SB 1632 requires Oklahoma public schools to provide free career-readiness assessments to students in grades 10-12 starting in the 2026-2027 school year. The assessments measure foundational workplace skills like applied math, workplace documents, and critical thinking, and lead to nationally recognized credentials upon meeting proficiency standards. It shifts approval authority for these assessments from the Oklahoma Department of Commerce to the State Department of Education, while directing the Oklahoma State Regents for Higher Education to establish rules for awarding college credit based on assessment results. The bill affects all Oklahoma public high school students in targeted grades and mandates school districts to administer the assessments at no cost to students who choose to participate.
SB 1360 creates a three-year pilot program (2026-2027 to 2028-2029) where Oklahoma's State Department of Education assigns math instruction teams to public school districts with the lowest student math assessment scores (starting with the bottom 10% in year one, expanding to 20% and 30% in later years). These teams provide targeted support to students struggling with math, including those with dyscalculia, and help teachers improve instruction through specialized training in evidence-based math teaching methods. The bill also requires the Department to establish an Office of Mathematics Improvement to oversee the program and submit a final report evaluating its impact on student math proficiency by December 2029. The program directly affects school districts identified by assessment data and teachers seeking updated instructional resources.
HB 3021 establishes new curriculum standards for Oklahoma public schools, requiring all students to complete a 23-unit graduation curriculum starting in the 2025-2026 school year. It mandates specific content in subjects like requiring equal focus on classic literature and nonfiction in English, studying key historical documents (including the U.S. Constitution), and mastering standard math algorithms and Euclidean geometry. The bill creates a process for schools to request "nonstandard course waivers" for alternative courses, while ensuring technology center courses meet state standards and can count toward graduation. This directly affects Oklahoma public high school students and districts by standardizing graduation requirements and expanding options for course approval.
SB 1546 renames Oklahoma's teacher scholarship program to the NEXT-ED Program and increases scholarship amounts for students pursuing teaching degrees. The bill provides up to $2,000 per year for the first three years (for students with fewer than 90 credits) and up to $5,000 for the final year (for students with 90+ credits), with a total maximum of $11,000 per student. To qualify, students must commit to teaching in Oklahoma public schools for five years after graduation and maintain a 2.5 GPA. Participants who fulfill this teaching commitment may also receive up to $20,000 in total through annual employment incentive payments of up to $4,000 per year.
SB 514 expands Oklahoma's statewide alternative education system to explicitly include charter schools and virtual charter schools that are designated by the State Department of Education as offering alternative education programs. It requires school districts serving grades 7-12 to provide alternative education programs meeting specific standards (like smaller class sizes, certified teachers, and individualized plans) and allows districts to use full-time virtual or blended instruction. Designated charter and virtual charter schools must follow the same performance standards and attendance policies as district programs, while funding is based on student enrollment with 15% reserved for cooperative agreements between districts. The bill directly affects school districts, designated charter/virtual schools, and students at risk of not completing high school.
SB 1338 amends Oklahoma's Strong Readers Act by removing the existing three-year pilot program for literacy instructional teams and adding a requirement for the State Department of Education to submit biennial reports to the Governor and legislative leaders. School districts that decline literacy team support become ineligible for certain state funds under this provision. The bill mandates reports evaluating team effectiveness, tracking student reading proficiency improvements, and offering recommendations for the program. These reports must be submitted by December 31 of each odd-numbered year starting in 2026. The changes take effect July 1, 2026, with an emergency declaration.
SB 1989 expands contribution options for Oklahoma's 529 College Savings Plan by explicitly permitting digital payments through peer-to-peer apps and digital networks, in addition to cash. This change directly affects anyone contributing to the plan, including parents, students, or others saving for qualified higher education expenses. The bill updates the statute (70 O.S. 2021, Section 3970.7) to clarify that contributions may now be made via these digital methods. The amendment does not alter savings limits, tax treatment, or other program rules, focusing solely on expanding how funds can be deposited.
SB 1633 removes provisions allowing undocumented students to qualify for Oklahoma resident tuition by submitting immigration status applications or affidavits. It eliminates language ensuring these students would not be disqualified from state scholarships or financial aid based on immigration status. The bill aligns Oklahoma’s higher education residency rules with Section 3242.2, which generally prohibits non-residents from receiving resident tuition benefits or state financial aid. This change directly affects students who previously relied on the removed documentation pathways to access in-state tuition rates.
HB 4326 expands eligibility for Oklahoma's Higher Learning Access Program to include students in court-ordered custody of private nonprofit child-placing agencies or federally recognized Indian tribes during specific grades (8th-11th). It removes the income requirement for these students and adds eligibility for students whose parent is a certified classroom teacher. The bill amends existing program rules to broaden access for these groups while maintaining other standard requirements like residency, academic performance, and admission standards. This change directly affects students in foster care or tribal custody who previously faced financial barriers to qualify.
HB 4427 requires Oklahoma's State Board of Education to create rules defining "distinguished qualifications" for adjunct teachers, including minimum experience and education requirements. It prohibits adjunct teachers without a valid teaching certificate from instructing core subjects in prekindergarten through fourth grade unless a school district obtains a waiver from the State Board. The bill also mandates annual reports from the State Department of Education detailing adjunct teacher qualifications, subject areas taught, and their distinguished experience. These reports must be published online and shared with legislators by January 15 each year. The law directly affects school districts, adjunct teachers, and the State Board of Education, with no impact on standard teaching certification requirements.
