, putting together, taking apart, and comparing. |
| 1 | 1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. |
| 2 | 2.G.1 | Recognize and draw shapes having specified attributes such as a given number of angles or equal faces. |
| 2 | 2.MD.1 | Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| 2 | 2.MD.10 | Draw a picture graph and a bar graph to represent a data set with up to four categories; solve problems using the data. |
| 2 | 2.NBT.1 | Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. |
| 2 | 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value and properties of operations. |
| 2 | 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 3 | 3.G.1 | Understand that shapes in different categories may share attributes and that shared attributes can define a larger category. |
| 3 | 3.MD.1 | Tell and write time to the nearest minute and solve word problems involving time intervals in minutes. |
| 3 | 3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value. |
| 3 | 3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. |
| 3 | 3.NF.3 | Explain equivalence of fractions and compare fractions by reasoning about their size. |
| 3 | 3.OA.1 | Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7). |
| 3 | 3.OA.7 | Fluently multiply and divide within 100 using strategies; know from memory all products of two one-digit numbers. |
| 4 | 4.G.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines; identify these in figures. |
| 4 | 4.MD.1 | Know relative sizes of measurement units within one system (km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec). |
| 4 | 4.NBT.5 | Multiply up to four-digit by one-digit and two two-digit numbers using place-value strategies. |
| 4 | 4.NF.1 | Explain why a fraction a/b is equivalent to (n x a)/(n x b) using visual fraction models. |
| 4 | 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b; decompose fractions in more than one way. |
| 4 | 4.OA.1 | Interpret a multiplication equation as a comparison (e.g., 35 = 5 x 7 means 35 is 5 times as many as 7). |
| 4 | 4.OA.3 | Solve multistep word problems with whole numbers using the four operations, including interpreting remainders. |
| 5 | 5.G.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system and understand coordinate values. |
| 5 | 5.MD.1 | Convert among different-sized standard measurement units within a given system and use conversions in problem solving. |
| 5 | 5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths using concrete models and strategies. |
| 5 | 5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) using equivalent fractions. |
| 5 | 5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5 | 5.OA.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols. |
| 6 | 6.EE.1 | Write and evaluate numerical expressions involving whole-number exponents. |
| 6 | 6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6 | 6.G.1 | Find the area of triangles, special quadrilaterals, and polygons by composing/decomposing into rectangles and triangles. |
| 6 | 6.NS.1 | Interpret and compute quotients of fractions; solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.5 | Understand that positive and negative numbers describe quantities having opposite directions or values. |
| 6 | 6.RP.1 | Understand the concept of a ratio and use ratio language to describe a relationship between two quantities. |
| 6 | 6.SP.1 | Recognize a statistical question as one that anticipates variability in the data. |
| 7 | 7.EE.1 | Apply properties of operations to add, subtract, factor, and expand linear expressions with rational coefficients. |
| 7 | 7.EE.4 | Use variables to represent quantities and construct simple equations and inequalities to solve problems. |
| 7 | 7.G.1 | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas. |
| 7 | 7.NS.1 | Apply and extend previous understandings to add and subtract rational numbers; represent on a number line. |
| 7 | 7.RP.1 | Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities. |
| 7 | 7.SP.1 | Understand that statistics can be used to gain information about a population by examining a sample. |
| 7 | 7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1 expressing likelihood. |
| 8 | 8.EE.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | 8.EE.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. |
| 8 | 8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | 8.F.3 | Interpret the equation y = mx + b as defining a linear function whose graph is a straight line. |
| 8 | 8.G.1 | Verify experimentally the properties of rotations, reflections, and translations. |
| 8 | 8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems. |
| 8 | 8.NS.1 | Know that irrational numbers are not rational; understand every number has a decimal expansion. |
| 8 | 8.SP.1 | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association. |
| High School | A-APR.1 | Understand that polynomials form a system closed under addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |
| High School | A-CED.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School | A-REI.1 | Explain each step in solving a simple equation as following from the equality of numbers at the previous step. |
| High School | A-SSE.1 | Interpret expressions that represent a quantity in terms of its context (parts, terms, factors, coefficients). |
| High School | A-SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented. |
| High School | F-BF.1 | Write a function that describes a relationship between two quantities. |
| High School | F-IF.1 | Understand that a function from a domain to a range assigns to each element of the domain exactly one element of the range. |
| High School | F-IF.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| High School | F-LE.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| High School | F-TF.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| High School | G-C.1 | Prove that all circles are similar. |
| High School | G-CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment based on undefined notions. |
| High School | G-GMD.1 | Give an informal argument for formulas for circumference and area of a circle and volume of a cylinder, pyramid, and cone. |
| High School | G-GPE.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem. |
| High School | G-MG.1 | Use geometric shapes, their measures, and properties to describe objects (e.g., model a tree trunk as a cylinder). |
| High School | G-SRT.1 | Verify experimentally the properties of dilations given by a center and a scale factor. |
| High School | G-SRT.6 | Understand that side ratios in right triangles are properties of the angles, leading to definitions of trig ratios. |
| High School | N-CN.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi with a and b real. |
| High School | N-Q.1 | Use units to understand problems and guide the solution of multi-step problems; choose and interpret units consistently. |
| High School | N-RN.1 | Explain how the definition of rational exponents follows from extending the properties of integer exponents. |
| High School | N-VM.1 | Recognize vector quantities as having both magnitude and direction; represent vectors by directed line segments. |
| High School | S-CP.1 | Describe events as subsets of a sample space using characteristics, unions, intersections, or complements. |
| High School | S-IC.1 | Understand statistics as a process for making inferences about population parameters based on a random sample. |
| High School | S-ID.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| High School | S-ID.6 | Represent data on two quantitative variables on a scatter plot and describe how the variables are related. |
· Mississippi College- and Career-Readiness Standards for English Language Arts (MS-CCRS-ELA), 2025 revision (adopted 2025; successor to the 2016 MS-CCRS-ELA) · 69
| K | L.K.1 | Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking. |
| K | RF.K.1a | Follow words from left to right, top to bottom, and page by page. |
| K | RF.K.2a | Recognize and produce rhyming words. |
| K | RI.K.6 | Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| 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 | 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.1.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 1 | RF.1.2c | Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
| 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.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| 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. |
| 2 | L.2.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| 2 | RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 2 | RI.2.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| 2 | RL.2.5 | Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
| 2 | SL.2.1 | Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| 2 | W.2.3 | Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. |
| 3 | L.3.1 | Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking. |
| 3 | RF.3.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 3 | RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). |
| 3 | RL.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |
| 3 | SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. |
| 3 | W.3.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 4 | L.4.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 4 | RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 4 | RI.4.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| 4 | RL.4.2 | Determine a theme of a story, drama, or poem from details in the text; summarize the text. |
| 4 | SL.4.5 | Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. |
| 4 | W.4.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| 5 | L.5.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. |
| 5 | RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words. |
| 5 | RI.5.6 | Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. |
| 5 | RL.5.6 | Describe how a narrator's or speaker's point of view influences how events are described. |
| 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.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. |
| 6 | L.6.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| 6 | RI.6.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. |
| 6 | RL.6.5 | Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
| 6 | SL.6.2 | Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
| 6 | W.6.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 7 | L.7.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 7 | RI.7.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. |
| 7 | RL.7.4 | 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 choice (e.g., alliteration) on meaning and tone. |
| 7 | SL.7.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 7 | W.7.7 | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. |
| 8 | L.8.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 8 | RI.8.7 | Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon this analysis. |
| 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.8.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| 6-8 | RH.6-8.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. |
| 6-8 | RST.6-8.3 | Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. |
| 6-8 | WHST.6-8.1 | Write arguments focused on discipline-specific content. |
| 9-10 | RH.9-10.2 | Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. |
| English I (Grade 9) | RL.9-10.5 | Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. |
| 9-10 | RST.9-10.7 | Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. |
| English I/II (Grades 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 | WHST.9-10.2 | Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. |
| English III/IV (Grades 11-12) | L.11-12.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 11-12 | RH.11-12.6 | Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. |
| English III/IV (Grades 11-12) | RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| English III/IV (Grades 11-12) | RL.11-12.3 | Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). |
| 11-12 | RST.11-12.3 | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
| English III/IV (Grades 11-12) | SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| English III/IV (Grades 11-12) | W.11-12.7 | 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. |
| 11-12 | WHST.11-12.1 | Write arguments focused on discipline-specific content. |
· Mississippi College- and Career-Readiness Standards for Science (MS-CCRS Science), 2018 · 108
| K | E.K.10.2 | Develop questions to investigate ways to conserve Earth's resources (reduce, reuse, recycle). |
| K | E.K.8A.1 | Construct an explanation of the pattern of Earth's seasonal changes using evidence from observations. |
| K | E.K.8B.1 | Develop a simple model describing observable patterns of sunlight (day and night). |
| K | L.K.1A.1 | Classify objects in the environment as living or nonliving. |
| K | L.K.1B.1 | Identify the basic needs of living things (plants and animals). |
| K | L.K.2.1 | Observe and describe how young plants and animals resemble their parents. |
| K | L.K.4.1 | Describe how living things survive in their environments. |
| K | P.K.5A.1 | Investigate and describe observable properties of objects. |
| K | P.K.5B.1 | Investigate the effects of pushes and pulls on the motion of objects. |
| 1 | E.1.10.1 | Generate questions about water sources and human uses. |
| 1 | E.1.9A.1 | Analyze weather observations including temperature, wind, and precipitation. |
| 1 | E.1.9B.1 | Locate and classify bodies of water using maps and globes. |
| 1 | L.1.1.1 | Construct explanations using observations to describe the structures of different plants. |
| 1 | L.1.2.1 | Investigate flowering plants through life cycle stages using measurements. |
| 1 | L.1.3A.1 | Conduct investigations to test predictions about what plants need to live, grow, and repair. |
| 1 | L.1.4.2 | Describe how plant characteristics aid survival in distinct environments. |
| 1 | P.1.6A.1 | Explain how reflected light makes objects visible. |
| 1 | P.1.6B.1 | Investigate that vibrating materials create sound and that sound can make materials vibrate. |
| 2 | E.2.10.4 | Investigate soil erosion processes and consequences. |
| 2 | E.2.8.2 | Observe, describe, and predict the seasonal patterns of sunrise and sunset. |
| 2 | L.2.1.1 | Compare and sort animals with backbones (vertebrates) from those without (invertebrates). |
| 2 | L.2.1.2 | Categorize vertebrates by physical characteristics (mammals, fish, birds, amphibians, reptiles). |
| 2 | L.2.2.2 | Describe amphibian life cycles through observations and media. |
| 2 | L.2.3B.1 | Describe animal interactions including predator-prey relationships. |
| 2 | P.2.5.1 | Classify matter as solid, liquid, or gas and describe observable physical properties. |
| 2 | P.2.6.1 | Demonstrate effects of pushes and pulls with varying strengths and directions. |
| 3 | E.3.10.1 | Classify Earth's resources as renewable or nonrenewable. |
| 3 | E.3.7A.1 | Describe processes forming the three major rock types. |
| 3 | E.3.7B.3 | Explain how weathering, erosion, and deposition shape Earth features. |
| 3 | E.3.9.3 | Describe freshwater and saltwater distribution on Earth. |
| 3 | L.3.1.1 | Animal internal/external structures supporting survival, growth, and behavior. |
| 3 | L.3.2.1 | Trait inheritance from parent organisms to offspring. |
| 3 | L.3.4.5 | Use fossil evidence to infer characteristics of early environments. |
| 3 | P.3.5.1 | Heat changes matter between states (solid, liquid, gas). |
| 3 | P.3.6.3 | Investigate applications of magnets in everyday life. |
| 4 | E.4.10.1 | Investigate the use and conservation of Earth's natural resources. |
| 4 | E.4.10.2 | Communicate solutions for reducing human impact on Earth's resources. |
| 4 | E.4.9C.1 | Investigate factors related to Earth's systems and cycles (e.g., water cycle/weather). |
| 5 | E.5.10.1 | Design solutions to conserve Earth's natural resources and systems. |
| 5 | E.5.10.2 | Design a process for preparing communities to withstand natural or manmade disasters. |
| 5 | E.5.8A.1 | Develop models of the Earth-Sun-Moon system to explain observable patterns. |
| 5 | L.5.3A.1 | Investigate relationships among organisms in ecosystems (food webs/energy flow). |
| 5 | L.5.3B.3 | Analyze interactions among organisms in an ecosystem. |
| 5 | P.5.5A.1 | Investigate properties used to identify and classify matter. |
| 5 | P.5.5C.1 | Investigate physical and chemical changes in matter. |
| 5 | P.5.6.1 | Investigate forces and the motion of objects. |
| 6 | E.6.8.1 | Demonstrate understanding of Earth's place in the universe and the solar system. |
| 6 | E.6.8.5 | Model and explain phenomena of the solar system and universe. |
| 6 | L.6.1.1 | Demonstrate that living things range from simple to complex in hierarchical organization. |
| 6 | L.6.3.1 | Analyze relationships among organisms and matter cycling in ecosystems. |
| 6 | L.6.4.1 | Use classification tools and models such as dichotomous keys to classify organisms. |
| 6 | P.6.6.1 | Demonstrate understanding of Newton's laws of motion using real-world examples. |
| 7 | E.7.9A.1 | Analyze and interpret weather patterns from various regions to explain Earth's systems. |
| 7 | E.7.9B.1 | Explain the relationship between natural changes and effects on Earth's systems. |
| 7 | E.7.9C.1 | Construct models showing how the tilt of Earth's axis results in differing intensity of sunlight (seasons). |
| 7 | L.7.3.1 | Analyze diagrams as evidence of the importance of cycling matter between living and nonliving parts of ecosystems. |
| 7 | P.7.5A.1 | Collect and evaluate qualitative data to describe substances using physical properties. |
| 7 | P.7.5C.1 | Investigate the structure and behavior of matter and chemical interactions. |
| 7 | P.7.5D.1 | Demonstrate understanding of physical and chemical changes of matter. |
| 8 | E.8.10.1 | Demonstrate that decreasing natural resources is related to increasing human population. |
| 8 | E.8.7.1 | Use geological evidence to analyze patterns in Earth's major events. |
| 8 | E.8.9A.1 | Demonstrate understanding of physical processes and major geological events (e.g., plate tectonics). |
| 8 | L.8.2A.1 | Demonstrate understanding that sexual reproduction results in offspring with genetic variation. |
| 8 | L.8.2B.1 | Distinguish between inherited and acquired characteristics. |
| 8 | L.8.4A.1 | Demonstrate understanding of natural selection acting on variations in a population. |
| 8 | P.8.6.1 | Demonstrate understanding of the properties, behaviors, and applications of waves. |
| Biology | BIO.1A | Demonstrate an understanding of the characteristics of life and biological organization. |
| Biology | BIO.1A.1 | Investigate and explain the characteristics shared by living organisms. |
| Biology | BIO.1B | Analyze the structure and function of the macromolecules that make up cells. |
| Biology | BIO.1C | Relate the diversity of organelles to a variety of specialized cellular functions. |
| Biology | BIO.1D | Describe the structure of the cell membrane and how it relates to its primary function. |
| Biology | BIO.1E | Develop and use models to explain the role of the cell cycle in growth, development, and maintenance. |
| Biology | BIO.2 | Explain that cells transform energy through photosynthesis and cellular respiration. |
| Biology | BIO.3A | Develop and use models to explain the role of meiosis in producing haploid gametes. |
| Biology | BIO.3B | Analyze and interpret probability data to explain variation of expressed traits. |
| Biology | BIO.3C | Explain how the structure and base sequence of DNA determines the structure of proteins. |
| Biology | BIO.4 | Analyze and interpret evidence to explain the unity and diversity of life. |
| Biology | BIO.5 | Investigate and evaluate the interdependence of living organisms and their environment. |
| Botany | BOT.1 | Botany course core idea (plant structure/biology) - top-level standard. |
| Botany | BOT.3 | Botany course core idea (plant processes/physiology) - top-level standard. |
| Chemistry | CHE.1 | Use mathematical and computational analysis to evaluate problems. |
| Chemistry | CHE.10 | Enrichment: Understand that energy is exchanged or transformed in chemical and physical processes. |
| Chemistry | CHE.2 | Demonstrate an understanding of atomic structure and the historical developments leading to modern atomic theory. |
| Chemistry | CHE.3 | Demonstrate an understanding of the periodic table as a systematic representation to predict properties of elements. |
| Chemistry | CHE.4 | Demonstrate an understanding of the types of bonds and resulting structures for classifying chemical compounds. |
| Chemistry | CHE.5 | Investigate and understand the accepted nomenclature used to identify chemical substances. |
| Chemistry | CHE.6 | Demonstrate an understanding of the types, causes, and effects of chemical reactions. |
| Chemistry | CHE.7 | Demonstrate an understanding of the structure and behavior of gases. |
| Chemistry | CHE.8 | Demonstrate an understanding of the nature and properties of various forms of matter. |
| Chemistry | CHE.9 | Enrichment: Understand the nature and properties of acids, bases, and salts. |
| Earth & Space Science | ESS.1 | Develop an understanding of the universe and Earth's place within it. |
| Earth & Space Science | ESS.2 | Develop an understanding of Earth's structure, materials, and history. |
| Earth & Space Science | ESS.3 | Develop an understanding of Earth's systems and cycles. |
| Earth & Space Science | ESS.4 | Develop an understanding of Earth's resources and the impact of human activity. |
| Foundations of Biology | FB.1 | Foundations course: understanding of cellular structure and biological organization. |
| Foundations of Biology | FB.2 | Foundations course: understanding of energy transfer in living systems. |
| Foundations of Biology | FB.3 | Foundations course: understanding of reproduction and heredity. |
| Foundations of Biology | FB.4 | Foundations course: understanding of evolution and diversity of life. |
| Foundations of Biology | FB.5 | Foundations course: understanding of ecological interdependence. |
| Physics | PHY.1 | Investigate and understand how to analyze and interpret data. |
| Physics | PHY.2 | Develop an understanding of concepts related to Newtonian dynamics. |
| Physics | PHY.3 | Develop an understanding of concepts related to work and energy. |
| Physics | PHY.4 | Investigate and explore wave properties. |
| Physics | PHY.5 | Investigate the key components of electricity and magnetism. |
| Physics | PHY.6 | Demonstrate an understanding of the basic principles of nuclear energy. |
| Zoology | ZOO.1 | Zoology course core idea (animal classification/organization) - top-level standard. |
| Zoology | ZOO.10 | Zoology course core idea (animal ecology/behavior) - top-level standard. |
| Zoology | ZOO.5 | Zoology course core idea (animal systems/physiology) - top-level standard. |
· Mississippi College- and Career-Readiness Standards for the Social Studies (MS-CCRS Social Studies), 2022 revision (effective/implemented 2023-2024; succeeds the 2018 MS-CCRS Social Studies) · 108
| K | K.CI.1 | Demonstrate how to be a good citizen. |
| K | K.CI.2 | Examine the purpose of rules and consequences. |
| K | K.CI.3 | Differentiate the roles and responsibilities of authority figures and leaders. |
| K | K.CR.1 | Civil rights / cultural-contributions standard for kindergarten. |
| K | K.E.1 | Identify different types of jobs and that money is earned through work. |
| K | K.E.2 | Economics standard for kindergarten (goods, services, wants/needs). |
| K | K.G.1 | Geography standard for kindergarten (sense of place / map basics). |
| K | K.H.1 | History standard for kindergarten (past vs. present, historical figures). |
| K | K.H.2 | History standard for kindergarten (change over time). |
| 1 | 1.CI.1 | Differentiate the rights and responsibilities citizens have in varying roles. |
| 1 | 1.CI.2 | Distinguish rules from laws and how to be a good citizen at home and school. |
| 1 | 1.CI.3 | Discuss patriotism and how it is demonstrated by citizens; authority figures at home/school. |
| 1 | 1.CR.1 | Evaluate the role of cooperation and compromise within and across families and school communities. |
| 1 | 1.CR.2 | Examine the diverse cultures found at school and in the local community. |
| 1 | 1.E.1 | Justify why people work to earn money; differentiate needs and wants. |
| 1 | 1.E.2 | Determine how people meet their basic needs (goods and services). |
| 1 | 1.G.1 | Demonstrate a global sense of place. |
| 1 | 1.G.2 | Examine the relationship between location, climate, physical features, and how people live. |
| 1 | 1.G.3 | Interpret maps using directions. |
| 1 | 1.H.1 | Analyze the influence of significant historical figures and events from US history. |
| 1 | 1.H.2 | Analyze various aspects of historic and modern life in the United States. |
| 2 | 2.CI.1 | Examine how individuals play different roles and exercise good citizenship in the local community. |
| 2 | 2.CI.2 | Assess how rules and laws apply to authority figures in the local community. |
| 2 | 2.CR.1 | Illustrate the role of unity and diversity within the community. |
| 2 | 2.CR.2 | Determine how traditions and customs contribute to community identity. |
| 2 | 2.E.1 | Explain how individual wants and needs impact the production of goods and services. |
| 2 | 2.E.2 | Assess the effects of supply and demand on the price of goods and services. |
| 2 | 2.E.3 | Recognize factors that affect needs and wants; role of financial institutions. |
| 2 | 2.G.1 | Analyze various types of maps. |
| 2 | 2.G.2 | Examine the connection between physical features and human settlement. |
| 2 | 2.G.3 | Interpret maps, graphs, and other representations of the Earth. |
| 2 | 2.G.4 | Analyze human modifications to the Earth. |
| 2 | 2.H.1 | Evaluate how people and events have shaped the local community, state, and nation through primary sources. |
| 2 | 2.H.2 | History standard for grade 2 (change over time in the community). |
| 3 | 3.CI.1 | Examine the influence of democratic values on the lives of citizens. |
| 3 | 3.CI.2 | Demonstrate knowledge of the three branches of government at federal, state, and local levels. |
| 3 | 3.CI.3 | Examine the requirements of civic leadership and good citizenship in local government. |
| 3 | 3.CR.1 | Examine the Declaration of Independence, Constitution, and Bill of Rights to recognize basic principles of democracy and civil liberties. |
| 3 | 3.CR.2 | Assess the reliance of democracy on responsible citizen participation. |
| 3 | 3.E.1 | Analyze the role of money within a community and local government (taxes). |
| 3 | 3.E.2 | Evaluate how individuals and communities use resources and trade to meet needs. |
| 3 | 3.E.3 | Analyze the factors of population distribution and how people earn income. |
| 3 | 3.G.1 | Analyze how humans have altered the physical environment to meet their needs. |
| 3 | 3.G.2 | Investigate natural disasters' effect on the Earth. |
| 3 | 3.G.3 | Assess energy sources of the Earth and how technological advancements influence the environment. |
| 3 | 3.H.1 | Analyze the different types of government throughout history (dictatorship, monarchy, democracy, etc.). |
| 3 | 3.H.2 | Examine the framework of the United States government (representative democracy). |
| 4 | 4.MS.11 | Evaluate how geographic and economic resources/scarcity vary across regions of Mississippi. |
| 4 | 4.MS.5 | Describe Mississippi's entry into statehood. |
| 4 | 4.MS.6 | Describe the Antebellum society of Mississippi and the rise of cotton culture and slavery. |
| 4 | 4.MS.7 | Analyze Mississippi's economic and military role during the Civil War. |
| 4 | 4.MS.8 | Identify economic conditions resulting from the Civil War and Reconstruction (e.g., rise of sharecropping). |
| 5 | 5.1 | Identify major Native American tribes of North America before European contact. |
| 5 | 5.2 | Identify significant European explorers and their routes to and through North America. |
| 5 | 5.3 | Identify the leaders and groups responsible for founding the colonies and compare colonial life by region. |
| 5 | 5.4 | Examine the causes and consequences of the French and Indian War. |
| 5 | 5.5 | Discuss the contributions of ordinary citizens, including African Americans, to the American Revolution. |
| 5 | 5.6 | Examine the development of the Constitution and shortcomings of the Articles of Confederation. |
| 6 | 6.CI.1 | Analyze the various roles and expectations of citizens throughout the world and apply to one's own role. |
| 6 | 6.CI.2 | Examine the challenges of civic engagement in the contemporary world. |
| 6 | 6.CR.1 | Civil rights standard for grade 6 (rights and liberties). |
| 6 | 6.E.2 | Explain the geographic patterns of economic activities (primary, secondary, tertiary). |
| 6 | 6.G.2 | Evaluate how places gain meaning (mental maps). |
| 6 | 6.G.3 | Identify geographic patterns in the United States and other countries. |
| 6 | 6.G.4 | Analyze how regions are used to organize the study of Earth (atmosphere, biosphere, lithosphere, hydrosphere). |
| 6 | 6.H.1 | History standard for grade 6 (Civics and the World). |
| 7 | 7.1 | Investigate the development of civilization in the Nile River Valley (ancient Egypt). |
| 7 | 7.2 | Examine the development of civilization in the river valleys of China. |
| 7 | 7.3 | Analyze the development of civilization in the Indus River Valley. |
| 7 | 7.4 | Analyze the development of civilizations in ancient Greece. |
| 7 | 7.5 | Examine the development of Roman civilization (ancient Rome). |
| 7 | 7.6 | Evaluate the development of sub-Saharan civilizations in East, South, and West Africa. |
| 8 | 8.1 | Examine major aspects of the development of the United States from Exploration to 1754. |
| 8 | 8.2 | Evaluate the key people, factors, and events leading to the American Revolution and the establishment of US government. |
| 8 | 8.3 | Examine the development of the Constitution of the United States. |
| 8 | 8.4 | Analyze the challenges and central ideas involved in creating the new nation. |
| African American Studies | AAS.1 | African American Studies standard 1. |
| Advanced World Geography | AWG.1 | Describe and explain the world using spatial terms, concepts, and thinking, employing maps and geospatial technologies. |
| Advanced World Geography | AWG.2 | Appraise the nature, origins, evolution, and meaning of places. |
| Advanced World Geography | AWG.3 | Determine how regions are used to describe the organization of the Earth's surface. |
| Economics | E.1 | Explain the concepts of scarcity, choice, decision making, and how scarcity is experienced by individuals, governments, and societies. |
| Economics | E.10 | Economics standard 10 (raising standards of living / macroeconomic outcomes). |
| Economics | E.5 | Analyze the impact of market structures on the economy. |
| Economics | E.7 | Examine the factors that influence personal income. |
| Economics | E.9 | Describe economic growth and evaluate its causes and effects. |
| History of the Ancient Middle East | HAME.1 | History of the Ancient Middle East (2000 B.C. to 1000 A.D.) standard 1. |
| Humanities | HUM.1 | Humanities standard 1. |
| Introduction to World Geography | ITG.1 | Investigate the world using spatial terms, concepts, and thinking, employing maps and geographic tools. |
| Introduction to World Geography | ITG.12 | Intro to World Geography standard 12 (applied geographic analysis). |
| Introduction to World Geography | ITG.2 | Assess the nature, genesis, evolution, and meaning of places. |
| Introduction to World Geography | ITG.3 | Examine how regions are used to describe the organization of Earth's surface. |
| Law Related Education | LRE.1 | Law Related Education standard 1. |
| Minority Studies | MIN.1 | Minority Studies standard 1. |
| Mississippi Studies | MS.1 | Examine the geographic features of Mississippi. |
| Mississippi Studies | MS.12 | Mississippi Studies standard 12 (modern Mississippi). |
| Mississippi Studies | MS.2 | Mississippi Studies standard 2 (history/geography of the state). |
| Problems of American Democracy | PAD.1 | Examine the historical, economic, and political factors that played a role in shaping the U.S. Constitution. |
| Problems of American Democracy | PAD.2 | Describe the patterns of conflict and cooperation between the emerging United States and Native Americans from colonial times through the antebellum period. |
| Psychology | PSY.1 | Psychology standard 1. |
| Sociology | SOC.1 | Sociology standard 1. |
| United States Government | USG.1 | US Government standard 1 (foundations of American government). |
| United States Government | USG.8 | US Government standard 8 (citizenship: rights, obligations, and how one becomes a citizen). |
| World History: Age of Enlightenment to Present | WH.1 | Investigate the important ideas and achievements of scientists and philosophers in the Scientific Revolution and the Age of Enlightenment. |
| World History: Age of Enlightenment to Present | WH.12 | World History standard 12 (contemporary global era). |
| World History: Age of Enlightenment to Present | WH.2 | Analyze the causes of the French Revolution and its impact on Europe. |
| US History: 1877 to Present | US.1 | Trace how economic developments and the westward movement impacted regional differences and democracy in the post-Reconstruction era. |
| US History: 1877 to Present | US.12 | US History (1877-present) standard 12 (modern/contemporary era). |
| US History: 1877 to Present | US.2 | Interpret the impact of industrialization on workers' lives (workshop to factory). |
Is homeschooling legal in Mississippi?
Yes. Mississippi has one of the least-regulated homeschool environments in the U.S.
Do I have to notify anyone to homeschool in Mississippi?
Parent/guardian/custodian must file an annual 'Certificate of Enrollment' (COE) with the local School Attendance Officer (Office of Compulsory School Attendance Enforcement) in the county/district where the child resides, by September 15 each year (or within a later window if the child was enrolled in public school during that year). The COE asks for the child's name, address, phone, and date of birth; the parent/guardian's name, address, and phone; a SIMPLE description of the type of education the child is receiving; and the parent/guardian's signature. If a parent fails to file, the attendance officer must give 10 days to submit before further enforcement. No prior approval, curriculum submission, or progress reports are required. Authority: Miss. Code Ann. 37-13-91(3)(c).
Is standardized testing required for homeschoolers in Mississippi?
No annual test is mandated for homeschoolers in Mississippi. The state test (Mississippi Academic Assessment Program (MAAP)) is not required for home-educated students.
What subjects are required for homeschooling in Mississippi?
Mississippi statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.
Does Mississippi have its own learning standards?
Math: Mississippi College- and Career-Readiness Standards for Mathematics (MS-CCRS-M), 2025 revision (required beginning 2025-2026); successor to the 2016 MS-CCRS-M. ELA: Mississippi College- and Career-Readiness Standards for English Language Arts (MS-CCRS-ELA), 2025 revision (adopted 2025; successor to the 2016 MS-CCRS-ELA). Science: Mississippi College- and Career-Readiness Standards for Science (MS-CCRS Science), 2018. Social studies: Mississippi College- and Career-Readiness Standards for the Social Studies (MS-CCRS Social Studies), 2022 revision (effective/implemented 2023-2024; succeeds the 2018 MS-CCRS Social Studies).