Homeschooling in New Mexico (NM): Requirements, Law & Standards

NM ·

None specified in statute.

New Mexico is a moderate-regulation state. A 'home school' is statutorily defined (Section 22-1-2(E) NMSA 1978) as parent-operated instruction providing a basic academic program in reading, language arts, mathematics, social studies, and science. Parents must register with NMPED within 30 days of starting and annually by August 1 (Section 22-1-2.1 NMSA 1978), the instructor must hold at least a high school diploma or equivalent, and immunization records (or a waiver) must be maintained. New Mexico law imposes NO required standardized testing, portfolio review, or professional evaluation on homeschoolers, and statewide assessments (NM-MSSA, NM-ASR) are not required for home-schooled students.

Parents must notify the New Mexico Public Education Department (NMPED) by submitting a home school registration form within 30 days of establishing the home school, and then on or before August 1 of each subsequent year of operation. Registration is done online via the NMPED Home School System (homeschool.ped.state.nm.us) or by paper form. Authority: Section 22-1-2.1 NMSA 1978.

Statutorily, parents must maintain records of student disease immunization or a signed waiver of that requirement (Section 22-1-2.1 NMSA 1978). NMPED and homeschool advocates recommend (but do not legally require) keeping records of registration confirmations, instructional materials, attendance/hours, and student portfolios. The home-school instructor must possess at least a high school diploma or its equivalent.

Reading
Language Arts
Mathematics
Social Studies
Science


Math	CCSS-M (Common Core State Standards for Mathematics)
ELA	CCSS-ELA (Common Core State Standards for ELA) plus NM 15% cultural-responsiveness supplement
Science	New Mexico STEM Ready! Science Standards (NGSS-based)
Social Studies	New Mexico Social Studies Standards (state-specific, adopted February 2022)

· CCSS-ELA (Common Core State Standards for ELA) plus NM 15% cultural-responsiveness supplement · 91


K	L.K.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
K	L.K.5	With guidance and support from adults, explore word relationships and nuances in word meanings.
K	RF.K.1	Demonstrate understanding of the organization and basic features of print.
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	RI.K.2	With prompting and support, identify the main topic and retell key details of 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 that name what they are writing about and supply information about the topic.
1	L.1.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1	RF.1.2	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1	RF.1.3	Know and apply grade-level phonics and word analysis skills in decoding words.
1	RI.1.2	Identify the main topic and retell key details of a text.
1	RL.1.1	Ask and answer questions about key details in a text.
1	RL.1.3	Describe characters, settings, and major events in a story, using key details.
1	SL.1.1	Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
1	W.1.1	Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion, and provide some sense of closure.
2	L.2.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
2	RF.2.3	Know and apply grade-level phonics and word analysis skills in decoding words.
2	RF.2.4	Read with sufficient accuracy and fluency to support comprehension.
2	RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
2	RL.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
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, use temporal words, and provide a sense of closure.
3	L.3.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3	RF.3.3	Know and apply grade-level phonics and word analysis skills in decoding words.
3	RI.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.3.1	Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3	RL.3.2	Recount stories; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3	SL.3.1	Engage effectively in a range of collaborative discussions 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.
4	L.4.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4	RF.4.4	Read with sufficient accuracy and fluency to support comprehension.
4	RI.4.2	Determine the main idea of a text and explain how it is supported by key details; summarize the text.
4	RL.4.1	Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4	RL.4.3	Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
4	SL.4.4	Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details.
4	W.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
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.5.2	Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5	RL.5.1	Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
5	SL.5.1	Engage effectively in a range of collaborative discussions on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
5	W.5.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
6	L.6.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
6	RH.6-8.1	Cite specific textual evidence to support analysis of primary and secondary sources.
6	RI.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6	RL.6.1	Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6	RL.6.2	Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary distinct from personal opinions.
6	RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts.
6	SL.6.1	Engage effectively in a range of collaborative discussions on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
6	W.6.1	Write arguments to support claims with clear reasons and relevant evidence.
6	WHST.6-8.1	Write arguments focused on discipline-specific content.
7	L.7.2	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
7	RI.7.2	Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary.
7	RL.7.1	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7	RST.6-8.4	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
7	SL.7.1	Engage effectively in a range of collaborative discussions on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
7	W.7.1	Write arguments to support claims with clear reasons and relevant evidence.
7	W.7.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis of relevant content.
8	L.8.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.
8	RI.8.3	Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
8	RL.8.1	Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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.
9-10	L.9-10.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.
9-10	RI.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10	RL.9-10.1	Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10	RL.9-10.2	Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary.
9-10	RST.9-10.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
9-10	SL.9-10.1	Initiate and participate effectively in a range of collaborative discussions 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	WHST.9-10.1	Write arguments focused on discipline-specific content.
11-12	L.11-12.1	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11-12	L.11-12.4	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	RH.11-12.1	Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
11-12	RI.11-12.1	Cite strong and thorough 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	RI.11-12.7	Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
11-12	RL.11-12.1	Cite strong and thorough 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.
11-12	RST.11-12.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
11-12	SL.11-12.1	Initiate and participate effectively in a range of collaborative discussions 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.11-12.4	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.
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.11-12.7	Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources, demonstrating understanding of the subject under investigation.
11-12	WHST.11-12.1	Write arguments focused on discipline-specific content.
11-12	WHST.11-12.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

· New Mexico STEM Ready! Science Standards (NGSS-based) · 119


K	K-ESS2-1	Use and share observations of local weather conditions to describe patterns over time.
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-ESS3-1	Use a model to represent the relationship between the needs of different plants or animals and the places they live.
K	K-ESS3-3	Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
K	K-LS1-1	Use observations to describe patterns of what plants and animals (including humans) need to survive.
K	K-PS2-1	Plan and conduct an investigation to compare the effects of different strengths or directions of pushes and pulls on the motion of an object.
K	K-PS2-2	Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
K	K-PS3-1	Make observations to determine the effect of sunlight on Earth's surface.
1	1-ESS1-1	Use observations of the sun, moon, and stars to describe patterns that can be predicted.
1	1-LS1-1	Use materials to design a solution to a human problem by mimicking how plants and/or animals use external parts to survive, grow, and meet their needs.
1	1-LS1-2	Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1	1-LS3-1	Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
1	1-PS4-1	Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
1	1-PS4-3	Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
1	1-SS-1 NM	Obtain information about how men and women of all ethnic and social backgrounds in New Mexico have worked together to advance science and technology.
2	2-ESS1-1	Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2	2-ESS2-1	Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2	2-ESS2-2	Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2	2-ESS2-3	Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2	2-LS2-1	Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2	2-LS4-1	Make observations of plants and animals to compare the diversity of life in different habitats.
2	2-PS1-1	Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2	2-PS1-4	Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
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 impacts of a weather-related hazard.
3	3-LS1-1	Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3	3-LS3-1	Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
3	3-LS4-3	Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3	3-LS4-4	Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3	3-PS2-1	Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
3	3-PS2-3	Ask questions to determine cause-and-effect relationships of electric or magnetic interactions between two objects not in contact with each other.
3	3-PS2-4	Define a simple design problem that can be solved by applying scientific ideas about magnets.
4	4-ESS1-1	Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
4	4-ESS3-1	Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4	4-LS1-1	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4	4-LS1-2	Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
4	4-PS3-1	Use evidence to construct an explanation relating the speed of an object to the energy of that object.
4	4-PS3-4	Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
4	4-PS4-1	Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
4	4-PS4-3	Generate and compare multiple solutions that use patterns to transfer information.
5	5-ESS1-1	Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
5	5-ESS2-1	Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5	5-ESS3-1	Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
5	5-LS2-1	Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5	5-PS1-1	Develop a model to describe that matter is made of particles too small to be seen.
5	5-PS1-2	Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
5	5-PS2-1	Support an argument that the gravitational force exerted by Earth on objects is directed down.
5	5-PS3-1	Use models to describe that energy in animals' food was once energy from the sun.
5	5-SS-1 NM	Communicate information that describes how a variety of scientists and engineers across New Mexico have improved existing technologies, developed new ones, or improved society through applications of science.
6-8	MS-ESS1-1	Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
6-8	MS-ESS1-3	Analyze and interpret data to determine scale properties of objects in the solar system.
6-8	MS-ESS1-4	Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
6-8	MS-ESS2-1	Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
6-8	MS-ESS2-4	Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
6-8	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.
6-8	MS-ESS3-2	Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
6-8	MS-ESS3-3 NM	Describe the advantages and disadvantages associated with technologies related to local industries and energy production.
6-8	MS-ESS3-4	Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
6-8	MS-ESS3-5	Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
6-8	MS-ETS1-1	Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.
6-8	MS-ETS1-4	Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
6-8	MS-LS1-1	Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
6-8	MS-LS1-3	Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
6-8	MS-LS1-6	Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
6-8	MS-LS1-8	Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
6-8	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.
6-8	MS-LS2-3	Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
6-8	MS-LS2-4	Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
6-8	MS-LS3-1	Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
6-8	MS-LS3-2	Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
6-8	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 under the assumption that natural laws operate today as in the past.
6-8	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.
6-8	MS-PS1-1	Develop models to describe the atomic composition of simple molecules and extended structures.
6-8	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.
6-8	MS-PS1-4	Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
6-8	MS-PS2-1	Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.
6-8	MS-PS2-3	Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
6-8	MS-PS3-1	Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
6-8	MS-PS3-3	Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
6-8	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.
6-8	MS-PS4-2	Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
6-8	MS-PS4-3	Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
9-12	HS-ESS1-1	Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.
9-12	HS-ESS1-2	Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
9-12	HS-ESS1-4	Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
9-12	HS-ESS1-6	Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history.
9-12	HS-ESS2-1	Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
9-12	HS-ESS2-4	Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.
9-12	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.
9-12	HS-ESS3-4	Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
9-12	HS-ESS3-5	Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
9-12	HS-ETS1-1	Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
9-12	HS-ETS1-2	Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
9-12	HS-ETS1-3	Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
9-12	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.
9-12	HS-LS1-5	Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
9-12	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.
9-12	HS-LS2-1	Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
9-12	HS-LS2-2	Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
9-12	HS-LS2-3	Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
9-12	HS-LS2-7 NM	Using a local issue in your solution design, describe and analyze the advantages and disadvantages of human activities that support the local population such as reclamation projects, building dams, and habitat restoration.
9-12	HS-LS3-1	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
9-12	HS-LS3-2	Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
9-12	HS-LS4-1	Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
9-12	HS-LS4-2	Construct an explanation based on evidence that the process of evolution primarily results from four factors: potential for population increase, heritable genetic variation, competition for resources, and proliferation of those organisms better able to survive and reproduce.
9-12	HS-LS4-4	Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
9-12	HS-PS1-1	Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
9-12	HS-PS1-2	Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
9-12	HS-PS1-4	Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
9-12	HS-PS1-7	Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
9-12	HS-PS2-1	Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
9-12	HS-PS2-3	Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
9-12	HS-PS2-4	Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.
9-12	HS-PS3-1	Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
9-12	HS-PS3-2	Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
9-12	HS-PS4-1	Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
9-12	HS-PS4-3	Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
9-12	HS-SS-1 NM	Obtain and communicate information about the role of New Mexico in nuclear science and 21st century innovations including how the national laboratories have contributed to theoretical, experimental, and applied science.
9-12	HS-SS-2 NM	Construct an argument using claims, scientific evidence, and reasoning that helps decision makers with a New Mexico challenge or opportunity as it relates to science.

· New Mexico Social Studies Standards (state-specific, adopted February 2022) · 91


Grade 1	1.1	Recognize a compelling question.
Grade 1	1.13	Investigate significant events, people, and observances in history and discuss their effects on local and national communities.
Grade 1	1.16	Create geographic representations to identify the location of familiar places and demonstrate how these representations can help us navigate.
Grade 1	1.20	Explain how people interact with their physical environment in ways that may have a positive or a negative effect on natural resources.
Grade 1	1.21	Explain how groups of people believe different things and live in unique ways.
Grade 1	1.23	Identify examples of producers and consumers.
Grade 1	1.6	Use deliberative and democratic procedures to make decisions about and act on civic problems or issues in their classrooms.
Grade 1	1.8	Investigate how people work together to accomplish a common task and how this benefits and challenges people when working together.
Grade 2	2.1	Explain why a compelling question is important.
Grade 2	2.17	Examine how consumers react to changes in the prices of goods and how this influences purchasing.
Grade 2	2.20	Using maps, identify and locate the United States, Canada, and Mexico as the countries that make up North America.
Grade 2	2.24	List at least three different waves of migration to the Western hemisphere in chronological order.
Grade 2	2.26	Express a positive view of themselves while demonstrating respect and empathy for others.
Grade 2	2.29	Identify different types of jobs performed in their community.
Grade 2	2.7	Evaluate how American society has changed through rules and laws.
Grade 3	3.1	Explain how a compelling question represents key ideas.
Grade 3	3.10	Evaluate the reasons for migration and immigration and the effects on people, culture, and ideas in world communities.
Grade 3	3.15	Investigate who receives the goods that are produced in various world communities.
Grade 3	3.22	Create a model to demonstrate how geographic factors influence where people settle and how people make adaptations to the environment.
Grade 3	3.26	Express a positive view of themselves while demonstrating respect and empathy for others.
Grade 3	3.29	Examine the various ways people earn a living to meet their basic needs of food, clothing, and shelter.
Grade 4	4.1	Generate compelling questions in an inquiry.
Grade 4	4.11	Describe the different groups of people that have settled in New Mexico throughout history and describe their contributions to New Mexico.
Grade 4	4.15	Explain the impact of using natural resources on the local, county, and state economy.
Grade 4	4.19	Examine and synthesize (combine) data from at least two types of maps (physical, topographical, or thematic maps) to support a claim about the region.
Grade 4	4.25	Participate in inquiry of other people's lives and experiences while demonstrating respect and empathy for others.
Grade 4	4.27	Establish the purpose of banks and how they work.
Grade 5	5.1	Generate compelling and related supporting questions in an inquiry.
Grade 5	5.19	Using examples from the Western Hemisphere, explore and illustrate the role of scarcity historically and today.
Grade 5	5.23	Demonstrate how physical maps reflect the varied climate zones, landforms, bodies of water, and natural resources of the Western Hemisphere.
Grade 5	5.27	Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with surrounding U.S. territories.
Grade 5	5.30	Demonstrate knowledge of family history, culture, and past contributions of people in their main identity groups.
Grade 5	5.32	Create a way to keep track of money spent and saved.
Grade 6	6.1	Distinguish primary and secondary sources by correctly identifying the author, type of document, and date of publication of the text.
Grade 6	6.10	Support a claim using a variety of sources and perspectives.
Grade 6	6.20	Demonstrate relationships between personal events and historical events.
Grade 6	6.30	Describe cultural and political structures in classical eastern societies.
Grade 6	6.40	Describe the distribution of resources among classes in the feudal hierarchy of European and Asian societies.
Grade 6	6.50	Examine instances of conflict and oppression in Medieval times as well as responses to these violations.
Grade 7	7.1	Develop compelling questions about a relevant topic of interest.
Grade 7	7.15	Describe the relationships of tribal, state, and local governments with the national government under the federal system.
Grade 7	7.30	Explain early trade networks and their impact on cultural groups.
Grade 7	7.45	Demonstrate how diversity includes the impact of unequal power relations on the development of group identities and cultures.
Grade 7	7.60	Investigate the use of trade routes and systems to analyze the economic impact they had on New Mexico.
Grade 7	7.71	Explore the impact of land ownership throughout New Mexico history.
Grade 8	8.1	Develop compelling questions about a relevant topic of interest.
Grade 8	8.100	Analyze the development of the women's suffrage movement over time and its impact.
Grade 8	8.20	Identify facets of personal identity, determine how they want to present themselves to the world as a person belonging to an identity group.
Grade 8	8.40	Compare and contrast reasons why people moved to and left the Thirteen Colonies.
Grade 8	8.60	Identify and describe the structure and function of the three branches of government, as laid out in the US Constitution.
Grade 8	8.80	Describe the formation of African American cultures and identities in free and enslaved communities.
High School Civics	9-12.Civ.1	Create compelling questions representing key ideas within the disciplines.
High School Civics	9-12.Civ.13	Distinguish the powers and responsibilities of local, state, Indigenous, national, and international civic and political institutions.
High School Civics	9-12.Civ.23	Analyze the U.S. Constitution and its founding principles.
High School Civics	9-12.Civ.29	Explain the unique features and processes of New Mexico's constitution.
High School Civics	9-12.Civ.40	Develop strategies for evaluating multiple perspectives about current events and policy issues.
High School Ethnic, Cultural, and Identity Studies	9-12.ECI.1	Create compelling questions representing key ideas within the disciplines.
High School Ethnic, Cultural, and Identity Studies	9-12.ECI.10	Critique the use of claims and evidence in arguments for credibility.
High School Ethnic, Cultural, and Identity Studies	9-12.ECI.20	Examine historical and contemporary cultural, economic, intellectual, political, and social contributions to society by individuals or groups.
High School Economics	9-12.Econ.1	Create compelling questions representing key ideas within the disciplines.
High School Economics	9-12.Econ.13	Apply understanding of economic concepts and systems to analyze decision making and the interaction between individuals and institutions.
High School Economics	9-12.Econ.30	Evaluate the role of financial institutions in a market economy.
High School Economics	9-12.Econ.50	Identify voluntary (e.g., retirement contributions) and involuntary deductions (e.g., payroll taxes) and how they impact net income.
High School Geography	9-12.Geo.1	Create compelling questions representing key ideas within the disciplines.
High School Geography	9-12.Geo.13	Analyze the characteristics and purposes and uses of geographic tools, knowledge, and skills.
High School Geography	9-12.Geo.25	Describe how particular historical events and developments shape human processes and systems in a given place or region over time.
High School Geography	9-12.Geo.33	Assess how social, economic, political, and environmental developments at global, national, regional, and local levels affect sustainability.
High School New Mexico History	9-12.NMH.1	Create compelling questions representing key ideas within the disciplines.
High School New Mexico History	9-12.NMH.13	Connect various disputes that occurred as a result of Article X being stricken from the Treaty of Guadalupe Hidalgo.
High School New Mexico History	9-12.NMH.25	Analyze the requirements for statehood.
High School New Mexico History	9-12.NMH.40	Analyze the private and public industries that have impacted New Mexico's economy.
High School US History	9-12.US.1	Create compelling questions representing key ideas within the disciplines.
High School US History	9-12.US.100	Analyze how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of Earth's surface.
High School US History	9-12.US.130	Evaluate the role of the United States in contemporary global issues.
High School US History	9-12.US.15	Evaluate how the events of Reconstruction impacted people from diverse groups.
High School US History	9-12.US.40	Examine ways in which art, journalism, literature, and cultural artifacts served as forms of resistance and contributed to anti-imperialist movements.
High School US History	9-12.US.70	Describe the multiple causes and consequences of the global and the U.S. depression of the 1930s.
High School World History	9-12.WH.1	Create compelling questions representing key ideas in world history.
High School World History	9-12.WH.13	Evaluate the impact of global interconnectedness on international economic stability and growth.
High School World History	9-12.WH.25	Identify contemporary global issues that influence or are influenced by New Mexicans.
High School World History	9-12.WH.37	Examine the role colonization, assimilation, and syncretism play in the evolution of cultural, ethnic, racial, and religious identities and language.
Kindergarten	K.1	With prompting and support, recognize a compelling (big idea) question.
Kindergarten	K.10	Identify the local, state, and national symbols (e.g., flag, bird, song).
Kindergarten	K.13	Sequence important events in their life.
Kindergarten	K.15	Distinguish between a need (basic needs like food, clothing, and shelter) and a want.
Kindergarten	K.18	With prompting and support, create maps of familiar areas, such as the classroom, school, and community that include labels.
Kindergarten	K.22	Communicate a positive view of themselves and identify some of their group identities.
Kindergarten	K.26	Recognize personal finance choices people make.
Kindergarten	K.4	Take group or individual action to help address local, regional, or global problems or issues.
Kindergarten	K.6	Communicate the purpose of rules.
Kindergarten	K.8	Identify the consequences of following and not following rules.

Is homeschooling legal in New Mexico?

Yes. New Mexico is a moderate-regulation state.

Do I have to notify anyone to homeschool in New Mexico?

Is standardized testing required for homeschoolers in New Mexico?

No annual test is mandated for homeschoolers in New Mexico. The state test (NM-MSSA (New Mexico Measures of Student Success and Achievement) for Math and English/Spanish Language Arts; NM-ASR (New Mexico Assessment of Science Readiness) for Science) is not required for home-educated students.

What subjects are required for homeschooling in New Mexico?

New Mexico requires instruction in: Reading; Language Arts; Mathematics; Social Studies; Science.

Does New Mexico have its own learning standards?

Math: CCSS-M (Common Core State Standards for Mathematics). ELA: CCSS-ELA (Common Core State Standards for ELA) plus NM 15% cultural-responsiveness supplement. Science: New Mexico STEM Ready! Science Standards (NGSS-based). Social studies: New Mexico Social Studies Standards (state-specific, adopted February 2022).

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