OH ·
6
none specified (Ohio's prior 900-hour requirement was removed; ORC 3321.042 sets no specific days/hours of instruction for home education)
Ohio is a low-regulation home-education state. As amended by HB 33 (effective October 2023), ORC 3321.042 replaced the former rule (ORC 3321.04 + OAC 3301-34) with a simple notification-only system: notify the resident district superintendent within 5 days of starting and by August 30 annually, providing parent name/address, child name, and an assurance the child will be instructed in English language arts, mathematics, science, history, government, and social studies. There is NO required standardized testing, portfolio review, professional evaluation, progress report, or recordkeeping, and no specified number of instruction hours. The exemption is effective immediately on receipt; the superintendent cannot deny it and must acknowledge within 14 days.
Under ORC 3321.042 (as amended by HB 33, effective Oct. 2023), the parent/guardian must transmit a notice to the superintendent of the child's school district of residence within five calendar days after commencing home education (or moving into a new district / withdrawing from a public or nonpublic school), and by August 30 of each year thereafter. The notice must include the parent's name and address, the child's name, and an assurance that the child will receive education in the required subject areas. This is NOT an approval process: the home-education exemption is effective immediately upon receipt of notice, and the superintendent must provide written acknowledgment within 14 calendar days. No curriculum outline, teacher qualifications, or assessment results are required to be submitted.
No recordkeeping, portfolio, progress report, or assessment submission is required by statute. Parents are not required to maintain or submit academic records to the state. (Families typically keep their own records voluntarily, e.g., for transcripts/diplomas.)
- English language arts
- Mathematics
- Science
- History
- Government
- Social studies
· Ohio's Learning Standards for Mathematics (2017 revision) · 117
| K | K.CC.1 | Count to 100 by ones and by tens. |
| K | K.CC.3 | Write numerals from 0 to 20; represent a number of objects with a written numeral. |
| K | K.CC.5 | Count to answer how many? questions about as many as 20 things. |
| K | K.G.4 | Describe and compare two- or three-dimensional shapes. |
| K | K.G.5 | Model shapes in the world by building and drawing shapes. |
| K | K.MD.1 | Identify and describe measurable attributes (length, weight) of objects. |
| K | K.MD.3 | Classify objects into given categories; count the numbers of objects in each category. |
| K | K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones. |
| K | K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number. |
| K | K.OA.5 | Fluently add and subtract within 5. |
| 1 | 1.G.3 | Partition circles and rectangles into two and four equal shares (halves, fourths/quarters). |
| 1 | 1.MD.1 | Order three objects by length; compare the lengths of two objects indirectly. |
| 1 | 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits. |
| 1 | 1.NBT.4 | Add within 100, including a two-digit number and a one-digit number. |
| 1 | 1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10. |
| 1 | 1.OA.1 | Use addition and subtraction within 20 to solve word problems. |
| 1 | 1.OA.4 | Understand subtraction as an unknown-addend problem. |
| 1 | 1.OA.5 | Relate counting to addition and subtraction. |
| 2 | 2.G.1 | Recognize and identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 2 | 2.MD.7 | Tell and write time from analog and digital clocks to the nearest five minutes. |
| 2 | 2.MD.8 | Solve problems with money. |
| 2 | 2.NBT.4 | Compare two three-digit numbers based on meanings of the digits, using >, =, and <. |
| 2 | 2.NBT.5 | Fluently add and subtract within 100 using strategies based on place value. |
| 2 | 2.OA.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | 2.OA.2 | Fluently add and subtract within 20 using mental strategies. |
| 2 | 2.OA.3 | Determine whether a group of objects (up to 20) has an odd or even number of members. |
| 3 | 3.G.1 | Draw and describe triangles, quadrilaterals (rhombuses, rectangles, squares) and their attributes. |
| 3 | 3.MD.3 | Create scaled picture graphs and scaled bar graphs to represent a data set. |
| 3 | 3.NBT.2 | Fluently add and subtract within 1,000 using strategies and algorithms. |
| 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.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. |
| 3 | 3.OA.8 | Solve two-step word problems using the four operations. |
| 4 | 4.G.2 | Classify two-dimensional figures based on parallel/perpendicular lines and angle types. |
| 4 | 4.MD.6 | Measure angles in whole-number degrees using a protractor; sketch angles of a specified measure. |
| 4 | 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. |
| 4 | 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b). |
| 4 | 4.NF.2 | Compare two fractions with different numerators and different denominators. |
| 4 | 4.OA.1 | Interpret a multiplication equation as a comparison. |
| 4 | 4.OA.3 | Solve multistep word problems posed with whole numbers. |
| 4 | 4.OA.4 | Find all factor pairs for a whole number in the range 1-100. |
| 5 | 5.G.1 | Use a pair of perpendicular number lines (axes) to define a coordinate system. |
| 5 | 5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |
| 5 | 5.NBT.5 | Fluently multiply multi-digit whole numbers using a standard algorithm. |
| 5 | 5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths. |
| 5 | 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). |
| 5 | 5.NF.5 | Interpret multiplication as scaling (resizing). |
| 5 | 5.OA.1 | Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. |
| 5 | 5.OA.3 | Generate two numerical patterns using two given rules. |
| 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 and special quadrilaterals by composing or decomposing into rectangles/triangles. |
| 6 | 6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.5 | Understand that positive and negative numbers describe quantities with opposite directions or values. |
| 6 | 6.NS.6 | Understand a rational number as a point on the number line. |
| 6 | 6.RP.1 | Understand the concept of a ratio and use ratio language to describe a relationship. |
| 6 | 6.RP.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.1 | Develop statistical reasoning by using the GAISE model; recognize a statistical question. |
| 6 | 6.SP.4 | Display numerical data in plots on a number line, including dot plots, histograms, and box plots. |
| 7 | 7.EE.1 | Apply properties of operations to add, subtract, factor, and expand linear expressions. |
| 7 | 7.EE.3 | Solve multi-step real-life and mathematical problems with rational numbers in any form. |
| 7 | 7.G.1 | Solve problems involving scale drawings of geometric figures. |
| 7 | 7.G.5 | Use facts about supplementary, complementary, vertical, and adjacent angles to solve problems. |
| 7 | 7.NS.1 | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | 7.NS.3 | Solve real-world and mathematical problems involving the four operations with rational numbers. |
| 7 | 7.RP.1 | Compute unit rates associated with ratios of fractions. |
| 7 | 7.RP.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1. |
| 7 | 7.SP.8 | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. |
| 8 | 8.EE.1 | Understand, explain, and apply the properties of integer exponents. |
| 8 | 8.EE.7 | Solve linear equations in one variable. |
| 8 | 8.EE.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | 8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. |
| 8 | 8.F.2 | Compare properties of two functions each represented in a different way. |
| 8 | 8.G.6 | Analyze and justify an informal proof of the Pythagorean Theorem and its converse. |
| 8 | 8.G.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles. |
| 8 | 8.NS.1 | Know that real numbers are either rational or irrational; understand decimal expansions. |
| 8 | 8.NS.2 | Use rational approximations of irrational numbers to compare their size and locate them on a number line. |
| 8 | 8.SP.4 | Understand that patterns of association can be seen in bivariate categorical data (two-way tables). |
| High School — Algebra | A.APR.1 | Understand that polynomials form a system analogous to the integers; add, subtract, and multiply polynomials. |
| High School — Algebra | A.CED.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School — Algebra | A.CED.2 | Create equations in two or more variables to represent relationships between quantities. |
| High School — Algebra | A.REI.10 | Understand that the graph of an equation in two variables is the set of all its solutions. |
| High School — Algebra | A.REI.4 | Solve quadratic equations in one variable. |
| High School — Algebra | A.REI.6 | Solve systems of linear equations algebraically and graphically. |
| High School — Algebra | A.SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
| High School — Algebra | A.SSE.2 | Use the structure of an expression to identify ways to rewrite it. |
| High School — Functions | F.BF.1 | Write a function that describes a relationship between two quantities. |
| High School — Functions | F.BF.3 | Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k). |
| High School — Functions | F.IF.1 | Understand a function from one set (domain) to another (range) assigns each input exactly one output. |
| High School — Functions | F.IF.2 | Use function notation, evaluate functions for inputs, and interpret statements using function notation. |
| High School — Functions | F.IF.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| High School — Functions | F.IF.6 | Calculate and interpret the average rate of change of a function over a specified interval. |
| High School — Functions | F.LE.1 | Distinguish between situations modeled with linear functions and with exponential functions. |
| High School — Functions | F.LE.2 | Construct linear and exponential functions, including arithmetic and geometric sequences. |
| High School — Functions | 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 — Functions | F.TF.8 | Prove the Pythagorean identity sin^2(θ)+cos^2(θ)=1 and use it to find values of trig functions. |
| High School — Geometry | G.C.1 | Prove that all circles are similar using transformational arguments. |
| High School — Geometry | G.C.5 | Find arc lengths and areas of sectors of circles. |
| High School — Geometry | G.CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| High School — Geometry | G.CO.12 | Make formal geometric constructions with a variety of tools and methods. |
| High School — Geometry | G.CO.6 | Use geometric descriptions of rigid motions to transform figures and predict the effect on a figure. |
| High School — Geometry | G.GMD.1 | Give an informal argument for the formulas for circumference, area, and volume of figures. |
| High School — Geometry | G.GPE.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem. |
| High School — Geometry | G.MG.1 | Use geometric shapes, their measures, and their properties to describe objects. |
| High School — Geometry | G.SRT.2 | Use the definition of similarity in terms of similarity transformations to decide if two figures are similar. |
| High School — Number and Quantity | N.CN.1 | Know there is a complex number i such that i^2 = -1, and every complex number has form a + bi. |
| High School — Number and Quantity | N.CN.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| High School — Number and Quantity | N.Q.1 | Use units to understand problems and guide the solution of multi-step problems. |
| High School — Number and Quantity | N.RN.1 | Explain how the definition of rational exponents follows from extending integer exponent properties. |
| High School — Number and Quantity | N.RN.2 | Rewrite expressions involving radicals and rational exponents. |
| High School — Statistics and Probability | S.CP.1 | Describe events as subsets of a sample space using characteristics of the outcomes (unions, intersections, complements). |
| High School — Statistics and Probability | S.CP.6 | Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A. |
| High School — Statistics and Probability | S.IC.1 | Understand statistics as a process for making inferences about a population based on a random sample. |
| High School — Statistics and Probability | S.IC.3 | Recognize the purposes of and differences among sample surveys, experiments, and observational studies. |
| High School — Statistics and Probability | S.ID.1 | Represent data with plots on the real number line (dot plots, histograms, box plots). |
| High School — Statistics and Probability | S.ID.7 | Interpret the slope (rate of change) and intercept of a linear model in the context of the data. |
· Ohio's Learning Standards for English Language Arts (2017 revision) · 87
| K | L.K.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 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 | RI.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RL.K.10 | Actively engage in group reading activities with purpose and understanding. |
| K | RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts. |
| K | W.K.1 | Use a combination of drawing, dictating, and writing to compose opinion pieces. |
| K | W.K.3 | Use a combination of drawing, dictating, and writing to narrate a single event and tell about the events in order. |
| 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.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| 1 | RL.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| 1 | RL.1.7 | Use illustrations and details in a story to describe its characters, setting, or events. |
| 1 | SL.1.4 | Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| 1 | W.1.2 | Write informative/explanatory texts that name a topic, supply some facts, and provide 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.2.6 | Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| 2 | RI.2.8 | Describe how reasons support specific points the author makes in a text. |
| 2 | RL.2.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| 2 | SL.2.1 | Participate in collaborative conversations about grade 2 topics and texts with peers and adults. |
| 2 | W.2.3 | Write narratives recounting a well-elaborated event or short sequence of events. |
| 3 | L.3.4 | Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. |
| 3 | RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 3 | RI.3.8 | Describe the logical connection between particular sentences and paragraphs in a text. |
| 3 | RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. |
| 3 | RL.3.2 | Recount stories and determine the central message, lesson, or moral and how it is conveyed through key details. |
| 3 | RL.3.5 | Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza. |
| 3 | SL.3.4 | Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details. |
| 3 | W.3.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| 3 | W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique and descriptive details. |
| 4 | L.4.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 4 | RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 4 | RI.4.3 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text. |
| 4 | RL.4.2 | Determine a theme of a story, drama, or poem from details in the text; summarize 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.4.1 | Engage effectively in a range of collaborative discussions on grade 4 topics and texts, building on others' ideas and expressing their own clearly. |
| 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.5.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 5 | L.5.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. |
| 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 | RI.5.7 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer or solve a problem efficiently. |
| 5 | RL.5.9 | Compare and contrast stories in the same genre on their approaches to similar themes and topics. |
| 5 | SL.5.4 | Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and details. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 6 | L.6.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| 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 | RI.6.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to development of ideas. |
| 6 | RL.6.6 | Explain how an author develops the point of view of the narrator or speaker in a text. |
| 6 | SL.6.2 | Interpret information presented in diverse media and formats 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. |
| 6 | W.6.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through selection and organization of content. |
| 7 | L.7.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 7 | L.7.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content. |
| 7 | RI.7.6 | Determine an author's point of view or purpose in a text and analyze how the author distinguishes their position from others. |
| 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 | RL.7.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| 7 | SL.7.1 | Engage effectively in a range of collaborative discussions on grade 7 topics, texts, and issues. |
| 7 | W.7.7 | Conduct short research projects to answer a question, drawing on several sources and generating additional questions for further research. |
| 8 | L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| 8 | RI.8.6 | Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot. |
| 8 | RL.8.5 | Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. |
| 8 | SL.8.3 | Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence. |
| 8 | W.8.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 8 | W.8.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| 10 | SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. |
| 9-10 | L.9-10.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content. |
| 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 | RI.9-10.5 | Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a 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. |
| 9-10 | RL.9-10.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of word choices. |
| 9-10 | SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions on grades 9-10 topics, texts, and issues. |
| 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. |
| 11-12 | L.11-12.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully. |
| 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, including where the text leaves matters uncertain. |
| 11-12 | RL.11-12.4 | Determine the meaning of words and phrases as used in the text, including figurative and connotative meanings; analyze the impact of specific word choices. |
| 11-12 | SL.11-12.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning. |
| 11-12 | W.11-12.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and sufficient evidence. |
| 11-12 | W.11-12.6 | Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback. |
· Ohio's Learning Standards for Science (adopted February 2018) · 152
| K | K.ESS.1 | Weather changes are long-term and short-term. |
| K | K.ESS.2 | The moon, sun and stars can be observed at different times of the day or night. |
| K | K.LS.1 | Living things have specific characteristics and traits. |
| K | K.LS.2 | Living things have physical traits and behaviors, which influence their survival. |
| K | K.PS.1 | Objects and materials can be sorted and described by their properties. |
| K | K.PS.2 | Some objects and materials can be made to vibrate and produce sound. |
| 1 | 1.ESS.1 | The sun is the principal source of energy. |
| 1 | 1.LS.1 | Living things have basic needs, which are met by obtaining materials from the physical environment. |
| 1 | 1.LS.2 | Living things survive only in environments that meet their needs. |
| 1 | 1.PS.1 | Properties of objects and materials can change. |
| 1 | 1.PS.2 | Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth. |
| 2 | 2.ESS.1 | The atmosphere is primarily made of nitrogen and oxygen. |
| 2 | 2.ESS.2 | Water is present in the atmosphere. |
| 2 | 2.ESS.3 | Long- and short-term weather changes occur due to changes in energy. |
| 2 | 2.LS.1 | Living things cause changes on Earth. |
| 2 | 2.LS.2 | All organisms alive today result from their ancestors, some of which may be extinct. |
| 2 | 2.PS.1 | Forces change the motion of an object. |
| 3 | 3.ESS.1 | Earth's nonliving resources have specific properties. |
| 3 | 3.ESS.2 | Earth's resources can be used for energy. |
| 3 | 3.ESS.3 | Some of Earth's resources are limited. |
| 3 | 3.LS.1 | Offspring resemble their parents and each other. |
| 3 | 3.LS.2 | Individuals of the same kind of organism differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. |
| 3 | 3.LS.3 | Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. |
| 3 | 3.PS.1 | All objects and substances in the natural world are composed of matter. |
| 3 | 3.PS.2 | Matter exists in different states, each of which has different properties. |
| 3 | 3.PS.3 | Heat, electrical energy, light, sound and magnetic energy are forms of energy. |
| 4 | 4.ESS.1 | Earth's surface has specific characteristics and landforms that can be identified. |
| 4 | 4.ESS.2 | The surface of Earth changes due to weathering. |
| 4 | 4.ESS.3 | The surface of Earth changes due to erosion and deposition. |
| 4 | 4.LS.1 | Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful. |
| 4 | 4.LS.2 | Fossils can be compared to one another and to present-day organisms according to their similarities and differences. |
| 4 | 4.PS.1 | When objects break into smaller pieces, dissolve, or change state, the total amount of matter is conserved. |
| 4 | 4.PS.2 | Energy can be transferred from one location to another or can be transformed from one form to another. |
| 5 | 5.ESS.1 | The solar system includes the sun and all celestial bodies that orbit the sun. |
| 5 | 5.ESS.2 | The sun is one of many stars that exist in the universe. |
| 5 | 5.ESS.3 | Most of the cycles and patterns of motion between the Earth and sun are predictable. |
| 5 | 5.LS.1 | Organisms perform a variety of roles in an ecosystem. |
| 5 | 5.LS.2 | All of the processes that take place within organisms require energy. |
| 5 | 5.PS.1 | The amount of change in movement of an object is based on the mass of the object and the amount of force exerted. |
| 5 | 5.PS.2 | Light and sound are forms of energy that behave in predictable ways. |
| 6 | 6.ESS.1 | Minerals have specific, quantifiable properties. |
| 6 | 6.ESS.2 | Igneous, metamorphic and sedimentary rocks have unique characteristics that can be used for identification and/or classification. |
| 6 | 6.ESS.3 | Igneous, metamorphic and sedimentary rocks form in different ways. |
| 6 | 6.ESS.4 | Soil is unconsolidated material that contains nutrient matter and weathered rock. |
| 6 | 6.ESS.5 | Rocks, minerals and soils have common and practical uses. |
| 6 | 6.LS.1 | Cells are the fundamental unit of life. |
| 6 | 6.LS.2 | All cells come from pre-existing cells. |
| 6 | 6.LS.3 | Cells carry on specific functions that sustain life. |
| 6 | 6.LS.4 | Living systems at all levels of organization demonstrate the complementary nature of structure and function. |
| 6 | 6.PS.1 | Matter is made up of small particles called atoms. |
| 6 | 6.PS.2 | Changes of state are explained by a model of matter composed of atoms and/or molecules that are in motion. |
| 6 | 6.PS.3 | There are two categories of energy: kinetic and potential. |
| 6 | 6.PS.4 | An object's motion can be described by its speed and the direction in which it is moving. |
| 7 | 7.ESS.1 | The hydrologic cycle illustrates the changing states of water as it moves through the lithosphere, biosphere, hydrosphere and atmosphere. |
| 7 | 7.ESS.2 | Thermal-energy transfers in the ocean and the atmosphere contribute to the formation of currents, which influence global climate patterns. |
| 7 | 7.ESS.3 | The atmosphere has different properties at different elevations and contains a mixture of gases that cycle through the lithosphere, biosphere, hydrosphere and atmosphere. |
| 7 | 7.ESS.4 | The relative patterns of motion and positions of the Earth, moon and sun cause solar and lunar eclipses, tides and phases of the moon. |
| 7 | 7.ESS.5 | The relative positions of Earth and the sun cause patterns we call seasons. |
| 7 | 7.LS.1 | Energy flows and matter is transferred continuously from one organism to another and between organisms and their physical environments. |
| 7 | 7.LS.2 | In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors. |
| 7 | 7.PS.1 | Elements can be organized by properties. |
| 7 | 7.PS.2 | Matter can be separated or changed, but in a closed system the number and types of atoms remains constant. |
| 7 | 7.PS.3 | Energy can be transformed or transferred but is never lost. |
| 7 | 7.PS.4 | Energy can be transferred through a variety of ways. |
| 8 | 8.ESS.1 | The composition and properties of Earth's interior are identified by the behavior of seismic waves. |
| 8 | 8.ESS.2 | Earth's lithosphere consists of major plates that move in response to energy changes within Earth. |
| 8 | 8.ESS.3 | A combination of constructive and destructive geologic processes formed Earth's surface. |
| 8 | 8.ESS.4 | Evidence of the dynamic changes of Earth's surface through time is found in the geologic record. |
| 8 | 8.LS.1 | Diversity of species, a result of variation of traits, occurs through the process of evolution and extinction over many generations. |
| 8 | 8.LS.2 | Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. |
| 8 | 8.LS.3 | The characteristics of an organism are a result of inherited traits received from parent(s). |
| 8 | 8.PS.1 | Objects can experience a force due to an external field such as magnetic, electrostatic or gravitational fields. |
| 8 | 8.PS.2 | Forces can act to change the motion of objects. |
| Human Anatomy and Physiology | AP.IC.1 | Nervous System. |
| Human Anatomy and Physiology | AP.IC.2 | Special Senses (sight, hearing/balance, taste/smell). |
| Human Anatomy and Physiology | AP.IC.3 | Endocrine System. |
| Human Anatomy and Physiology | AP.LO.1 | Hierarchy of Organization. |
| Human Anatomy and Physiology | AP.LO.2 | Types of Tissues. |
| Human Anatomy and Physiology | AP.LO.3 | Homeostasis. |
| Human Anatomy and Physiology | AP.LO.4 | Anatomical Terminology. |
| Human Anatomy and Physiology | AP.SM.1 | Integumentary System. |
| Human Anatomy and Physiology | AP.SM.2 | Skeletal System. |
| Human Anatomy and Physiology | AP.SM.3 | Muscular System. |
| Biology | B.C.1 | Cell structure and function. |
| Biology | B.C.2 | Cellular processes. |
| Biology | B.DI.1 | Biodiversity. |
| Biology | B.DI.2 | Ecosystems. |
| Biology | B.DI.3 | Loss of Diversity. |
| Biology | B.E.1 | Mechanisms (natural selection, mutation, genetic drift, gene flow, sexual selection). |
| Biology | B.E.2 | Speciation. |
| Biology | B.H.1 | Cellular genetics. |
| Biology | B.H.2 | Structure and function of DNA in cells. |
| Biology | B.H.3 | Genetic mechanisms and inheritance. |
| Biology | B.H.4 | Mutations. |
| Biology | B.H.5 | Modern genetics. |
| Chemistry | C.IM.1 | Chemical reactions. |
| Chemistry | C.IM.2 | Gas laws. |
| Chemistry | C.IM.3 | Stoichiometry. |
| Chemistry | C.PM.1 | Atomic structure. |
| Chemistry | C.PM.2 | Periodic Table. |
| Chemistry | C.PM.3 | Chemical bonding. |
| Chemistry | C.PM.4 | Representing compounds. |
| Chemistry | C.PM.5 | Quantifying matter. |
| Chemistry | C.PM.6 | Intermolecular forces of attraction. |
| Environmental Science | ENV.ER.1 | Energy resources. |
| Environmental Science | ENV.ER.2 | Air and air pollution. |
| Environmental Science | ENV.ER.3 | Water and water pollution. |
| Environmental Science | ENV.ER.4 | Soil and land. |
| Environmental Science | ENV.ER.5 | Wildlife and wilderness. |
| Environmental Science | ENV.ES.1 | Biosphere. |
| Environmental Science | ENV.ES.2 | Atmosphere. |
| Environmental Science | ENV.ES.3 | Lithosphere. |
| Environmental Science | ENV.ES.4 | Hydrosphere. |
| Environmental Science | ENV.ES.5 | Movement of matter and energy through the spheres. |
| Environmental Science | ENV.GP.1 | Human Population. |
| Environmental Science | ENV.GP.3 | Climate change. |
| Environmental Science | ENV.GP.8 | Deforestation and loss of biodiversity. |
| Environmental Science | ENV.GP.9 | Waste management (solid and hazardous). |
| Physics | P.E.4 | Conservation of energy. |
| Physics | P.E.5 | Nuclear energy. |
| Physics | P.EM.1 | Charging objects (friction, contact and induction). |
| Physics | P.EM.2 | Coulomb's law. |
| Physics | P.EM.4 | DC circuits (Ohm's law; series, parallel and mixed circuits). |
| Physics | P.EM.5 | Magnetic fields. |
| Physics | P.EM.6 | Electromagnetic interactions. |
| Physics | P.F.1 | Newton's laws applied to complex problems. |
| Physics | P.F.2 | Gravitational force and fields. |
| Physics | P.F.4 | Friction force (static and kinetic). |
| Physics | P.F.6 | Forces in two dimensions. |
| Physics | P.M.2 | Problem Solving (using graphs; uniform acceleration including free fall). |
| Physics | P.M.3 | Projectile Motion. |
| Physics | P.W.1 | Wave properties (reflection, refraction, interference, diffraction). |
| Physics | P.W.2 | Light phenomena (ray diagrams, law of reflection, Snell's law, wave-particle duality, visible spectrum). |
| Physical Geology | PG.EH.1 | The geologic rock record. |
| Physical Geology | PG.IMS.1 | Igneous. |
| Physical Geology | PG.IMS.2 | Metamorphic. |
| Physical Geology | PG.IMS.3 | Sedimentary. |
| Physical Geology | PG.IMS.4 | Ocean. |
| Physical Geology | PG.M.4 | Criteria of a mineral (crystalline solid, occurs in nature, inorganic, defined chemical composition). |
| Physical Geology | PG.M.5 | Properties of minerals (hardness, luster, cleavage, streak, crystal shape, fluorescence, flammability, density/specific gravity, malleability). |
| Physical Geology | PG.PT.1 | Internal Earth. |
| Physical Geology | PG.PT.2 | Structure of Earth. |
| Physical Science | PS.EW.1 | Conservation of energy. |
| Physical Science | PS.EW.2 | Transfer and transformation of energy (including work). |
| Physical Science | PS.EW.3 | Waves. |
| Physical Science | PS.EW.4 | Thermal energy. |
| Physical Science | PS.EW.5 | Electricity. |
| Physical Science | PS.FM.1 | Motion. |
| Physical Science | PS.FM.2 | Forces. |
| Physical Science | PS.FM.3 | Dynamics (how forces affect motion). |
| Physical Science | PS.M.2 | Atoms. |
| Physical Science | PS.M.4 | Bonding and compounds. |
· Ohio's Learning Standards for Social Studies (adopted February 2018) · 100
| K | K.1 | Time can be measured. |
| K | K.10 | The purpose of rules and authority figures is to provide order, security and safety in the home, school and community. |
| K | K.12 | Goods are objects that can satisfy an individual's wants. Services are actions that can satisfy individual's wants. |
| K | K.3 | Heritage is reflected through diverse cultures and is shown through the arts, customs, traditions, family celebrations and language. |
| K | K.5 | Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places. |
| K | K.7 | Humans depend on and impact the physical environment in order to supply food, clothing and shelter. |
| K | K.9 | Individuals share responsibilities and take action toward the achievement of common goals in homes, schools and communities. |
| 1 | 1.10 | Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules. |
| 1 | 1.11 | Wants are unlimited and resources are limited. Individuals make choices because they cannot have everything they want. |
| 1 | 1.14 | Currency is used as a means of economic exchange. |
| 1 | 1.2 | Photographs, letters, artifacts and books can be used to learn about the past. |
| 1 | 1.4 | Maps can be used to locate and identify places. |
| 1 | 1.7 | Diverse cultural practices address basic human needs in various ways and may change over time. |
| 2 | 2.1 | Time can be shown graphically on calendars and timelines. |
| 2 | 2.12 | There are different rules and laws that govern behavior in different settings. |
| 2 | 2.15 | Most people around the world work in jobs in which they produce specific goods and services. |
| 2 | 2.17 | People earn income by working. |
| 2 | 2.4 | Biographies can show how peoples' actions have shaped the world in which we live. |
| 2 | 2.7 | Human activities alter the physical environment, both positively and negatively. |
| 3 | 3.1 | Events in local history can be shown on timelines organized by years, decades and centuries. |
| 3 | 3.11 | Laws are rules which apply to all people in a community and describe ways people are expected to behave. Laws promote order and security, provide public services and protect the rights of individuals in the local community. |
| 3 | 3.12 | Governments have authority to make and enforce laws. |
| 3 | 3.18 | A market is where buyers and sellers exchange goods and services. |
| 3 | 3.20 | A budget is a plan to help people make personal economic decisions for the present and future and to become more financially responsible. |
| 3 | 3.3 | Local communities change over time. |
| 3 | 3.4 | Physical and political maps have distinctive characteristics and purposes. Places can be located on a map by using the title, key, alphanumeric grid and cardinal directions. |
| 3 | 3.7 | Systems of transportation and communication move people, products and ideas from place to place. |
| 4 | 4.13 | The population of the United States has changed over time, becoming more diverse; Ohio's population has become increasingly reflective of the multicultural diversity of the United States. |
| 4 | 4.18 | The U.S. Constitution establishes a system of limited government and protects citizens' rights; five of these rights are addressed in the First Amendment. |
| 4 | 4.19 | A constitution is a written plan for government. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. |
| 4 | 4.21 | Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete with other producers. |
| 4 | 4.22 | Saving a portion of income contributes to an individual's financial well-being. Individuals can reduce spending to save more of their income. |
| 4 | 4.4 | The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation. |
| 4 | 4.5 | The Northwest Ordinance incorporated democratic ideals into the territories. It provided a process for territories to become states and recognized them as equal to the other existing states. |
| 4 | 4.7 | Following the War of 1812, Ohio continued to play a key role in national conflicts including the anti-slavery movement and the Underground Railroad. |
| 5 | 5.12 | Democracies, dictatorships and monarchies are categories for understanding the relationship between those in power or authority and citizens. |
| 5 | 5.17 | Regions and countries become interdependent when they specialize in what they produce best and then trade with other regions to increase the amount and variety of goods and services available. |
| 5 | 5.18 | Workers can improve their ability to earn income by gaining new knowledge, skills and experiences. |
| 5 | 5.2 | Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans, with unique governments, social structures, religions, technologies and agricultural practices. |
| 5 | 5.5 | Latitude and longitude can be used to make observations about location and generalizations about climate. |
| 5 | 5.8 | American Indians developed unique cultures with many different ways of life; tribes and nations can be classified into cultural groups based on geographic and cultural similarities. |
| 6 | 6.10 | Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. |
| 6 | 6.15 | The interaction of supply and demand, influenced by competition, helps to determine price in a market and the quantities of outputs produced and productive resources used. |
| 6 | 6.2 | Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products that help us understand the Eastern Hemisphere today. |
| 6 | 6.4 | Latitude and longitude can be used to identify absolute location. |
| 6 | 6.8 | Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere. |
| 7 | 7.11 | The Columbian exchange (exchange of fauna, flora and pathogens) among previously unconnected parts of the world reshaped societies in ways still evident today. |
| 7 | 7.14 | Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions that impacted the Eastern Hemisphere. |
| 7 | 7.17 | Greek democracy and the Roman Republic were a radical departure from monarchy and theocracy, influencing the structure and function of modern democratic governments. |
| 7 | 7.2 | The civilizations that developed in Greece and Rome had an enduring impact on later civilizations, including governance and law, engineering and technology, art and architecture, literature and history; Rome also spread Christianity. |
| 7 | 7.21 | The growth of cities and empires fostered the growth of markets; market exchanges encouraged specialization and the transition from barter to monetary economies. |
| 7 | 7.6 | The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes. |
| 8 | 8.11 | Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians. |
| 8 | 8.12 | Disputes over the nature of federalism, complicated by economic developments, resulted in sectional issues, including slavery, which led to the American Civil War. |
| 8 | 8.14 | The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences. |
| 8 | 8.17 | The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. |
| 8 | 8.2 | North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons. |
| 8 | 8.22 | The U.S. Constitution established a federal republic, providing a framework for a national government with elected representatives, separation of powers, and checks and balances. |
| 8 | 8.25 | The Industrial Revolution fundamentally changed the means of production through improvements in technology, new power resources, interchangeable parts and the shift from craftwork to factory work. |
| 8 | 8.5 | The ideas of the Enlightenment and dissatisfaction with colonial rule led English colonists to write the Declaration of Independence and launch the American Revolution. |
| American Government | AG.1 | Opportunities for civic engagement within the structures of government are made possible through political and public policy processes. |
| American Government | AG.12 | Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities. |
| American Government | AG.14 | In the United States, people have rights that protect them from undue governmental interference; rights carry responsibilities and require respect for the rights of others. |
| American Government | AG.16 | As a framework for the state, the Ohio Constitution has similarities and differences to the federal Constitution; it was changed in 1851 to address difficulties governing the state. |
| American Government | AG.21 | The Federal Reserve System uses monetary tools to regulate the nation's money supply and moderate the effects of expansion and contraction in the economy. |
| American Government | AG.5 | As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic, including its structure, powers and relationship with the governed. |
| American Government | AG.8 | The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States. |
| American Government | AG.9 | The Reconstruction Amendments extended new constitutional protections to African Americans, though the struggle to fully achieve equality would continue. |
| American History | AH.1 | The use of primary and secondary sources of information includes an examination of the credibility of each source. |
| American History | AH.13 | The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption. |
| American History | AH.14 | As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power. |
| American History | AH.19 | The Great Depression was caused in part by federal monetary policies, stock market speculation and increasing consumer debt; the role of the federal government expanded as a result. |
| American History | AH.21 | United States policy and mobilization of its economic and military resources during World War II affected American society; marginalized groups played important roles while continuing to protest unfair treatment. |
| American History | AH.22 | Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age. |
| American History | AH.23 | The United States followed a policy of containment during the Cold War in response to the spread of communism. |
| American History | AH.27 | Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights. |
| American History | AH.32 | The United States faced new political, national security and economic challenges in the post-Cold War world and following the attacks on September 11, 2001. |
| American History | AH.6 | The U.S. Constitution established the foundations of the American nation and the relationship between the people and their government. |
| American History | AH.7 | The debate in the Federalist and Anti-Federalist Papers over protections for individuals and limits on government power resulted in the Bill of Rights. |
| American History | AH.8 | The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society. |
| Contemporary World Issues | CWI.1 | Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century. |
| Contemporary World Issues | CWI.11 | Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences. |
| Contemporary World Issues | CWI.22 | The global economy creates interdependence so that economic circumstances in one country impact events in other countries. |
| Contemporary World Issues | CWI.8 | Beliefs about civil and human rights vary among social and governmental systems. |
| Economics and Financial Literacy | ECON.14 | A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy. |
| Economics and Financial Literacy | ECON.16 | Saving and investing help to build wealth. |
| Economics and Financial Literacy | ECON.21 | Credit and debt can be managed to maintain credit worthiness. |
| Economics and Financial Literacy | ECON.4 | Different economic systems (traditional, market, command and mixed) utilize different methods to allocate limited resources. |
| Economics and Financial Literacy | ECON.7 | A nation's overall level of economic well-being is determined by the interaction of spending and production decisions; well-being can be assessed by analyzing economic indicators gathered by the government. |
| Modern World History | MWH.10 | Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control. |
| Modern World History | MWH.15 | Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II. |
| Modern World History | MWH.17 | The United States and the Soviet Union became superpowers and competed for global influence. |
| Modern World History | MWH.25 | Emerging economic powers and improvements in technology have created a more interdependent global economy. |
| Modern World History | MWH.6 | Enlightenment ideas on the relationship of the individual and the government influenced the American and French Revolutions. |
| Modern World History | MWH.8 | Industrialization had social, political and economic effects on Western Europe and the world. |
| World Geography | WG.1 | Properties and functions of geographic representations (maps, globes, GIS, GPS, remote sensing, etc.) affect how they can be used to represent, analyze and interpret geographic patterns and processes. |
| World Geography | WG.12 | The characteristics of regions change over time and there are consequences related to those changes. |
| World Geography | WG.18 | Globalization has cultural, economic, physical and political consequences. |
| World Geography | WG.6 | There are costs and benefits of using renewable, nonrenewable and flow resources (availability, sustainability, environmental impact, expense). |
| World Geography | WG.8 | Physical, cultural, economic and political factors contribute to human migrations. |
Is homeschooling legal in Ohio?
Yes. Ohio is a low-regulation home-education state.
Do I have to notify anyone to homeschool in Ohio?
Under ORC 3321.042 (as amended by HB 33, effective Oct. 2023), the parent/guardian must transmit a notice to the superintendent of the child's school district of residence within five calendar days after commencing home education (or moving into a new district / withdrawing from a public or nonpublic school), and by August 30 of each year thereafter. The notice must include the parent's name and address, the child's name, and an assurance that the child will receive education in the required subject areas. This is NOT an approval process: the home-education exemption is effective immediately upon receipt of notice, and the superintendent must provide written acknowledgment within 14 calendar days. No curriculum outline, teacher qualifications, or assessment results are required to be submitted.
Is standardized testing required for homeschoolers in Ohio?
No annual test is mandated for homeschoolers in Ohio. The state test (Ohio's State Tests (OST), including English Language Arts, Mathematics, and Science assessments in grades 3-8 and end-of-course (EOC) high school exams in English Language Arts II, Algebra I, Geometry, Biology, American History, and American Government) is not required for home-educated students.
What subjects are required for homeschooling in Ohio?
Ohio requires instruction in: English language arts; Mathematics; Science; History; Government; Social studies.
Does Ohio have its own learning standards?
Math: Ohio's Learning Standards for Mathematics (2017 revision). ELA: Ohio's Learning Standards for English Language Arts (2017 revision). Science: Ohio's Learning Standards for Science (adopted February 2018). Social studies: Ohio's Learning Standards for Social Studies (adopted February 2018).