TX ·
5
None specified.
Texas home schools are treated as private schools and are exempt from compulsory attendance under Texas Education Code Sec. 25.086(a)(1), per the Texas Supreme Court decision in Leeper v. Arlington ISD (1994). To qualify, the home school must (1) be conducted in a bona fide manner, (2) use a written/visual curriculum, and (3) teach the five required subjects: reading, spelling, grammar, mathematics, and good citizenship. There is NO requirement to notify the state, register, seek approval, use a certified teacher, meet a minimum instruction time, administer standardized tests, or keep/submit records. TEC Sec. 1.010 (added 2025, HB 2674) prohibits the state from regulating home-school educational programs.
No notification, registration, or approval is required to begin homeschooling in Texas. Texas does not regulate, approve, or accredit home schools. If a child is being withdrawn from a public school, the district accepts a signed, dated letter from the parent stating the child is being homeschooled (Leaver Reason Code 60); no curriculum review or personal appearance is required. Children who have never been enrolled in public school need not contact anyone. TEC Sec. 1.010 and the Homeschool Freedom Act of 2025 (HB 2674) bar the TEA/SBOE from adopting rules regulating home-school programs.
No recordkeeping is mandated by law. Parents are not required to maintain or submit attendance, grades, portfolios, or test results to any agency. The only operative legal standards (from Leeper v. Arlington ISD) are that instruction be bona fide (in good faith), use a written/visual curriculum (textbooks, workbooks, video, or computer software), and cover the five required subjects. Keeping records of curriculum and work is recommended for transcript/college purposes but not legally required.
- Reading
- Spelling
- Grammar
- Mathematics
- Good citizenship (civics)
· Texas Essential Knowledge and Skills (TEKS) for Mathematics · 93
| K | 111.2(b)(1)(A) | Apply mathematics to problems arising in everyday life, society, and the workplace. |
| K | 111.2(b)(2)(A) | Count forward and backward to at least 20 with and without objects. |
| K | 111.2(b)(2)(C) | Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set. |
| K | 111.2(b)(2)(F) | Generate a number that is one more than or one less than another number up to at least 20. |
| K | 111.2(b)(2)(I) | Compose and decompose numbers up to 10 with objects and pictures. |
| K | 111.2(b)(3)(A) | Model the action of joining to represent addition and the action of separating to represent subtraction. |
| K | 111.2(b)(6)(A) | Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles. |
| K | 111.2(b)(8)(A) | Collect, sort, and organize data into two or three categories. |
| 1 | 111.3(b)(2)(A) | Recognize instantly the quantity of structured arrangements. |
| 1 | 111.3(b)(3)(A) | Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. |
| 1 | 111.3(b)(3)(C) | Compose 10 with two or more addends with and without concrete objects. |
| 1 | 111.3(b)(3)(D) | Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10. |
| 1 | 111.3(b)(5)(A) | Recite numbers forward and backward from any given number between 1 and 120. |
| 1 | 111.3(b)(6)(A) | Classify and sort regular and irregular two-dimensional shapes based on attributes using informal geometric language. |
| 2 | 111.4(b)(2)(A) | Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones. |
| 2 | 111.4(b)(2)(B) | Use standard, word, and expanded forms to represent numbers up to 1,200. |
| 2 | 111.4(b)(4)(A) | Recall basic facts to add and subtract within 20 with automaticity. |
| 2 | 111.4(b)(8)(A) | Create two-dimensional shapes based on given attributes, including number of sides and vertices. |
| 3 | 111.5(b)(2)(A) | Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, thousands, hundreds, tens, and ones using objects, pictorial models, numbers, and expanded notation. |
| 3 | 111.5(b)(2)(C) | Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size to support rounding. |
| 3 | 111.5(b)(2)(D) | Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. |
| 3 | 111.5(b)(3)(A) | Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models. |
| 3 | 111.5(b)(4)(A) | Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000. |
| 3 | 111.5(b)(6)(C) | Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row. |
| 3 | 111.5(b)(8)(A) | Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals. |
| 4 | 111.6(b)(2)(B) | Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals. |
| 4 | 111.6(b)(2)(E) | Represent decimals, including tenths and hundredths, using concrete and visual models and money. |
| 4 | 111.6(b)(3)(A) | Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b is greater than zero. |
| 4 | 111.6(b)(5)(A) | Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity. |
| 4 | 111.6(b)(6)(C) | Apply knowledge of right angles to identify acute, right, and obtuse triangles. |
| 4 | 111.6(b)(7)(C) | Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. |
| 5 | 111.7(b)(2)(A) | Represent the value of the digit in decimals through the thousandths using expanded notation and numerals. |
| 5 | 111.7(b)(2)(B) | Compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =. |
| 5 | 111.7(b)(2)(C) | Round decimals to tenths or hundredths. |
| 5 | 111.7(b)(3)(L) | Divide whole numbers by unit fractions and unit fractions by whole numbers. |
| 5 | 111.7(b)(4)(B) | Represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity. |
| 5 | 111.7(b)(6)(B) | Determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base. |
| 5 | 111.7(b)(9)(C) | Solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot. |
| 6 | 111.26(b)(10)(A) | Model and solve one-variable, one-step equations and inequalities that represent problems. |
| 6 | 111.26(b)(12)(C) | Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread). |
| 6 | 111.26(b)(14)(A) | Compare the features and costs of a checking account and a debit card offered by different local financial institutions. |
| 6 | 111.26(b)(2)(B) | Identify a number, its opposite, and its absolute value. |
| 6 | 111.26(b)(3)(D) | Add, subtract, multiply, and divide integers fluently. |
| 6 | 111.26(b)(3)(E) | Multiply and divide positive rational numbers fluently. |
| 6 | 111.26(b)(4)(B) | Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates. |
| 6 | 111.26(b)(5)(C) | Use equivalent fractions, decimals, and percents to show equal parts of the same whole. |
| 6 | 111.26(b)(7)(D) | Generate equivalent expressions using the order of operations, including exponents and the distributive, commutative, and associative properties. |
| 7 | 111.27(b)(10)(A) | Write one-variable, two-step equations and inequalities to represent constraints or conditions within problems. |
| 7 | 111.27(b)(11)(A) | Model and solve one-variable, two-step equations and inequalities. |
| 7 | 111.27(b)(13)(E) | Calculate and compare simple interest and compound interest earnings. |
| 7 | 111.27(b)(3)(A) | Add, subtract, multiply, and divide rational numbers fluently. |
| 7 | 111.27(b)(4)(A) | Represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt. |
| 7 | 111.27(b)(4)(C) | Determine the constant of proportionality (k = y/x) within mathematical and real-world problems. |
| 7 | 111.27(b)(4)(D) | Solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems. |
| 7 | 111.27(b)(6)(I) | Determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces. |
| 8 | 111.28(b)(10)(A) | Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane. |
| 8 | 111.28(b)(11)(A) | Construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association. |
| 8 | 111.28(b)(12)(D) | Calculate and compare simple interest and compound interest earnings. |
| 8 | 111.28(b)(2)(B) | Approximate the value of an irrational number, including pi and square roots of numbers less than 225, and locate that rational number approximation on a number line. |
| 8 | 111.28(b)(2)(C) | Convert between standard decimal notation and scientific notation. |
| 8 | 111.28(b)(5)(A) | Represent linear proportional situations with tables, graphs, and equations in the form of y = kx. |
| 8 | 111.28(b)(5)(B) | Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0. |
| 8 | 111.28(b)(5)(I) | Write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations. |
| 8 | 111.28(b)(7)(C) | Use the Pythagorean Theorem and its converse to solve problems. |
| Algebra I | 111.39(c)(10)(A) | Add and subtract polynomials of degree one and degree two. |
| Algebra I | 111.39(c)(2)(A) | Determine the domain and range of a linear function in mathematical problems and reasonable domain/range for real-world situations, representing using inequalities. |
| Algebra I | 111.39(c)(2)(B) | Write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1), given one point and the slope and given two points. |
| Algebra I | 111.39(c)(3)(A) | Determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms. |
| Algebra I | 111.39(c)(3)(C) | Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, slope, and where the function is increasing or decreasing. |
| Algebra I | 111.39(c)(5)(A) | Solve linear equations in one variable, including those with the variable on both sides of the equal sign. |
| Algebra I | 111.39(c)(7)(A) | Graph quadratic functions on the coordinate plane and identify key attributes, including x-intercept, y-intercept, zeros, maximum/minimum, vertex, and axis of symmetry. |
| Algebra I | 111.39(c)(8)(A) | Solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula. |
| Algebra I | 111.39(c)(9)(A) | Determine the domain and range of exponential functions of the form f(x) = ab^x and represent the domain and range using inequalities. |
| Algebra I | 111.39(c)(9)(C) | Write exponential functions in the form f(x) = ab^x to describe problems arising from mathematical and real-world situations, including growth and decay. |
| Algebra II | 111.40(c)(4)(B) | Write the equation of a parabola using given attributes, including vertex, focus, directrix, axis of symmetry, and direction of opening. |
| Algebra II | 111.40(c)(4)(F) | Solve quadratic and square root equations. |
| Algebra II | 111.40(c)(4)(H) | Solve quadratic inequalities. |
| Algebra II | 111.40(c)(5)(C) | Rewrite exponential equations as their corresponding logarithmic equations and logarithmic equations as their corresponding exponential equations. |
| Algebra II | 111.40(c)(5)(D) | Solve exponential equations of the form y = ab^x and single logarithmic equations having real solutions. |
| Algebra II | 111.40(c)(6)(B) | Solve cube root equations that have real roots. |
| Algebra II | 111.40(c)(6)(E) | Solve absolute value linear equations. |
| Algebra II | 111.40(c)(7)(H) | Solve equations involving rational exponents. |
| Geometry | 111.41(c)(11)(C) | Apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems. |
| Geometry | 111.41(c)(11)(D) | Apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems. |
| Geometry | 111.41(c)(12)(A) | Apply theorems about circles, including relationships among angles, radii, chords, tangents, and secants, to solve non-contextual problems. |
| Geometry | 111.41(c)(13)(B) | Determine probabilities based on area to solve contextual problems. |
| Geometry | 111.41(c)(2)(B) | Derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines. |
| Geometry | 111.41(c)(4)(A) | Distinguish between undefined terms, definitions, postulates, conjectures, and theorems. |
| Geometry | 111.41(c)(4)(B) | Identify and determine the validity of the converse, inverse, and contrapositive of a conditional statement and recognize the connection between a biconditional statement and a true conditional statement with a true converse. |
| Geometry | 111.41(c)(6)(B) | Prove two triangles are congruent by applying the Side-Angle-Side, Angle-Side-Angle, Side-Side-Side, Angle-Angle-Side, and Hypotenuse-Leg congruence conditions. |
| Geometry | 111.41(c)(6)(D) | Verify theorems about the relationships in triangles, including the sum of interior angles, base angles of isosceles triangles, midsegment, and inequalities in one and two triangles. |
| Geometry | 111.41(c)(8)(A) | Prove theorems about similar triangles, including the Triangle Proportionality theorem, and apply these theorems to solve problems. |
| Geometry | 111.41(c)(9)(A) | Determine the lengths of sides and measures of angles in a right triangle by applying the trigonometric ratios sine, cosine, and tangent to solve problems. |
· Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR) · 89
| K | K.1.A | Listen actively, ask/answer questions using multi-word responses |
| K | K.10.D.i | Edit drafts using standard English conventions, including complete sentences |
| K | K.11.A | Dictate or compose literary texts, including personal narratives |
| K | K.12.A | Generate questions for formal and informal inquiry (with adult assistance) |
| K | K.2.A | Demonstrate phonological awareness (rhyming, alliteration, syllables, phoneme segmentation) |
| K | K.2.B.i | Demonstrate and apply phonetic knowledge; letter-sound relationships to decode |
| K | K.2.D | Demonstrate print awareness: book orientation, directionality, letter/word recognition |
| K | K.2.E | Develop handwriting by forming uppercase and lowercase letters accurately |
| K | K.3.B | Use illustrations and texts to learn or clarify word meanings |
| K | K.4 | Self-select and interact independently with grade-appropriate texts |
| K | K.5.F | Make inferences and use evidence to support understanding (with adult assistance) |
| K | K.6.D | Retell texts while maintaining meaning |
| K | K.7.B | Identify and describe the main character(s) |
| K | K.8.A | Demonstrate knowledge of distinguishing characteristics of children's literature (folktales, fables, fairy tales, nursery rhymes) |
| K | K.9.A | Discuss the author's purpose for writing (with adult assistance) |
| 1 | 1.1.A | Listen actively, ask relevant questions, make pertinent comments |
| 1 | 1.12.C | Compose correspondence such as thank-you notes or letters |
| 1 | 1.13.A | Generate questions for formal and informal inquiry (with adult assistance) |
| 1 | 1.2.A | Demonstrate phonological awareness (rhyming, alliteration, phoneme manipulation) |
| 1 | 1.2.B | Demonstrate and apply phonetic knowledge: consonant blends, digraphs, trigraphs |
| 1 | 1.2.C | Demonstrate and apply spelling knowledge using syllable patterns and high-frequency words |
| 1 | 1.3.C | Identify the meaning of and use words with affixes -s, -ed, -ing |
| 1 | 1.4 | Read grade-level text with appropriate fluency (rate, accuracy, prosody) |
| 1 | 1.6.F | Make inferences and use evidence to support understanding |
| 1 | 1.8.C | Describe plot elements: main events, problem, resolution |
| 2 | 2.11.D.ii | Edit drafts: past, present, future verb tenses |
| 2 | 2.2.A | Demonstrate phonological awareness, including manipulating phonemes within base words |
| 2 | 2.4 | Read grade-level text with appropriate fluency (rate, accuracy, prosody) |
| 2 | 2.6.E | Make connections to personal experiences, ideas in other texts, and society |
| 2 | 2.9.D.i | Recognize characteristics of informational text, including the central idea with supporting evidence |
| 3 | 3.10.D | Describe how the author's use of imagery, literal/figurative language creates imagery |
| 3 | 3.12.B | Compose informational texts, including brief compositions that convey information about a topic |
| 3 | 3.3.B | Use context within and beyond a sentence to determine word meaning |
| 3 | 3.6.H | Synthesize information to create new understanding |
| 3 | 3.8.B | Explain the relationships among the major and minor characters |
| 4 | 4.10.B | Analyze how the use of text structure contributes to the author's purpose |
| 4 | 4.13.F | Recognize the difference between paraphrasing and plagiarism |
| 4 | 4.3.C | Determine the meaning of and use words with affixes and roots |
| 4 | 4.6.G | Evaluate details read to determine key ideas |
| 4 | 4.9.E.i | Recognize characteristics and structures of argumentative text by identifying the claim |
| 5 | 5.10.D | Describe how the author's use of figurative language achieves specific purposes |
| 5 | 5.12.C | Compose argumentative texts, including opinion essays, using genre characteristics and craft |
| 5 | 5.4 | Use appropriate fluency (rate, accuracy, prosody) when reading grade-level text |
| 5 | 5.6.F | Make inferences and use evidence to support understanding |
| 5 | 5.8.A | Infer multiple themes within a text using text evidence |
| 6 | 6.1.A | Listen actively to interpret a message and ask clarifying questions |
| 6 | 6.10.D.vii | Edit drafts: capitalization of proper nouns, including abbreviations, initials, acronyms, organizations |
| 6 | 6.11.B | Compose informational texts, including multi-paragraph essays, using genre characteristics and craft |
| 6 | 6.12.G | Differentiate between paraphrasing and plagiarism when using source materials |
| 6 | 6.2.A | Use print/digital resources to determine meaning, syllabication, pronunciation, word origin |
| 6 | 6.3 | Read grade-level text with fluency and comprehension |
| 6 | 6.5.A | Establish purpose for reading assigned and self-selected texts |
| 6 | 6.6.E | Interact with sources in meaningful ways, such as notetaking, annotating, freewriting |
| 6 | 6.7.B | Analyze how the characters' internal/external responses develop the plot |
| 6 | 6.9.D | Describe how the author's use of figurative language such as metaphor and personification achieves specific purposes |
| 7 | 7.11.C | Compose argumentative texts using genre characteristics and craft |
| 7 | 7.2.B | Use context to determine or clarify the meaning of unfamiliar/multiple-meaning words |
| 7 | 7.5.F | Make inferences and use evidence to support understanding |
| 7 | 7.8.D | Analyze characteristics and structural elements of informational text |
| 7 | 7.9.E | Identify and analyze the use of literary devices, including subjective and objective point of view |
| 8 | 8.12.J | Use an appropriate mode of delivery to present results of research |
| 8 | 8.3 | Read grade-level text with fluency and comprehension |
| 8 | 8.5.H | Synthesize information to create new understanding |
| 8 | 8.7.C | Analyze plot elements, including the rising action, climax, falling action, and resolution |
| 8 | 8.9.F | Analyze how the author's use of language contributes to mood, voice, and tone |
| English I | EI.1.A | Engage in meaningful discourse; listen, respond, and pose relevant questions (110.36(c)(1)(A)) |
| English I | EI.10.C | Compose argumentative texts using genre characteristics and craft |
| English I | EI.11.G | Differentiate between paraphrasing and plagiarism and identify the importance of citing sources |
| English I | EI.2.B | Analyze textual context to distinguish denotative and connotative meanings of words |
| English I | EI.3 | Self-select text and read independently for a sustained period |
| English I | EI.4.F | Make inferences and use textual evidence to support understanding |
| English I | EI.5.G | Discuss and write about the explicit or implicit meanings of text |
| English I | EI.6.B | Analyze how characters' qualities influence events and resolution of conflict |
| English I | EI.7.D | Analyze characteristics and structural elements of argumentative text |
| English I | EI.8.D | Analyze how the author's diction and syntax contribute to the mood, voice, and tone |
| English I | EI.9.A | Plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience |
| English II | EII.10.B | Compose informational texts using genre characteristics and craft |
| English II | EII.11.H | Use a style guide to create citations and to format a bibliography or works cited |
| English II | EII.4.E | Make connections to personal experiences, ideas in other texts, and society |
| English II | EII.6.C | Analyze non-linear plot development and its influence on the way events are perceived |
| English II | EII.8.E | Analyze the use of literary devices such as irony and oxymoron to achieve specific purposes |
| English III | EIII.10.C | Compose argumentative texts using genre characteristics and craft |
| English III | EIII.2.A | Determine the meaning of grade-level technical academic English words derived from Latin, Greek, or other roots and affixes |
| English III | EIII.7.B | Analyze relationships and conflicts among characters in literary texts |
| English III | EIII.8.F | Analyze how the author's use of language informs and shapes the perception of readers |
| English IV | EIV.11.C | Refine the major research question, if necessary, guided by the answers to a secondary set of questions |
| English IV | EIV.4.I | Monitor comprehension and make adjustments such as re-reading and using background knowledge |
| English IV | EIV.8.A | Analyze the author's purpose, audience, and message within a text |
| English IV | EIV.9.D | Edit drafts using standard English conventions, including a variety of complete, controlled sentences |
· Texas Essential Knowledge and Skills (TEKS) for Science · 88
| K | K (1)(A) | Ask questions and define problems based on observations or information from text, phenomena, models, or investigations. |
| K | K (1)(D) | Use tools such as hand lenses, thermometers, and models to observe and measure. |
| K | K (12)(A) | Identify that plants depend on air, sunlight, water, soil nutrients, and space. |
| K | K (2)(B) | Analyze data by identifying significant features and patterns. |
| K | K (5)(A) | Identify and use patterns to describe phenomena or design solutions. |
| K | K (5)(F) | Describe the relationship between structure and function of objects and organisms. |
| K | K (6) | Identify observable physical properties (shape, color, texture, material) and classify objects accordingly. |
| K | K (8)(B) | Demonstrate that light travels through some objects and is blocked by others, creating shadows. |
| K | K (9)(A) | Identify and predict patterns of day and night. |
| 1 | 1 (10)(D) | Record observable weather characteristics and analyze how weather affects daily decisions. |
| 1 | 1 (12)(A) | Classify living and nonliving things based on whether they have basic needs and produce young. |
| 1 | 1 (13)(B) | Observe and describe basic animal life cycles such as birds, mammals, and fish. |
| 1 | 1 (6)(A) | Classify objects by observable physical properties including shape, color, texture, and attributes such as larger/smaller and heavier/lighter. |
| 1 | 1 (6)(B) | Explain and predict changes in materials caused by heating and cooling. |
| 1 | 1 (7)(A) | Explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion. |
| 1 | 1 (9)(A) | Describe and predict recurring patterns across the year, including the sequence of the seasons. |
| 2 | 2 (13)(D) | Investigate unique animal life cycles where young do not resemble parents, such as butterflies and frogs. |
| 2 | 2 (6)(A) | Classify matter by observable physical properties including texture, flexibility, and relative temperature; distinguish solids and liquids. |
| 2 | 2 (6)(B) | Investigate how physical properties change through processes such as cutting, folding, melting, or freezing. |
| 2 | 2 (7)(B) | Plan and conduct a descriptive investigation showing how the strength of a push or pull changes an object's motion. |
| 2 | 2 (8)(A) | Demonstrate that sound is made by vibrating matter and that vibrations can be caused by various means. |
| 2 | 2 (9)(A) | Describe the Sun as a star providing light and heat, and explain that the Moon reflects the Sun's light. |
| 3 | 3 (11)(C) | Identify conservation methods such as reducing, reusing, or recycling resources. |
| 3 | 3 (12)(B) | Trace energy flow in food chains and predict impacts on the ecosystem. |
| 3 | 3 (2)(C) | Apply mathematical calculations to identify patterns and relationships in data. |
| 3 | 3 (5)(C) | Apply scale and quantity when describing or comparing systems. |
| 3 | 3 (6)(A) | Measure and document physical properties including temperature, mass, and magnetism. |
| 3 | 3 (6)(C) | Observe and record changes of state caused by heating or cooling substances. |
| 3 | 3 (7)(A) | Demonstrate forces including magnetism, gravity, and pushes and pulls. |
| 3 | 3 (9)(A) | Model the orbital relationships of the Sun, Earth, and Moon. |
| 4 | 4 (10)(A) | Model the continuous movement of water above and on Earth's surface through the water cycle. |
| 4 | 4 (12)(A) | Explain how most producers make their own food using sunlight, water, and carbon dioxide. |
| 4 | 4 (13)(B) | Differentiate between inherited and acquired physical characteristics of organisms. |
| 4 | 4 (6)(A) | Classify and describe matter using observable physical properties including temperature, mass, magnetism, relative density, and physical state. |
| 4 | 4 (8)(A) | Investigate energy transfer through motion, water waves, and sound. |
| 4 | 4 (9)(A) | Collect data to identify seasonal patterns including changes in temperature and daylight length. |
| 5 | 5 (10)(B) | Model the processes that form sedimentary rocks and fossil fuels. |
| 5 | 5 (13)(B) | Explain how instinctual and learned behaviors enhance survival, such as sea turtle navigation or orca hunting. |
| 5 | 5 (6)(A) | Compare and contrast matter based on measurable, testable, or observable physical properties including mass, density, volume, and solubility. |
| 5 | 5 (7)(B) | Design experimental investigations testing how force affects objects in systems such as cars on ramps or balloon rockets. |
| 5 | 5 (8)(A) | Examine energy transformations in systems, such as chemical to electrical to light energy in a flashlight. |
| 5 | 5 (9)(A) | Demonstrate that Earth rotates every 24 hours, causing day/night cycles and changing shadow positions. |
| 6 | 6 (10)(B) | Model and describe Earth's layers: inner core, outer core, mantle, and crust. |
| 6 | 6 (13)(A) | Explain cell theory and that organisms are composed of one or more cells which come from pre-existing cells. |
| 6 | 6 (6)(A) | Compare solids, liquids, and gases in terms of structure, shape, volume, and kinetic energy of atoms and molecules. |
| 6 | 6 (6)(C) | Identify elements on the periodic table as metals, nonmetals, metalloids, and rare Earth elements. |
| 6 | 6 (6)(E) | Recognize new substances through evidence of chemical change such as gas production, thermal energy change, precipitate, and color change. |
| 6 | 6 (7)(C) | Use Newton's Third Law to identify simultaneous force pairs equal in magnitude and opposite in direction. |
| 6 | 6 (8)(B) | Describe energy conservation through transfers and transformations in circuits, food webs, amusement rides, or photosynthesis. |
| 7 | 7 (10)(B) | Describe how plate tectonics causes ocean basin formation, earthquakes, mountain building, and volcanic eruptions. |
| 7 | 7 (13)(A) | Identify the main functions of human body systems including circulatory, respiratory, and nervous systems. |
| 7 | 7 (14)(A) | Describe the taxonomic system that categorizes organisms based on shared similarities and differences. |
| 7 | 7 (6)(A) | Compare and contrast elements and compounds using atoms, molecules, chemical symbols, and formulas. |
| 7 | 7 (6)(C) | Distinguish between physical and chemical changes in matter. |
| 7 | 7 (7)(D) | Analyze the effects of balanced and unbalanced forces on motion using Newton's First Law. |
| 7 | 7 (8)(A) | Investigate methods of thermal energy transfer: conduction, convection, and radiation. |
| 8 | 8 (11)(B) | Use evidence to describe how human activities such as greenhouse gas release, deforestation, and urbanization affect climate. |
| 8 | 8 (13)(A) | Identify functions of cellular structures including cell membrane, nucleus, mitochondria, chloroplasts, and vacuoles. |
| 8 | 8 (6)(A) | Explain by modeling how matter is classified as elements, compounds, homogeneous mixtures, or heterogeneous mixtures. |
| 8 | 8 (6)(E) | Investigate conservation of mass in chemical reactions and connect it to rearrangement of atoms using chemical equations. |
| 8 | 8 (7)(A) | Calculate how the acceleration of an object depends on the net force acting on it and the object's mass. |
| 8 | 8 (8)(A) | Compare amplitude, frequency, and wavelength in transverse waves, including the electromagnetic spectrum. |
| 8 | 8 (9)(A) | Describe stellar life cycles and classify stars using the Hertzsprung-Russell diagram. |
| Biology | Bio (10)(A) | Analyze and evaluate how natural selection produces change in populations, not in individuals. |
| Biology | Bio (11)(A) | Explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration. |
| Biology | Bio (13)(A) | Investigate and evaluate how ecological relationships influence ecosystem stability. |
| Biology | Bio (5)(B) | Distinguish between prokaryotic and eukaryotic cells and analyze their varying levels of complexity. |
| Biology | Bio (6)(A) | Explain the importance of the cell cycle to the growth of organisms, including an overview of its stages. |
| Biology | Bio (7)(B) | Describe the significance of gene expression and explain the process of protein synthesis using models. |
| Biology | Bio (8)(B) | Predict genetic outcomes through monohybrid and dihybrid crosses, including non-Mendelian traits. |
| Biology | Bio (9)(A) | Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record. |
| Chemistry | Chem (10)(B) | Calculate relationships among volume, pressure, moles, and temperature for ideal gases. |
| Chemistry | Chem (13)(C) | Classify reactions as exothermic or endothermic. |
| Chemistry | Chem (5)(C) | Analyze periodic trends including atomic radius, electronegativity, and ionization energy. |
| Chemistry | Chem (6)(B) | Describe the structure of atoms and ions, including masses, electrical charges, and locations of protons and neutrons. |
| Chemistry | Chem (7)(B) | Name compounds and write formulas using IUPAC nomenclature rules. |
| Chemistry | Chem (9)(A) | Interpret, write, and balance chemical equations including synthesis and combustion reactions. |
| Environmental Systems | EnvSys (10)(C) | Investigate the effects of pollutants such as CFCs, greenhouse gases, pesticide runoff, nuclear waste, heavy metals, and thermal/light/noise pollution. |
| Environmental Systems | EnvSys (5)(B) | Explain the cycling of water, phosphorus, carbon, silicon, and nitrogen through ecosystems, including sinks and human interactions, using models. |
| Environmental Systems | EnvSys (8)(A) | Compare exponential and logistic population growth using graphical representations. |
| Integrated Physics and Chemistry | IPC (5)(A) | Investigate, analyze, and model motion in terms of position, velocity, acceleration, and time using tables, graphs, and mathematical relationships. |
| Integrated Physics and Chemistry | IPC (7)(A) | Model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the periodic table. |
| Integrated Physics and Chemistry | IPC (8)(A) | Investigate how changes in properties indicate chemical reactions such as oxidation of metal, combustion, and acid-base neutralization. |
| Physics | Phys (5)(C) | Describe and analyze motion in one dimension using distance, displacement, speed, velocity, frames of reference, and acceleration. |
| Physics | Phys (5)(H) | Predict the magnitude of gravitational force between objects using Newton's law of universal gravitation. |
| Physics | Phys (6)(A) | Predict the magnitude of electric force between charged objects using Coulomb's law. |
| Physics | Phys (7)(E) | Analyze conservation of momentum in elastic and inelastic collisions. |
| Physics | Phys (8)(D) | Analyze wave behaviors: reflection, refraction, diffraction, interference, and the Doppler effect. |
· Texas Essential Knowledge and Skills (TEKS) for Social Studies · 111
| K | 113.11.b.1.A | Explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and Independence Day. |
| K | 113.11.b.10.A | Identify the flags of the United States and Texas. |
| K | 113.11.b.11.A | Identify similarities and differences among people such as kinship, laws, and religion. |
| K | 113.11.b.13.A | Identify examples of technology used in the home and school. |
| K | 113.11.b.14.A | Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. |
| K | 113.11.b.2.A | Identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro. |
| K | 113.11.b.3.A | Place events in chronological order. |
| K | 113.11.b.4.A | Use terms, including over, under, near, far, left, and right, to describe relative location. |
| K | 113.11.b.5.A | Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather. |
| K | 113.11.b.6.A | Identify basic human needs of food, clothing, and shelter. |
| K | 113.11.b.8.A | Identify purposes for having rules. |
| 1 | 113.12.b.1.A | Describe the origins of customs, holidays, and celebrations of the community, state, and nation. |
| 1 | 113.12.b.11.A | Explain the purpose for rules and laws in the home, school, and community. |
| 1 | 113.12.b.13.A | Identify characteristics of good citizenship, including truthfulness, justice, equality, respect, and responsibility. |
| 1 | 113.12.b.15.A | Describe and explain the importance of various beliefs, customs, language, and traditions of families and communities. |
| 1 | 113.12.b.2.A | Identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr. |
| 1 | 113.12.b.4.A | Locate places using the four cardinal directions. |
| 1 | 113.12.b.5.A | Create and use simple maps such as maps of the home, classroom, school, and community. |
| 1 | 113.12.b.8.A | Identify examples of goods and services in the home, school, and community. |
| 2 | 113.13.b.1.A | Explain the significance of various community, state, and national celebrations such as Memorial Day, Independence Day, and Thanksgiving. |
| 2 | 113.13.b.11.A | Identify functions of governments such as establishing order, providing security, and managing conflict. |
| 2 | 113.13.b.14.A | Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag. |
| 2 | 113.13.b.16.A | Identify the significance of various ethnic and/or cultural celebrations. |
| 2 | 113.13.b.2.A | Describe the order of events by using designations of time periods such as historical and present times. |
| 2 | 113.13.b.5.A | Interpret information on maps and globes using basic map elements such as title, orientation, and legend. |
| 2 | 113.13.b.6.A | Identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes. |
| 2 | 113.13.b.9.A | Explain how work provides income to purchase goods and services. |
| 3 | 113.14.b.1.A | Describe how individuals, events, and ideas have changed communities, past and present. |
| 3 | 113.14.b.11.A | Identify characteristics of good citizenship, including truthfulness, justice, equality, respect, and responsibility. |
| 3 | 113.14.b.13.A | Explain the significance of various ethnic and/or cultural celebrations in the local community and other communities. |
| 3 | 113.14.b.2.A | Identify reasons people have formed communities, including a need for security, religious freedom, law, and material well-being. |
| 3 | 113.14.b.4.A | Describe and explain variations in the physical environment, including climate, landforms, natural resources, and natural hazards. |
| 3 | 113.14.b.5.A | Use cardinal and intermediate directions to locate places on maps and globes. |
| 3 | 113.14.b.6.A | Identify ways of earning, spending, saving, and donating money. |
| 3 | 113.14.b.7.A | Define and identify examples of scarcity. |
| 3 | 113.14.b.9.A | Describe the basic structure of government in the local community, state, and nation. |
| 4 | 113.15.b.1.A | Explain the possible origins of American Indian groups in Texas and North America. |
| 4 | 113.15.b.11.A | Describe the development of the free enterprise system in Texas. |
| 4 | 113.15.b.15.A | Identify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution. |
| 4 | 113.15.b.16.A | Explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas. |
| 4 | 113.15.b.21.A | Differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, and interviews. |
| 4 | 113.15.b.3.A | Analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo and the Battle of San Jacinto. |
| 4 | 113.15.b.6.A | Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. |
| 4 | 113.15.b.7.A | Describe a variety of regions in Texas and the United States such as political, population, and economic regions. |
| 5 | 113.16.b.1.A | Explain when, where, and why groups of people explored, colonized, and settled in the United States. |
| 5 | 113.16.b.11.A | Describe the development of the free enterprise system in colonial America and the United States. |
| 5 | 113.16.b.16.A | Identify and explain the basic functions of the three branches of government. |
| 5 | 113.16.b.2.A | Identify and analyze the causes and effects of events prior to and during the American Revolution. |
| 5 | 113.16.b.20.A | Describe the fundamental rights guaranteed by each amendment in the Bill of Rights. |
| 5 | 113.16.b.21.A | Identify significant examples of art, music, and literature from various periods in U.S. history. |
| 5 | 113.16.b.3.A | Identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of the Articles of Confederation. |
| 5 | 113.16.b.6.A | Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. |
| 6 | 113.18.b.1.A | Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization and conflict. |
| 6 | 113.18.b.11.A | Describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States. |
| 6 | 113.18.b.13.A | Identify and describe common traits that define cultures and culture regions. |
| 6 | 113.18.b.18.A | Identify examples of scientific discoveries and technological innovations and explain their influence on specific societies. |
| 6 | 113.18.b.20.A | Answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? |
| 6 | 113.18.b.3.A | Identify and explain the geographic factors responsible for patterns of population in places and regions. |
| 6 | 113.18.b.6.A | Describe ways in which the factors of production (natural resources, labor, capital, entrepreneurs) influence the economies of various societies. |
| 6 | 113.18.b.9.A | Describe and compare examples of limited and unlimited governments such as constitutional and totalitarian. |
| 7 | 113.19.b.1.A | Identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras. |
| 7 | 113.19.b.11.A | Explain economic factors and the development of major industries that led to the growth of Texas. |
| 7 | 113.19.b.13.A | Identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, and federalism. |
| 7 | 113.19.b.15.A | Explain rights of Texas citizens. |
| 7 | 113.19.b.18.A | Explain how the diversity of Texas is reflected in a variety of cultural activities and celebrations. |
| 7 | 113.19.b.3.A | Describe the chain of events that led to the Texas Revolution, including the Law of April 6, 1830, and the events at the Alamo. |
| 7 | 113.19.b.7.A | Explain how the oil industry led to the industrialization of Texas. |
| 7 | 113.19.b.8.A | Locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions of Texas. |
| 8 | 113.20.b.1.A | Identify the major eras in U.S. history through 1877, including colonization, revolution, and expansion, and describe their defining characteristics. |
| 8 | 113.20.b.10.A | Locate places and regions directly related to major eras and turning points in U.S. history through 1877. |
| 8 | 113.20.b.14.A | Explain why a free enterprise system of economics developed in the new nation. |
| 8 | 113.20.b.15.A | Identify the influence of ideas from historic documents, including the Magna Carta and the Declaration of Independence, on the U.S. system of government. |
| 8 | 113.20.b.17.A | Analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason. |
| 8 | 113.20.b.20.A | Evaluate the contributions of the Founding Fathers as models of civic virtue. |
| 8 | 113.20.b.24.A | Describe and evaluate the historical development of the abolitionist movement. |
| 8 | 113.20.b.27.A | Explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts. |
| 8 | 113.20.b.4.A | Analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, and taxation without representation. |
| 8 | 113.20.b.8.A | Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, and Abraham Lincoln. |
| Economics with Emphasis on the Free Enterprise System (HS) | 113.31.d.1.A | Explain why scarcity and choice are basic economic problems faced by every society. |
| Economics with Emphasis on the Free Enterprise System (HS) | 113.31.d.2.A | Understand the effect of changes in price on the quantity demanded and quantity supplied. |
| Economics with Emphasis on the Free Enterprise System (HS) | 113.31.d.5.A | Understand the benefits of the U.S. free enterprise system, including individual freedom of consumers and producers. |
| World History Studies (HS) | 113.42.d.1.A | Identify major causes and describe the major effects of events from 8000 BC to 500 BC, including the development of agriculture and river valley civilizations. |
| World History Studies (HS) | 113.42.d.10.A | Identify the importance of imperialism, nationalism, militarism, and the alliance system in causing World War I. |
| World History Studies (HS) | 113.42.d.2.A | Summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations. |
| World History Studies (HS) | 113.42.d.5.A | Explain the political, intellectual, artistic, economic, and religious impact of the Renaissance and the Reformation. |
| World History Studies (HS) | 113.42.d.8.A | Explain how the Industrial Revolution led to political, economic, and social changes and to European imperialism. |
| World Geography Studies (HS) | 113.43.d.1.A | Analyze significant physical features and environmental conditions that have influenced the past and migration patterns and shaped the distribution of culture groups. |
| World Geography Studies (HS) | 113.43.d.10.A | Describe the forces that determine the distribution of goods and services in free enterprise, socialist, and communist economic systems. |
| World Geography Studies (HS) | 113.43.d.2.A | Describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions. |
| World Geography Studies (HS) | 113.43.d.3.A | Explain how physical processes such as plate tectonics, erosion, and deposition shape patterns in the physical environment. |
| World Geography Studies (HS) | 113.43.d.7.A | Construct and analyze population pyramids and use other data, graphics, and maps to describe population characteristics of societies. |
| United States Government (HS) | 113.44.d.1.A | Explain major political ideas in history, including the laws of nature and nature's God, unalienable rights, divine right of kings, and social contract theory. |
| United States Government (HS) | 113.44.d.2.A | Describe the processes used by individuals, political parties, interest groups, or the media to affect public policy. |
| United States Government (HS) | 113.44.d.6.A | Explain the importance of a written constitution and analyze fundamental American beliefs and principles. |
| United States Government (HS) | 113.44.d.7.A | Analyze the structure and functions of the legislative, executive, and judicial branches as established in the U.S. Constitution. |
| United States Government (HS) | 113.44.d.8.A | Explain the concept of federalism and the distribution of power between national and state governments. |
| Psychology (HS) | 113.45.c.1.A | Identify characteristics that differentiate the field of psychology from other related social sciences. |
| Psychology (HS) | 113.45.c.3.A | Analyze the role of biology, including the nervous system and brain, in shaping behavior and mental processes. |
| Psychology (HS) | 113.45.c.5.A | Explain the major theories and stages of human development across the lifespan. |
| United States History Studies Since 1877 (HS) | 113.41.d.1.A | Analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights. |
| United States History Studies Since 1877 (HS) | 113.41.d.12.A | Analyze the impact of physical and human geographic factors on events such as the Panama Canal and the Dust Bowl. |
| United States History Studies Since 1877 (HS) | 113.41.d.15.A | Describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier. |
| United States History Studies Since 1877 (HS) | 113.41.d.2.A | Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. |
| United States History Studies Since 1877 (HS) | 113.41.d.20.A | Analyze the effects of landmark U.S. Supreme Court decisions, including Plessy v. Ferguson, Brown v. Board of Education, and Hernandez v. Texas. |
| United States History Studies Since 1877 (HS) | 113.41.d.22.A | Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, and litigation. |
| United States History Studies Since 1877 (HS) | 113.41.d.24.A | Describe how the characteristics of and issues in U.S. history have been reflected in various genres of art, music, film, and literature. |
| United States History Studies Since 1877 (HS) | 113.41.d.26.A | Explain the effects of scientific discoveries and technological innovations such as electric power, telephone, and computers on U.S. economic development. |
| United States History Studies Since 1877 (HS) | 113.41.d.28.A | Analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answer historical questions. |
| United States History Studies Since 1877 (HS) | 113.41.d.4.A | Explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, and Theodore Roosevelt moved the United States into the position of a world power. |
| United States History Studies Since 1877 (HS) | 113.41.d.7.A | Identify reasons for U.S. involvement in World War II, including the aggression of Italian, German, and Japanese dictatorships and the attack on Pearl Harbor. |
| United States History Studies Since 1877 (HS) | 113.41.d.9.A | Trace the historical development of the civil rights movement from the late 1800s through the 21st century, including the 13th, 14th, 15th, and 19th amendments. |
Is homeschooling legal in Texas?
Yes. Texas home schools are treated as private schools and are exempt from compulsory attendance under Texas Education Code Sec.
Do I have to notify anyone to homeschool in Texas?
No. Texas does not require parents to file a notice to begin homeschooling. No notification, registration, or approval is required to begin homeschooling in Texas. Texas does not regulate, approve, or accredit home schools. If a child is being withdrawn from a public school, the district accepts a signed, dated letter from the parent stating the child is being homeschooled (Leaver Reason Code 60); no curriculum review or personal appearance is required. Children who have never been enrolled in public school need not contact anyone. TEC Sec. 1.010 and the Homeschool Freedom Act of 2025 (HB 2674) bar the TEA/SBOE from adopting rules regulating home-school programs.
Is standardized testing required for homeschoolers in Texas?
No annual test is mandated for homeschoolers in Texas. The state test (STAAR (State of Texas Assessments of Academic Readiness)) is not required for home-educated students.
What subjects are required for homeschooling in Texas?
Texas requires instruction in: Reading; Spelling; Grammar; Mathematics; Good citizenship (civics).
Does Texas have its own learning standards?
Math: Texas Essential Knowledge and Skills (TEKS) for Mathematics. ELA: Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR). Science: Texas Essential Knowledge and Skills (TEKS) for Science. Social studies: Texas Essential Knowledge and Skills (TEKS) for Social Studies.