NV ·
4
None specified.
Nevada is a low-regulation homeschool state (per HSLDA). A parent files a one-time Notice of Intent with the local school district (NRS 388D.020) that includes an educational plan of instruction covering English language arts, mathematics, science, and social studies (NRS 388D.050). There is no required standardized testing, evaluation, or portfolio review of homeschoolers, no minimum instructional time, and no teacher-qualification requirement. The district must issue a written acknowledgment that constitutes proof of compliance with compulsory attendance.
Parents must file a one-time written Notice of Intent to homeschool with the superintendent of schools of the district where the child resides, before beginning or no later than 10 days after the child is formally withdrawn from public school (NRS 388D.020). The district provides a written acknowledgment that serves as proof of compliance with compulsory attendance law. No annual re-filing is required; a new notice is filed only if the family moves to a different district.
No state-mandated recordkeeping format. Parents must prepare an educational plan of instruction (covering ELA, math, science, and social studies appropriate to the child's age/skill) that is included with the Notice of Intent (NRS 388D.050). Keeping a copy of the filed notice, the district's written acknowledgment, and the educational plan is strongly recommended; many families also keep portfolios/attendance for their own records, though not legally required.
- English language arts
- Mathematics
- Science
- Social studies (including history, geography, economics, and government)
· Nevada Academic Content Standards for Social Studies (2018) - state-specific; inquiry/disciplinary-literacy model influenced by the C3 Framework but with Nevada's own standards and codes · 96
| K | SS.K.1 | With prompting and support, generate compelling questions to explore how learning and working together builds a classroom community. |
| K | SS.K.10 | Share and discuss stories that illustrate honesty, courage, friendship, respect, and responsibility. |
| K | SS.K.14 | Describe an action that exemplifies civic dispositions, including deliberative discussion, equality, freedom, liberty, and respect for individual rights. |
| K | SS.K.17 | Use simple geographic models to describe spaces at school and home. |
| K | SS.K.18 | Explain why and how people move from place to place within the community. |
| K | SS.K.19 | Give examples of choices that are made because of scarcity. |
| K | SS.K.3 | With prompting and support, using a primary source from your school or community, develop a reasonable idea about who created the source, when, where, and why. |
| K | SS.K.8 | With prompting and support, use deliberative and democratic procedures to take action about an issue in your classroom, school, or community. |
| K | SS.K.9 | Compare life in the past to life today within the community. |
| 1 | SS.1.1 | With prompting and support, generate compelling questions to explore the places people live and work. |
| 1 | SS.1.11 | Demonstrate the ability to resolve conflicts. |
| 1 | SS.1.14 | Discuss the importance of culturally, racially, and ethnically diverse people in building a strong and equitable community. |
| 1 | SS.1.16 | Explain the purpose of different government functions, including but not limited to garbage collection, passing laws, etc. |
| 1 | SS.1.3 | With prompting and support, analyze two or more primary sources from the school or community, determining who created each, when, where, and/or why. |
| 1 | SS.1.9 | Compare life in the past to life today for different cultural groups within the community. |
| 2 | SS.2.10 | Explore significant events that have shaped national identity. |
| 2 | SS.2.11 | Identify how individuals have made a difference in the communities in which they live. |
| 2 | SS.2.12 | Examine major events in U.S. history to understand how discrimination and oppression of various racial and ethnic groups have contributed toward movements for social justice. |
| 2 | SS.2.14 | Identify and compare cultural practices and traditions in the U.S. |
| 2 | SS.2.9 | Identify major political leaders who have impacted U.S. history. |
| 3 | SS.3.11 | Investigate government responses to migration and immigration. |
| 3 | SS.3.13 | Analyze the cultural contributions that different migrant groups have made to Nevada's history. |
| 3 | SS.3.22 | Explain how human settlements and movements relate to a location's physical geography and natural resources. |
| 3 | SS.3.23 | Describe how various cultures have interacted with and influenced each other. |
| 3 | SS.3.24 | Identify how people use natural resources, human resources, and physical capital to produce goods and services. |
| 4 | SS.4.21 | Identify and discuss examples of rules, laws, and authorities that keep people and property safe and secure in the state of Nevada. |
| 4 | SS.4.22 | Investigate how interest groups have influenced the political, social, and cultural landscape of Nevada. |
| 4 | SS.4.23 | Create maps that include human and physical features and that demonstrate spatial patterns in Nevada. |
| 4 | SS.4.24 | Examine how and why Nevada's landscape has been impacted by humans. |
| 5 | SS.5.18 | Evaluate how individuals and groups used ideas from foundational documents to create communities of respect, equity, and diversity throughout American history. |
| 5 | SS.5.19 | Discuss the contributions of culturally, racially, and ethnically diverse people to the advancement of the nation. |
| 6-8 | SS.6-8.EUSH.1 | Construct compelling questions based upon disciplinary concepts. |
| 6-8 | SS.6-8.EUSH.12 | Assess the influence of diverse ideologies on politics, society, and culture in early U.S. history. |
| 6-8 | SS.6-8.EUSH.18 | Explain how individuals and events in Nevada's history both influence and are influenced by the larger national context. |
| 6-8 | SS.6-8.EUSH.23 | Analyze the causes, effects, and abolition of slavery in U.S. history. |
| 6-8 | SS.6-8.EUSH.28 | Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation. |
| 6-8 | SS.6-8.EUSH.30 | Examine the role the media has played in shaping public perception and policies throughout early U.S. history. |
| 6-8 | SS.6-8.EUSH.38 | Explore the causes, motivations, and consequences of migration and immigration, both voluntary and forced, in early U.S. history (e.g., Trail of Tears, western movement, Great Migration, waves of immigration). |
| 6-8 | SS.6-8.EUSH.42 | Assess the state of the early U.S. economy based on trade, resources, labor, monetary system, and other factors. |
| 6-8 | SS.6-8.EWC.1 | Construct compelling questions based upon disciplinary concepts. |
| 6-8 | SS.6-8.EWC.12 | Compare the rise and fall of kingdoms and empires across the ancient world with attention to governmental systems and political developments. |
| 6-8 | SS.6-8.EWC.13 | Examine instances of conflict, oppression, human rights violations, and genocide across the ancient world as well as responses to these violations. |
| 6-8 | SS.6-8.EWC.22 | Analyze the intellectual, cultural, religious, and artistic contributions of ancient civilizations to our modern world of racially and ethnically diverse people. |
| 6-8 | SS.6-8.EWC.23 | Describe the different political, civil, religious, and economic organization of early civilizations. |
| 6-8 | SS.6-8.EWC.26 | Utilize and construct maps and images to explain and analyze regional, environmental, and cultural characteristics in early civilizations. |
| 6-8 | SS.6-8.EWC.27 | Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how these affected the lives of the people who lived there. |
| 6-8 | SS.6-8.EWC.31 | Assess the economies of ancient civilizations based on trade, resources, labor, monetary systems, and other factors. |
| 6-8 | SS.6-8.EWC.6 | Using varied source material, develop an argument based on substantive claims, with strong evidence, and clear reasoning. |
| 6-8 | SS.6-8.FL.1 | Prioritize and evaluate personal finance goals based on needs and wants. |
| 6-8 | SS.6-8.FL.10 | Identify college and career options and their effect on income and unemployment. |
| 6-8 | SS.6-8.FL.4 | Discuss the components of a personal budget - including income, planned spending, expenses, and saving. |
| 6-8 | SS.6-8.FL.5 | Explain how debit cards differ from credit cards. |
| 6-8 | SS.6-8.WGGS.12 | Compare rise and fall of governmental systems and political developments across the world. |
| 6-8 | SS.6-8.WGGS.18 | Investigate Nevada's role in the world using the five themes of geography: place, location, human environment interaction, movement, and region. |
| 6-8 | SS.6-8.WGGS.23 | Distinguish and apply the powers and responsibilities of global citizens, interest groups, and the media in a variety of governmental and nongovernmental contexts. |
| 6-8 | SS.6-8.WGGS.25 | Investigate a current global issue and propose a course of action to solve it. |
| 6-8 | SS.6-8.WGGS.27 | Utilize and construct maps, charts, and other geographic representations to explain and analyze regional, environmental, and cultural characteristics of various places around the world. |
| 6-8 | SS.6-8.WGGS.29 | Explain how changes in transportation, communication, and technology influence the movement of people, goods, and ideas. |
| 6-8 | SS.6-8.WGGS.32 | Explain how supply and demand, costs and competition influence market prices, wages, social, and environmental outcomes. |
| 6-8 | SS.6-8.WGGS.34 | Assess the economies of various nations based on trade, resources, labor, monetary system, and other factors. |
| Civics & Economics (9-12) | SS.9-12.CE.1 | When constructing compelling questions, reference points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas. |
| Civics & Economics (9-12) | SS.9-12.CE.13 | Assess the factors that influence political identity and ideology, including age, race, class, gender, religion, and geography. |
| Civics & Economics (9-12) | SS.9-12.CE.19 | Compare and contrast the U.S. and Nevada constitutions. |
| Civics & Economics (9-12) | SS.9-12.CE.24 | Analyze ways in which individuals can participate in the process of creating positive changes for their communities by taking informed civic action. |
| Civics & Economics (9-12) | SS.9-12.CE.27 | Examine the roles and responsibilities of the three branches of government. |
| Civics & Economics (9-12) | SS.9-12.CE.28 | Analyze the system of checks and balances and separation of powers historically and in current events. |
| Civics & Economics (9-12) | SS.9-12.CE.30 | Examine the various roles of U.S. media in shaping policy and political discourse as well as providing oversight and additional checks on the system. |
| Civics & Economics (9-12) | SS.9-12.CE.32 | Evaluate how the U.S. Constitution establishes the powers and responsibilities of local, state, and tribal governments. |
| Civics & Economics (9-12) | SS.9-12.CE.36 | Examine the structure of the U.S. justice system with special attention to due process protections, legal rights, and the judicial process in criminal and civil cases. |
| Civics & Economics (9-12) | SS.9-12.CE.43 | Analyze the determining factors that influence production and distribution in a market system. |
| Civics & Economics (9-12) | SS.9-12.CE.44 | Explain how changes in supply and demand cause changes of goods, services, labor, credit, price, and foreign currencies. |
| Civics & Economics (9-12) | SS.9-12.CE.48 | Evaluate the effectiveness of government policies on the U.S. economy. |
| Civics & Economics (9-12) | SS.9-12.CE.52 | Analyze how governments throughout the world influence international trade of goods and services. |
| Financial Literacy (9-12) | SS.9-12.FL.1 | Analyze the alternatives and consequences of financial decision-making in the development of financial goals. |
| Financial Literacy (9-12) | SS.9-12.FL.11 | Evaluate college and career choices and their effect on income, disposable income, unemployment, and underemployment. |
| Financial Literacy (9-12) | SS.9-12.FL.13 | Analyze the requirements and benefits of postsecondary financing options, including FAFSA, WICHE, Governor Guinn Millennium Scholarship, Silver State Opportunity Grant, prepaid tuition, and college savings programs. |
| Financial Literacy (9-12) | SS.9-12.FL.3 | Locate and evaluate financial information from various sources. |
| Financial Literacy (9-12) | SS.9-12.FL.5 | Analyze the costs and benefits of different types of credit and debt - including how to avoid and resolve debt problems. |
| Financial Literacy (9-12) | SS.9-12.FL.9 | Distinguish the cost and benefits of various investment strategies - including securities, stocks, and bonds; with attention to compound interest, risk, and methods of buying and selling investments. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.1 | When constructing compelling questions, reference points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.13 | Analyze major regime changes across the world based on a variety of factors, including but not limited to goals, tactics, practices, and outcomes. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.14 | Examine occurrences of and reactions to oppression, human rights violations, and genocide. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.22 | Evaluate the use of conflict and/or diplomacy in regional and/or international relations. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.27 | Interpret the contributions of racially and ethnically diverse leaders to the advancement of our world. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.29 | Analyze how various political and religious philosophies have influenced government institutions and policies. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.33 | Create, interpret, and utilize maps that display and explain the geo-spatial patterns of cultural, economic, political, and environmental characteristics. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.35 | Analyze how changes in the environment, technology, and cultural characteristics of a place or region influence patterns of settlement, trade, and land use. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.40 | Explain how globalization has impacted economic growth, labor markets, rights of citizens, the environment, resources, and income distribution in different nations. |
| World History & Geography (1300-Present) (9-12) | SS.9-12.WH.8 | Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.13 | Investigate the causes and effects of diverse ideologies on politics, society, and culture. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.15 | Evaluate the factors that shape group and national identity and how the American identity has evolved. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.2 | Generate and answer supporting questions while explaining how they contribute to an inquiry and how new compelling and supporting questions emerge through the inquiry process. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.20 | Explore how individuals and events in Nevada's history both influence and are influenced by the larger national context. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.23 | Evaluate conflict and diplomacy in international relations from a U.S. perspective. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.26 | Examine how and why diverse groups have been denied equality and opportunity, both institutionally and informally. |
| U.S. History (1877-Present) (9-12) | SS.9-12.US.30 | Discuss the contributions of racially and ethnically diverse leaders to the advancement of the U.S. |
Is homeschooling legal in Nevada?
Yes. Nevada is a low-regulation homeschool state (per HSLDA).
Do I have to notify anyone to homeschool in Nevada?
Parents must file a one-time written Notice of Intent to homeschool with the superintendent of schools of the district where the child resides, before beginning or no later than 10 days after the child is formally withdrawn from public school (NRS 388D.020). The district provides a written acknowledgment that serves as proof of compliance with compulsory attendance law. No annual re-filing is required; a new notice is filed only if the family moves to a different district.
Is standardized testing required for homeschoolers in Nevada?
No annual test is mandated for homeschoolers in Nevada. The state test (Smarter Balanced Assessments (SBAC) for grades 3-8 ELA & Math; Nevada Science Assessment (NGSS-aligned, grades 5, 8, high school); ACT for grade 11 (Nevada's high school college-and-career-readiness assessment)) is not required for home-educated students.
What subjects are required for homeschooling in Nevada?
Nevada requires instruction in: English language arts; Mathematics; Science; Social studies (including history, geography, economics, and government).
Does Nevada have its own learning standards?
Math: CCSS-M (branded as Nevada Academic Content Standards for Mathematics). ELA: CCSS-ELA (branded as Nevada Academic Content Standards for English Language Arts/Literacy). Science: NGSS (adopted as Nevada Academic Content Standards for Science / Nevada State Science Standards). Social studies: Nevada Academic Content Standards for Social Studies (2018) - state-specific; inquiry/disciplinary-literacy model influenced by the C3 Framework but with Nevada's own standards and codes.