SC ·
7
At least 180 instructional days per year (all three options).
Homeschooling is governed by S.C. Code Title 59, Chapter 65, Sections 59-65-40 (Option 1, district approval), 59-65-45 (Option 2, SCAIHS), and 59-65-47 (Option 3, 50+ member association). All options require the teaching parent to hold at least a high school diploma or GED (Option 1 also requires passing a basic-skills exam or holding a bachelor's degree), 180 instructional days, the five core subjects plus composition and literature in grades 7-12, and educational recordkeeping. Testing requirements differ by option: Option 1 requires participation in the annual statewide testing program (SC READY/SCPASS) and the Basic Skills Assessment Program for the child's grade level; Option 2/SCAIHS requires nationally-normed standardized achievement testing (per SCAIHS policy, typically every other year beginning in grade 3 through grade 11); Option 3 has NO state-mandated standardized testing, though many association members test voluntarily.
South Carolina has three legal homeschool pathways. Option 1 (S.C. Code 59-65-40): apply to and receive approval from the local school district board of trustees; semiannual reporting to the district. Option 2 (59-65-45): enroll/register as a member of the South Carolina Association of Independent Home Schools (SCAIHS). Option 3 (59-65-47): enroll/register as a member of any homeschool association that has at least 50 members. There is no direct filing with the state DOE; enrollment in an Option 2 or 3 association is the de facto notification, and associations report enrollment to school districts. Most SC families use Option 3.
Parent-teacher must maintain (1) a plan book, diary, or other record indicating subjects taught and activities engaged in; (2) a portfolio of samples of the student's academic work; and (3) a semiannual progress report including attendance records and individualized documentation of the student's academic progress in each basic instructional area. Records may be inspected by the district (Option 1) or are reviewed/held per association policy (Options 2 and 3).
- reading
- writing
- mathematics
- science
- social studies
- composition (grades 7-12)
- literature (grades 7-12)
· South Carolina College- and Career-Ready (SCCCR) Mathematics Standards (2025) · 118
| K | K.DPSR.1.1 | Sort pictures or objects into at least two categories. |
| K | K.DPSR.1.2 | Answer questions about data organized in categories. |
| K | K.MGSR.1.1 | Identify a penny, nickel, dime, and quarter. |
| K | K.MGSR.1.2 | Directly compare two objects using measurable-attribute words. |
| K | K.NR.1.1 | Read, write, and represent the numerals to 20. |
| K | K.NR.1.2 | Compose and decompose numbers from 11 to 19. |
| K | K.PAFR.1.1 | Add and subtract number combinations within 10. |
| K | K.PAFR.1.2 | Create a sum of 10 using objects and drawings. |
| 1 | 1.DPSR.1.1 | Sort pictures or objects into at least three categories. |
| 1 | 1.DPSR.1.2 | Create survey questions and collect data. |
| 1 | 1.MGSR.1.1 | Order three objects by length from shortest to longest. |
| 1 | 1.MGSR.1.2 | Use nonstandard physical objects to measure length. |
| 1 | 1.NR.1.1 | Read, write, and represent numbers to 120. |
| 1 | 1.NR.1.2 | Represent and explain that whole numbers are organized in groups of tens and ones. |
| 1 | 1.PAFR.1.1 | Determine and explain if an equation is true or false. |
| 1 | 1.PAFR.1.2 | Compose and decompose numbers less than or equal to 20. |
| 2 | 2.DPSR.1.1 | Create a survey question and collect data. |
| 2 | 2.MGSR.1.1 | Select and use appropriate tools to measure length. |
| 2 | 2.MGSR.1.2 | Use analog and digital clocks to tell and write time. |
| 2 | 2.NR.1.1 | Read, write, and represent numbers up to 1,000. |
| 2 | 2.NR.1.2 | Represent and explain that whole numbers are organized by place value (hundreds, tens, ones). |
| 2 | 2.PAFR.1.1 | Use a strategy to accurately find sums and differences. |
| 2 | 2.PAFR.1.2 | Determine and explain if an equation is true or false. |
| 3 | 3.DPSR.1.1 | Collect and organize categorical and numerical data. |
| 3 | 3.DPSR.1.2 | Solve one-step, real-world situations using data. |
| 3 | 3.MGSR.1.1 | Determine the area of squares and rectangles. |
| 3 | 3.MGSR.1.2 | Determine the perimeter of regular and irregular polygons. |
| 3 | 3.NR.1.1 | Read, write, and represent whole numbers to 10,000. |
| 3 | 3.NR.1.2 | Explain and demonstrate place-value understanding. |
| 3 | 3.PAFR.1.1 | Use a strategy to compute sums and differences. |
| 3 | 3.PAFR.1.2 | Multiply whole numbers (factors 0-10). |
| 4 | 4.DPSR.1.1 | Collect and organize numerical and categorical data. |
| 4 | 4.DPSR.1.2 | Solve one-step, real-world situations using data. |
| 4 | 4.MGSR.1.1 | Apply perimeter formulas for rectangles to solve problems. |
| 4 | 4.MGSR.1.2 | Apply area formulas for rectangles to solve problems. |
| 4 | 4.NR.1.1 | Read and write whole numbers through 1,000,000. |
| 4 | 4.NR.1.2 | Estimate sums, differences, products, and quotients. |
| 4 | 4.PAFR.1.1 | Use a strategy to accurately compute sums and differences. |
| 4 | 4.PAFR.1.2 | Compute the product of a one-digit whole number and a multi-digit whole number. |
| 5 | 5.DPSR.1.1 | Describe data by determining the range and measures of center. |
| 5 | 5.DPSR.1.2 | Solve two-step, real-world situations using data. |
| 5 | 5.MGSR.1.1 | Solve problems involving area and surface area. |
| 5 | 5.MGSR.1.2 | Estimate and measure the volume of a rectangular prism. |
| 5 | 5.NR.1.1 | Read, write, and represent multi-digit numbers including decimals. |
| 5 | 5.NR.1.2 | Explain how the value of a digit in a multi-digit number changes by place. |
| 5 | 5.PAFR.1.1 | Use a strategy to compute the product of multi-digit numbers. |
| 5 | 5.PAFR.1.2 | Use a strategy to compute the quotient of whole numbers. |
| 6 | 6.DPSR.1.1 | Identify the sample size for a numerical data set. |
| 6 | 6.DPSR.1.2 | Create box plots to represent numerical data. |
| 6 | 6.MGSR.1.1 | Find the area of a triangle, square, and other polygons. |
| 6 | 6.MGSR.1.2 | Create nets to represent three-dimensional figures. |
| 6 | 6.NR.1.1 | Convert positive rational numbers into equivalent forms. |
| 6 | 6.NR.2.1 | Compare two positive rational numbers. |
| 6 | 6.PAFR.1.1 | Use tables, graphs, verbal descriptions, and equations to represent relationships. |
| 6 | 6.PAFR.1.2 | Identify the independent and dependent variables in a relationship. |
| 7 | 7.DPSR.1.1 | Create stem-and-leaf plots to represent data. |
| 7 | 7.DPSR.1.2 | Use the shape of the graph to select the appropriate measure of center. |
| 7 | 7.MGSR.1.1 | Identify the parts of a circle. |
| 7 | 7.MGSR.1.2 | Describe the relationship between the circumference and diameter of a circle. |
| 7 | 7.NR.1.1 | Convert rational numbers into equivalent forms. |
| 7 | 7.NR.2.1 | Compare two rational numbers and write an inequality. |
| 7 | 7.PAFR.1.1 | Apply proportional reasoning to solve problems. |
| 7 | 7.PAFR.1.2 | Create a model with functions that represent proportional relationships. |
| 8 | 8.DPSR.1.1 | Create and analyze scatterplots to investigate association. |
| 8 | 8.DPSR.1.2 | Draw inferences about two populations from samples. |
| 8 | 8.MGSR.2.1 | Identify the relationships and measures of angles formed by parallel lines and a transversal. |
| 8 | 8.MGSR.2.2 | Find angle measures formed by parallel lines cut by a transversal, given the measure of one angle. |
| 8 | 8.NR.1.1 | Convert any form of a rational number to another form. |
| 8 | 8.NR.2.1 | Compare real numbers and write an inequality. |
| 8 | 8.PAFR.1.1 | Define an equation in slope-intercept form. |
| 8 | 8.PAFR.1.2 | Identify and describe the constant rate of change (slope). |
| Algebra 1 | A1.DPSR.1.1 | Summarize categorical data in two-way frequency tables. |
| Algebra 1 | A1.DPSR.1.2 | Summarize quantitative data in a table or plot. |
| Algebra 1 | A1.MGSR.1.1 | Identify any limitations specific to a real-world modeling context. |
| Algebra 1 | A1.NR.1.1 | Rewrite numerical and algebraic expressions involving radicals and rational exponents. |
| Algebra 1 | A1.NR.2.1 | Translate between rational exponents and radical notation. |
| Algebra 1 | A1.PAFR.1.1 | Transform an equation in one variable to solve it. |
| Algebra 1 | A1.PAFR.1.2 | Solve literal equations and formulas for a specified variable. |
| Algebra 2 with Probability | A2P.DPSR.1.1 | Describe events as subsets of a sample space. |
| Algebra 2 with Probability | A2P.DPSR.1.2 | Explain whether two events, A and B, are independent. |
| Algebra 2 with Probability | A2P.MGSR.1.1 | Build the unit circle for sine and cosine. |
| Algebra 2 with Probability | A2P.MGSR.1.2 | Use models of periodic phenomena to solve problems. |
| Algebra 2 with Probability | A2P.NR.1.1 | Understand that there is an imaginary number i such that i^2 = -1. |
| Algebra 2 with Probability | A2P.NR.1.2 | Add, subtract, and multiply complex numbers. |
| Algebra 2 with Probability | A2P.PAFR.1.1 | Graph, identify roots, and analyze quadratic functions. |
| Algebra 2 with Probability | A2P.PAFR.1.2 | Solve quadratic inequalities that model real-world situations. |
| Applications and Modeling | AM.DPSR.1.1 | Summarize and interpret trends to make predictions. |
| Applications and Modeling | AM.MGSR.1.1 | Apply sine, cosine, and tangent ratios to solve problems. |
| Applications and Modeling | AM.NR.1.1 | Apply numerical reasoning to real-world problems. |
| Applications and Modeling | AM.PAFR.1.1 | Use exponential functions to model real-world situations. |
| Calculus | C.MGSR.1.1 | Explain how the definite integral is used to find area. |
| Calculus | C.MGSR.1.2 | Approximate definite integrals by a finite sum (Riemann sums). |
| Calculus | C.NR.1.1 | Estimate and verify limits using tables, graphs, and algebra. |
| Calculus | C.NR.1.2 | Calculate limits, including one-sided limits. |
| Calculus | C.PAFR.1.1 | Apply the definition of continuity of a function. |
| Calculus | C.PAFR.1.2 | Find the types of discontinuities of a function. |
| Discrete Mathematics | DM.DPSR.1.1 | Investigate and describe the results of probability experiments. |
| Discrete Mathematics | DM.MGSR.1.1 | Distinguish between inductive and deductive reasoning. |
| Discrete Mathematics | DM.NR.1.1 | Define basic terms and concepts in set theory. |
| Discrete Mathematics | DM.PAFR.1.1 | Use estimation to get an approximate solution. |
| Geometry with Statistics | GS.DPSR.1.1 | Represent data for two quantitative variables on a scatterplot. |
| Geometry with Statistics | GS.DPSR.1.2 | Use two representative points from the data to model a linear relationship. |
| Geometry with Statistics | GS.MGSR.1.1 | Apply area and volume formulas of two- and three-dimensional figures. |
| Geometry with Statistics | GS.MGSR.1.2 | Identify the shape of a two-dimensional cross-section of a three-dimensional object. |
| Geometry with Statistics | GS.NR.1.1 | Rewrite numerical expressions of radicals and rational exponents. |
| Geometry with Statistics | GS.PAFR.1.1 | Discover and apply the formulas for the area of polygons. |
| Geometry with Statistics | GS.PAFR.1.2 | Analyze and apply the derivations of geometric formulas. |
| Pre-Calculus | PC.MGSR.1.1 | Identify and graph different conic sections. |
| Pre-Calculus | PC.MGSR.1.2 | Identify different conic sections in general form. |
| Pre-Calculus | PC.NR.1.1 | Identify the identity and zero matrices for matrix operations. |
| Pre-Calculus | PC.NR.1.2 | Find the additive and multiplicative inverses of a matrix. |
| Pre-Calculus | PC.PAFR.1.1 | Combine and compose functions. |
| Pre-Calculus | PC.PAFR.1.2 | Find the inverse of functions and verify. |
| Reasoning in Mathematics | RM.DPSR.1.1 | Formulate a statistical question and collect data. |
| Reasoning in Mathematics | RM.MGSR.1.1 | Use matrices to organize information and solve problems. |
| Reasoning in Mathematics | RM.NR.1.1 | Use various numerical techniques when solving problems. |
| Reasoning in Mathematics | RM.PAFR.1.1 | Compute and analyze the correlation coefficient. |
| Statistical Modeling | SM.DPSR.1.1 | Calculate and interpret z-scores as a measure of relative standing. |
· South Carolina College- and Career-Ready (SCCCR) Standards for English Language Arts (2024) · 73
| K | ELA.K.AOR.1.1 | Identify and describe the main character(s), setting, and events that move the plot forward. |
| K | ELA.K.AOR.2.1 | Retell familiar stories using main story elements in a literary text. |
| K | ELA.K.C.1.1 | Use a combination of drawing, dictating, and writing to state a topic and communicate an opinion and a supporting reason. |
| K | ELA.K.C.4.1 | Form and use complete simple sentences; capitalize the first word in a sentence and the pronoun I; identify end punctuation. |
| K | ELA.K.F.1.1 | Count the number of words in a spoken sentence. |
| K | ELA.K.F.3.2 | Identify, name, and form all upper and lowercase letters with automaticity. |
| K | ELA.K.F.4.1 | Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity. |
| K | ELA.K.R.1.1 | Ask and answer questions (who, what, when, where, why, how) about print and non-print sources to obtain and refine knowledge. |
| 1 | ELA.1.AOR.1.1 | Identify and describe the main story elements such as character(s), setting, and events that move the plot forward. |
| 1 | ELA.1.AOR.6.1 | Retell a text orally and in writing to enhance comprehension, including main story elements for literary text and key details for informational text. |
| 1 | ELA.1.C.2.1 | Write informative/explanatory pieces to name a topic and provide information about it; introduce a topic and provide details. |
| 1 | ELA.1.C.5.1 | Improve writing by planning, revising, editing, and building on personal ideas and the ideas of others. |
| 1 | ELA.1.F.1.2 | Produce alliterative spoken words. |
| 1 | ELA.1.R.1.1 | Ask and answer questions (who, what, when, where, why, how) about print and non-print sources to obtain and refine knowledge. |
| 2 | ELA.2.AOR.2.1 | Identify and explain an explicit theme in a literary text. |
| 2 | ELA.2.AOR.7.1 | Determine the meaning of known and unknown words/phrases using sentence-level context clues and other strategies. |
| 2 | ELA.2.C.1.1 | Write opinion pieces about a topic; introduce an opinion with reasons and details, and use grade-appropriate transitions. |
| 2 | ELA.2.C.6.1 | Print all uppercase and lowercase letters and use appropriate spacing for letters, words, and sentences. |
| 2 | ELA.2.R.1.1 | Ask and answer questions about print and non-print sources to narrow or broaden thinking. |
| 3 | ELA.3.AOR.1.1 | Explain how one or more characters develop throughout the plot. |
| 3 | ELA.3.AOR.3.1 | Determine and explain differences between the perspectives of characters and/or between characters and the reader. |
| 3 | ELA.3.AOR.8.1 | Determine an author's use of words and phrases; distinguish between literal and nonliteral meanings. |
| 3 | ELA.3.C.3.1 | Write narratives to develop real or imagined experiences; establish a setting, introduce a narrator/characters, and use temporal words. |
| 3 | ELA.3.C.7.1 | Present information orally to report on a topic or text, tell a story, or recount an experience with appropriate facts and details. |
| 3 | ELA.3.R.1.1 | Ask and answer questions about print and non-print sources to narrow or broaden thinking about a topic for inquiry. |
| 4 | ELA.4.AOR.1.1 | Explain how setting and conflict cause characters to change and how conflict(s) contributes to plot development. |
| 4 | ELA.4.AOR.9.1 | Identify and use common Greek and Latin roots, base words, and affixes to determine the meaning of words. |
| 4 | ELA.4.C.1.1 | Write arguments to make a claim about a topic; introduce a topic, state an opinion, and provide reasons supported by facts. |
| 4 | ELA.4.C.4.1 | Write grammatically correct single and multi-paragraph compositions using a variety of sentence types and phrasing. |
| 4 | ELA.4.R.1.1 | Conduct short research for inquiry by generating a question about a topic and examining a provided source. |
| 5 | ELA.5.AOR.1.1 | Analyze how setting, characters, and conflict impact plot development. |
| 5 | ELA.5.AOR.10.1 | Compare and contrast a print format of a text to a non-print format (film, image, performance), explaining each media's portrayal. |
| 5 | ELA.5.AOR.6.1 | Summarize a text to enhance comprehension, including plot/theme for literary text and central idea/details for informational text. |
| 5 | ELA.5.C.2.1 | Write informative texts to examine a topic and convey ideas clearly; introduce and develop the topic with facts and definitions. |
| 5 | ELA.5.C.8.1 | Participate in structured discussions and collaborations about grade-appropriate topics and texts. |
| 5 | ELA.5.R.1.1 | Conduct short research for inquiry by generating a question(s) about a topic and consulting a variety of print and multimedia sources. |
| 6 | ELA.6.AOR.1.1 | Analyze how specific events and descriptive details develop the plot, reveal aspects of the characters, and/or create meaning. |
| 6 | ELA.6.AOR.3.1 | Determine and explain the impact of multiple narrators or shifts in points of view and/or perspective. |
| 6 | ELA.6.AOR.7.1 | Determine or clarify the meaning of known, unknown, and multiple-meaning words/phrases using context and other strategies. |
| 6 | ELA.6.C.1.1 | Write arguments to support a claim with clear reasons and relevant evidence; introduce a claim and organize reasons and evidence clearly. |
| 6 | ELA.6.C.5.1 | Improve writing by planning, editing, considering feedback from adults and peers, and revising for clarity of content. |
| 6 | ELA.6.R.1.1 | Conduct short and more sustained research for inquiry by generating a question(s) and using a variety of print and multimedia sources. |
| 7 | ELA.7.AOR.1.1 | Analyze how lines of dialogue, specific events, or descriptive details develop the plot, reveal characters, and/or create meaning. |
| 7 | ELA.7.AOR.6.1 | Summarize and/or paraphrase content from grade-level text to enhance comprehension. |
| 7 | ELA.7.AOR.9.1 | Apply knowledge of affixes and Greek and Latin roots to determine new and/or clarify meanings of words and phrases. |
| 7 | ELA.7.C.3.1 | Write narratives to develop real or imagined experiences, memories, or ideas using effective techniques and relevant descriptive details. |
| 7 | ELA.7.C.7.1 | Present claims and findings, emphasizing key ideas with relevant descriptions, facts, details, and examples. |
| 7 | ELA.7.R.1.1 | Conduct short and more sustained research by generating a question(s) and using a variety of print and multimedia sources to refine the scope. |
| 8 | ELA.8.AOR.1.1 | Analyze how key elements contribute to the meaning of the text as a whole. |
| 8 | ELA.8.AOR.10.1 | Evaluate a text or subject presented through multimedia formats and analyze how each media's portrayal impacts the audience. |
| 8 | ELA.8.AOR.8.1 | Interpret an author's use of figurative, connotative, and technical language in literary, informational, and multimedia texts. |
| 8 | ELA.8.C.2.1 | Write informative texts to examine a topic and analyze information from multiple sources; introduce a topic clearly and organize ideas. |
| 8 | ELA.8.R.1.1 | Conduct short and more sustained research by generating and answering a research question(s) and using a variety of print and multimedia sources. |
| English 1 | ELA.E1.AOR.1.1 | Analyze how perspective, context, and/or key elements deepen meaning or enhance style. |
| English 1 | ELA.E1.AOR.5.1 | Analyze how an author's choices in structuring a text (e.g., flashback, foreshadowing) create effects such as mystery, tension, or surprise. |
| English 1 | ELA.E1.AOR.9.1 | Apply knowledge of etymology to determine new and/or clarify meanings of words and phrases in grade-level content. |
| English 1 | ELA.E1.C.1.1 | Write arguments to support claims in an analysis of a topic or texts; introduce a precise claim and use valid reasoning supported by evidence. |
| English 1 | ELA.E1.C.4.1 | Use the rules of and make intentional decisions about standard English grammar and conventions to write compositions with varied sentence structures. |
| English 1 | ELA.E1.R.1.1 | Conduct short and more sustained research to answer a question(s) or solve a problem(s) by generating and answering a research question. |
| English 2 | ELA.E2.AOR.1.1 | Analyze how multiple perspectives, context, and/or key elements add to and deepen meaning or enhance style within and across texts. |
| English 2 | ELA.E2.AOR.10.1 | Analyze the advantages and disadvantages of using different multimedia formats for presenting ideas or topics. |
| English 2 | ELA.E2.AOR.6.1 | Summarize and/or paraphrase content from grade-level text to enhance comprehension. |
| English 2 | ELA.E2.C.2.1 | Write informative texts to examine and convey complex information clearly and accurately through analysis of multiple sources. |
| English 2 | ELA.E2.C.5.1 | Improve writing by planning, editing, considering feedback, and revising to enhance clarity and style appropriate to audience and purpose. |
| English 2 | ELA.E2.R.1.1 | Conduct short and more sustained research to answer a question(s) or solve a problem(s) using a variety of sources. |
| English 3 | ELA.E3.AOR.1.1 | Evaluate how multiple perspectives, context, and key elements work together to enhance and deepen meaning or style within and across texts. |
| English 3 | ELA.E3.AOR.7.1 | Determine or clarify the meaning of known, unknown, and multiple-meaning words and phrases using context and other strategies. |
| English 3 | ELA.E3.C.3.1 | Write and intentionally use narratives within other modes of writing, using effective techniques, intentional details, and well-structured sequences. |
| English 3 | ELA.E3.C.7.1 | Present information, findings, and supporting evidence effectively with organization, development, and style appropriate for varied audiences and tasks. |
| English 3 | ELA.E3.R.1.1 | Conduct short and more sustained research to answer questions or solve a problem(s) using a variety of sources. |
| English 4 | ELA.E4.AOR.1.1 | Evaluate and critique how multiple perspectives, context, and key elements work together to enhance and deepen meaning or style within and across texts. |
| English 4 | ELA.E4.C.1.1 | Write arguments to support claims in an analysis of topics or texts; introduce knowledgeable claims and establish their significance. |
| English 4 | ELA.E4.R.1.1 | Conduct short and more sustained research to answer questions or solve problems using a variety of sources. |
· South Carolina College- and Career-Ready Science Standards 2021 · 110
| 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-ESS3-2 | Ask questions to understand the purpose of weather forecasting to prepare for and respond to severe weather. |
| K | K-ESS3-3 | Obtain and communicate information to define problems related to human impact on 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. |
| K | K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
| 1 | 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1 | 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
| 1 | 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive and grow. |
| 1 | 1-LS1-2 | Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive. |
| 1 | 1-LS3-1 | Make observations to support an evidence-based claim that most young 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-PS4-2 | Make observations to support an evidence-based claim that objects in darkness can be seen only when illuminated by light sources. |
| 1 | 1-PS4-3 | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1 | 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to communicate over a distance. |
| 2 | 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur rapidly or slowly. |
| 2 | 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2 | 2-ESS3-1 | Design solutions to address human impacts on natural resources in the local environment. |
| 2 | 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
| 2 | 2-PS1-1 | Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. |
| 2 | 2-PS1-3 | Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled into a new object. |
| 3 | 3-ESS2-1 | Represent data in tables and graphical displays of typical weather conditions during a particular season to identify patterns and make predictions. |
| 3 | 3-ESS3-1 | Make a claim about the effectiveness of a design solution that reduces the impacts of a weather-related hazard. |
| 3 | 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
| 3 | 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
| 3 | 3-LS4-2 | Use evidence to construct an explanation for how variations in traits among individuals of the same species may provide advantages in surviving. |
| 3 | 3-LS4-4 | Make a claim about the effectiveness of a solution to a problem caused when the environment changes and affects organisms living there. |
| 3 | 3-PS2-2 | Make observations and measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. |
| 3 | 3-PS2-4 | Develop possible solutions to a simple design problem 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-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth's features. |
| 4 | 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
| 4 | 4-LS1-2 | Use a model to describe that animals receive information through their senses, process the information in their brain, and respond to it. |
| 4 | 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4 | 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| 4 | 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| 5 | 5-ESS1-1 | Support an argument with evidence that 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 | Evaluate potential solutions to problems that individual communities face in protecting 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-PS1-2 | Measure and graph quantities to provide evidence that regardless of the type of change when heating, cooling, or mixing substances, total mass is conserved. |
| 5 | 5-PS1-4 | Conduct an investigation to determine whether the mixing of two or more substances results in new substances. |
| 5 | 5-PS3-1 | Use models to describe that energy in animals' food was once energy from the sun. |
| 6 | 6-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 history. |
| 6 | 6-ESS2-2 | Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. |
| 6 | 6-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 | 6-ESS2-6 | Develop and use models to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation. |
| 6 | 6-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 | 6-LS1-3 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
| 6 | 6-PS1-4 | Develop and use 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 | 6-PS3-4 | Plan an investigation to determine the relationships among energy transferred, type of matter, mass, and change in average kinetic energy. |
| 7 | 7-ESS3-1 | Construct a scientific explanation based on evidence for how uneven distributions of Earth's mineral, energy, and groundwater resources are the result of geoscience processes. |
| 7 | 7-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. |
| 7 | 7-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. |
| 7 | 7-LS2-1 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. |
| 7 | 7-LS2-3 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. |
| 7 | 7-LS2-5 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. |
| 7 | 7-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. |
| 7 | 7-PS1-5 | Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. |
| 7 | 7-PS3-1 | Construct and interpret graphical displays of data to describe the proportional relationships of kinetic energy to the mass and speed of an object. |
| 7 | 7-PS3-5 | Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. |
| 8 | 8-ESS1-1 | Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses, tides, and seasons. |
| 8 | 8-ESS1-3 | Evaluate information to determine scale properties of objects in the solar system. |
| 8 | 8-LS1-5 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. |
| 8 | 8-LS3-2 | Develop and use a model to describe why asexual reproduction results in identical offspring and sexual reproduction results in variation. |
| 8 | 8-LS4-2 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms. |
| 8 | 8-LS4-5 | Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. |
| 8 | 8-PS2-1 | Apply Newton's third law to design a solution to a problem involving the motion of two colliding objects. |
| 8 | 8-PS2-3 | Analyze and interpret data to determine the factors that affect the strength of electric and magnetic forces. |
| 8 | 8-PS2-5 | Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though not in contact. |
| 8 | 8-PS4-3 | Communicate information to support the claim that digital devices are used to improve our understanding of how waves transmit information. |
| Biology | B-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. |
| Biology | B-LS1-3 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. |
| Biology | B-LS1-6 | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form larger molecules. |
| Biology | B-LS2-1 | Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems. |
| Biology | B-LS2-3 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. |
| Biology | B-LS2-5 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. |
| Biology | B-LS2-7 | Design, evaluate, and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health. |
| Biology | B-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. |
| Biology | B-LS3-3 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. |
| Biology | B-LS4-2 | Construct an explanation based on evidence that the process of evolution primarily results from four factors related to populations and natural selection. |
| Biology | B-LS4-4 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
| Biology | B-LS4-6 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
| Chemistry | C-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. |
| Chemistry | C-PS1-3 | Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of forces between particles. |
| Chemistry | C-PS1-5 | Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on reaction rate. |
| Chemistry | C-PS1-7 | Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |
| Chemistry | C-PS2-6 | Communicate scientific and technical information about why the molecular structure determines the functioning of designed materials. |
| Chemistry | C-PS4-4 | Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. |
| Earth and Space Science | E-ESS1-1 | Develop a model based on evidence to illustrate that energy generated by nuclear fusion within the sun radiates to and influences orbiting planets. |
| Earth and Space Science | E-ESS1-3 | Construct an explanation using evidence to explain the ways elements are produced over the life cycle of a star. |
| Earth and Space Science | E-ESS1-5 | Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. |
| Earth and Space Science | E-ESS2-1 | Use evidence to argue how Earth's internal and external processes operate to form and modify continental and ocean-floor features throughout Earth's history. |
| Earth and Space Science | E-ESS2-3 | Develop a model based on evidence of Earth's interior that describes cycling of matter through convection processes. |
| Earth and Space Science | E-ESS2-5 | Investigate the ways that water (given its unique physical and chemical properties) impacts various Earth systems. |
| Earth and Space Science | E-ESS2-7 | Communicate scientific information that illustrates how Earth's systems and life on Earth change and influence each other over time. |
| Earth and Space Science | E-ESS3-2 | Evaluate competing design solutions that address the impacts of developing, managing, and using Earth's energy and mineral resources. |
| Earth and Space Science | E-ESS3-4 | Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. |
| Earth and Space Science | E-ESS3-6 | Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. |
| Physics | P-PS2-1 | Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among net force, mass, and acceleration of a macroscopic object. |
| Physics | P-PS2-3 | Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the effect of a force on a macroscopic object during a collision. |
| Physics | P-PS2-5 | Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. |
| Physics | P-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 components and energy flows are known. |
| Physics | P-PS3-3 | Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. |
| Physics | P-PS4-1 | Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. |
| Physics | P-PS4-3 | Evaluate the claims, evidence, and reasoning about how electromagnetic radiation can be described either by a wave model or a particle model. |
· 2019 South Carolina College- and Career-Ready Standards for Social Studies · 111
| K | K.CG.1 | Identify similarities and differences between people and discuss ways to protect and respect all people by practicing civic dispositions. |
| K | K.CG.2 | Explain the purpose of rules and laws, and discuss consequences of breaking them. |
| K | K.CG.4 | Collaborate with others to identify a classroom or school issue and propose a resolution using civic dispositions. |
| K | K.E.1 | Identify and compare wants and needs. |
| K | K.E.3 | Explain why people have jobs, and describe the economic benefits for self and community. |
| K | K.G.1 | Identify a map, various map features, and explain the purpose of maps. |
| K | K.G.2 | Utilize sources of geographic information to define and identify cultural and/or natural features. |
| K | K.G.3 | Describe and compare the cultural and natural environment around one's home and school by constructing a visual representation. |
| K | K.H.1 | Identify similarities and differences between oneself and others. |
| K | K.H.2 | Examine ways in which individuals change or stay the same over time. |
| K | K.H.3 | Identify different forms of evidence used in historical inquiry, such as digital sources, maps, photographs/images, or texts. |
| 1 | 1.CG.2 | Describe the basic purpose, structure, and functions of South Carolina's government at both the local and state level. |
| 1 | 1.E.1 | Compare goods and services in the school, community, and state. |
| 1 | 1.E.3 | Research and describe how goods and services differ in rural, suburban, and urban areas in South Carolina. |
| 1 | 1.G.2 | Identify and describe the geographic location of South Carolina in relation to the rest of the United States through the use of various maps. |
| 1 | 1.G.3 | Identify and differentiate between rural, suburban, and urban areas within South Carolina. |
| 1 | 1.G.4 | Describe and compare various landforms within South Carolina through the use of primary and secondary sources. |
| 1 | 1.H.1 | Identify similarities and differences between one's community and other South Carolina communities over time. |
| 1 | 1.H.3 | Evaluate different sources of evidence used in historical inquiry, such as art, artifacts, digital sources, graphs, maps, oral histories, etc. |
| 2 | 2.CG.1 | Identify cultural and ethnic groups in the U.S., explore their characteristics, and communicate how civic dispositions build relationships. |
| 2 | 2.CG.3 | Analyze how rights are granted to U.S. citizens through the founding documents. |
| 2 | 2.E.3 | Create a simple budget, and articulate the priorities using economic terms such as expenses, income, and savings. |
| 2 | 2.G.1 | Identify the geographic location of the U.S. in relation to the rest of the world. |
| 2 | 2.G.3 | Explain how the distribution of human features, physical features, and natural resources within the U.S. changes over time and impacts people. |
| 2 | 2.H.1 | Identify and compare significant historical events, moments, and symbols in U.S. history. |
| 2 | 2.H.3 | Analyze patterns of continuities and changes within U.S. history through the use of a variety of sources. |
| 2 | 2.H.4 | Evaluate different forms of evidence used in historical inquiry and determine their validity. |
| 3 | 3.1.1.AG | Utilize an alphanumeric grid to locate the continents and oceans. |
| 3 | 3.1.2.AG | Locate the world's four hemispheres (northern, southern, eastern, western) using major map components. |
| 3 | 3.1.3.PR | Identify the spatial hierarchy of political and physical geographic features. |
| 3 | 3.2.1.ER | Recognize and explain how physical features are distributed across regions. |
| 3 | 3.2.3.ER | Identify spatial variations in climates around the world and recognize the relationship between climate and human activity. |
| 3 | 3.3.3.AG | Develop a natural disaster safety plan for a community. |
| 3 | 3.4.1.PR | Investigate the cultural characteristics of places and regions around the world. |
| 3 | 3.5.1.HS | Investigate and explain the economic, social, and political motivations behind human exploration of Earth. |
| 3 | 3.5.3.HS | Investigate and explain the economic, social, political, and environmental motivations behind human migration. |
| 4 | 4.1.CC | Identify patterns of change and continuity in the development of the colonies. |
| 4 | 4.1.CO | Compare the interactions among cultural groups as a result of European colonization. |
| 4 | 4.2.CX | Contextualize South Carolina's role in the development of the new nation. |
| 4 | 4.2.P | Analyze the sequence of events that led to the establishment of a new nation. |
| 4 | 4.3.CE | Analyze the effects of government policies in promoting United States expansion and growth. |
| 4 | 4.4.CO | Compare the economic and political causes of the Civil War. |
| 4 | 4.4.P | Explain how emancipation was achieved as a result of civic action. |
| 4 | 4.5.CO | Compare the roles of various groups on Reconstruction. |
| 5 | 5.1.CC | Summarize how imperialism and economic expansion impacted the experiences of different groups and shaped American cultural identities. |
| 5 | 5.1.CO | Compare the physical landscape and demographics of the U.S. before and after the period of westward expansion. |
| 5 | 5.1.P | Summarize how U.S. involvement in the Spanish American War led to increased economic expansion and imperialism. |
| 5 | 5.2.CO | Compare the cultural and economic impacts of the 1929 Stock Market crash. |
| 5 | 5.2.P | Summarize how the role of the federal government expanded during the period. |
| 5 | 5.4.CC | Analyze continuity and change related to conflicts, innovations, and social movements of the period. |
| 5 | 5.5.E | Analyze multiple perspectives on contemporary global economic, political, and social developments. |
| 6 | 6.1.CC | Analyze changes and continuities that influenced the organization and technological advancements of early civilizations. |
| 6 | 6.1.CO | Compare the development of social systems among the early civilizations. |
| 6 | 6.1.CX | Contextualize the origins and spread of major world religions and their enduring influence. |
| 6 | 6.2.CE | Analyze causes and effects of increased global interaction among civilizations. |
| 6 | 6.3.P | Summarize the development of nation-states and shifts in power over time. |
| 6 | 6.4.CO | Compare instances of cooperation and conflict among civilizations. |
| 7 | 7.1.1.PR | Analyze patterns and relationships of cultural, economic, environmental, physical, and political features of a world region. |
| 7 | 7.1.2.ER | Analyze human-environment interactions within a world region. |
| 7 | 7.2.3.HS | Analyze the human systems (movement, settlement, culture) of a world region. |
| 7 | 7.3.6.AG | Apply geographic tools and representations to analyze a world region. |
| 7 | 7.4.1.PR | Analyze patterns and relationships among the features of a world region. |
| 7 | 7.5.2.ER | Analyze environment-and-society interactions within a world region. |
| 7 | 7.6.3.HS | Analyze human systems within a world region. |
| 8 | 8.1.CC | Analyze the changes and continuities of Native Americans' experiences prior to and as a result of settlement and colonization. |
| 8 | 8.1.CE | Analyze the factors that contributed to the development of South Carolina's economic system and subsequent impacts. |
| 8 | 8.1.CO | Compare the three British North American colonial regions economically, politically, socially, and in regard to labor. |
| 8 | 8.2.P | Summarize how South Carolinians and Americans moved toward independence. |
| 8 | 8.3.CX | Contextualize conflict and compromise in South Carolina's antebellum and Civil War history. |
| 8 | 8.5.CC | Analyze continuity and change in the impact of world events on South Carolina. |
| Economics & Personal Finance (HS) | EPF.1.CC | Determine how society's allocation of resources impacts economic well-being using a production possibilities curve. |
| Economics & Personal Finance (HS) | EPF.1.ER | Examine how scarcity of time and resources necessitates decision-making. |
| Economics & Personal Finance (HS) | EPF.1.IN | Research and utilize evidence to explain how various economic systems address the basic economic questions of resource distribution. |
| Economics & Personal Finance (HS) | EPF.2.ER | Research and analyze the factors that impact personal income and long-term earning potential. |
| Economics & Personal Finance (HS) | EPF.2.IP | Develop a personal finance strategy for investing, protecting, purchasing, and saving resources. |
| Economics & Personal Finance (HS) | EPF.3.CC | Analyze basic microeconomic principles such as markets, supply, and demand. |
| Economics & Personal Finance (HS) | EPF.4.IN | Research and analyze basic macroeconomic principles. |
| Human Geography (HS) | HG.1.1.HS | Identify and analyze the spatial distributions and patterns of human populations. |
| Human Geography (HS) | HG.1.2.PR | Explain the cultural, economic, environmental, and political causes and effects of migration. |
| Human Geography (HS) | HG.1.6.AG | Apply geographic tools to analyze population and migration patterns. |
| Human Geography (HS) | HG.2.1.PR | Analyze conditions, interconnections, and patterns among regions. |
| Human Geography (HS) | HG.3.1.HS | Analyze the characteristics of culture and cultural landscapes. |
| Human Geography (HS) | HG.4.2.PR | Analyze how cooperation and conflict among people influence political and economic patterns. |
| Human Geography (HS) | HG.5.1.PR | Analyze the distribution, function, and patterns of economic activity. |
| Modern World History (HS) | MWH.1.CE | Examine the causes and effects of the events surrounding the Renaissance on the rise of Europe. |
| Modern World History (HS) | MWH.1.CO | Compare and contrast the major political, social, and belief systems and their spatial distribution in the early modern world. |
| Modern World History (HS) | MWH.1.P | Summarize the motivations of worldwide exploration and the influence of exploration on world civilizations. |
| Modern World History (HS) | MWH.2.CX | Contextualize the effects of commerce, innovation, and revolution in the modern world. |
| Modern World History (HS) | MWH.3.CC | Analyze continuity and change in the development of nationalism. |
| Modern World History (HS) | MWH.5.E | Analyze multiple perspectives on the Modern Age from 1933 to the present. |
| History & Literature of the New Testament Era (HS elective) | NT.1.1 | Contextualize the historical and geographical developments of the New Testament including its origin and methods of writing. |
| History & Literature of the New Testament Era (HS elective) | NT.1.4 | Create a narrative analyzing the rise and growth of Christianity including patterns of expansion across continents. |
| History & Literature of the New Testament Era (HS elective) | NT.2.1 | Analyze the influence of biblical texts on the development of the English language. |
| History & Literature of the New Testament Era (HS elective) | NT.3.1 | Demonstrate an understanding of the influence of the New Testament on history, literature, art, and culture. |
| History & Literature of the Old Testament Era (HS elective) | OT.1.1 | Contextualize the historical and geographical developments of the Old Testament including its origin and methods of writing. |
| History & Literature of the Old Testament Era (HS elective) | OT.1.3 | Create a comparative analysis of Old Testament cultures from distinct geographic regions (Sumerian, Egyptian, Hebrew). |
| History & Literature of the Old Testament Era (HS elective) | OT.2.1 | Analyze the influence of biblical texts on the development of the English language. |
| History & Literature of the Old Testament Era (HS elective) | OT.3.1 | Demonstrate an understanding of the influence of the Old Testament on history, literature, art, and culture. |
| US Government (HS) | USG.1.CC | Analyze the major debates and compromises underlying the formation and ratification of the Constitution. |
| US Government (HS) | USG.1.ER | Analyze the philosophical influences on core political principles in American constitutional democracy. |
| US Government (HS) | USG.1.IP | Investigate and communicate the importance of constitutional principles. |
| US Government (HS) | USG.2.ER | Analyze the structure and functions of the branches of government. |
| US Government (HS) | USG.3.IN | Investigate the political process in determining public policy. |
| US Government (HS) | USG.4.CC | Analyze continuity and change in the rights and responsibilities of citizens. |
| US History & the Constitution (HS) | USHC.1.CO | Analyze the development of the American identity through the founding principles and social and economic development of the colonies. |
| US History & the Constitution (HS) | USHC.1.CX | Contextualize significant republican developments within North America's connection to the Atlantic World. |
| US History & the Constitution (HS) | USHC.1.P | Summarize the changing relationship between individuals and the government during the period 1607-1800. |
| US History & the Constitution (HS) | USHC.2.CC | Analyze continuity and change across nineteenth-century U.S. developments. |
| US History & the Constitution (HS) | USHC.3.CE | Analyze how innovation and industrialization shaped the United States. |
| US History & the Constitution (HS) | USHC.4.CX | Contextualize how American identity developed at home and abroad. |
| US History & the Constitution (HS) | USHC.5.E | Analyze multiple perspectives on America's global leadership and its impact. |
Is homeschooling legal in South Carolina?
Yes. Homeschooling is governed by S.C.
Do I have to notify anyone to homeschool in South Carolina?
South Carolina has three legal homeschool pathways. Option 1 (S.C. Code 59-65-40): apply to and receive approval from the local school district board of trustees; semiannual reporting to the district. Option 2 (59-65-45): enroll/register as a member of the South Carolina Association of Independent Home Schools (SCAIHS). Option 3 (59-65-47): enroll/register as a member of any homeschool association that has at least 50 members. There is no direct filing with the state DOE; enrollment in an Option 2 or 3 association is the de facto notification, and associations report enrollment to school districts. Most SC families use Option 3.
Is standardized testing required for homeschoolers in South Carolina?
Yes (grades 3, 4, 5, 6, 7, 8, 9, 10, 11). Parent-teacher must maintain (1) a plan book, diary, or other record indicating subjects taught and activities engaged in; (2) a portfolio of samples of the student's academic work; and (3) a semiannual progress report including attendance records and individualized documentation of the student's academic progress in each basic instructional area. Records may be inspected by the district (Option 1) or are reviewed/held per association policy (Options 2 and 3).
What subjects are required for homeschooling in South Carolina?
South Carolina requires instruction in: reading; writing; mathematics; science; social studies; composition (grades 7-12); literature (grades 7-12).
Does South Carolina have its own learning standards?
Math: South Carolina College- and Career-Ready (SCCCR) Mathematics Standards (2025). ELA: South Carolina College- and Career-Ready (SCCCR) Standards for English Language Arts (2024). Science: South Carolina College- and Career-Ready Science Standards 2021. Social studies: 2019 South Carolina College- and Career-Ready Standards for Social Studies.