Rep. Dick Lowe

Maddy summaryHB 3161 is a procedural bill that formally names the "Oklahoma Education Reform Act of 2026" and sets its effective date for November 1, 2026. It does not establish any substantive educational policies or changes to current law. The bill was introduced on February 2, 2026, and referred to the Rules committee for further consideration. This is a naming act only, with no direct policy effects beyond its own citation and implementation timeline.

Maddy summaryHB 1087 establishes a new minimum salary schedule for Oklahoma public school teachers based on years of experience and education level, directly affecting all certified teachers in the state's public schools. The bill sets specific annual salary amounts ranging from $39,601 for entry-level teachers with a Bachelor's degree to $65,319 for those with 35+ years of experience and a Doctorate. It clarifies that "fringe benefits" exclude certain retirement contributions and requires school districts to notify teachers if salary adjustments would fall below the minimum schedule. The law takes effect for the 2025-2026 school year after being approved by the governor on May 30, 2025.

Maddy summaryHB 1087 updates Oklahoma's minimum salary schedule for public school teachers starting with the 2025-2026 school year. It specifies exact minimum salary amounts based on years of experience (0-35 years) and education level (bachelor's, master's, doctorate, or National Board Certification). The bill directly affects certified teachers in Oklahoma public schools by establishing these mandatory pay thresholds, including separate tables for teachers with National Board Certification. The schedule excludes certain retirement contributions from "fringe benefits" and requires school districts to provide written notice if they offer retirement benefits that would reduce a teacher's salary below the minimum.

Maddy summaryHB 1521 changes Oklahoma high school graduation requirements for math credits. It mandates four math units, including Algebra I and either Algebra II or Geometry, plus a third course at or above Algebra I rigor (such as Finance, Computer Science, or dual-credit math). Schools may also use locally developed, applied math courses that connect to real-world contexts. The bill directly affects Oklahoma public high school students and school districts setting graduation standards. It updates existing requirements but does not alter personal financial literacy or AP course policies.

Maddy summaryHB 1521 updates Oklahoma's high school graduation requirements for mathematics. It mandates four math credits: Algebra I, one course from Algebra II/Geometry, and a third course at or above Algebra I level (including options like Statistics, Computer Science, or dual-credit math courses). The fourth credit is flexible, allowing schools to choose based on student needs and local approval. This directly affects all Oklahoma public high school students and their schools in meeting graduation standards. The bill modifies existing curriculum rules without changing funding or administrative structures.

Maddy summaryHB 1086 updates Oklahoma's school funding rules by redefining how school districts manage their general funds. It requires districts to place capital project funds (like those for building repairs) into a separate building fund instead of the general fund, and eliminates the practice of carrying over general fund money to future years. The bill restricts general fund use for capital projects to only cases where a building is destroyed by disaster (fire, flood, etc.) and other funding sources (insurance, state aid) are insufficient. This directly affects all Oklahoma public school districts in how they track and spend state and local education funds.

Maddy summaryHB 1086 modifies how state aid for public schools is calculated by changing the formula used to determine per-pupil revenue for school districts. It allows certain districts to apply specific exceptions when computing this revenue, affecting how much state funding they receive. The bill directly impacts school districts and the state's funding distribution process, ensuring adjustments for unique district circumstances. It became law on May 22, 2025, without the Governor's signature.

Maddy summarySB 794 requires Oklahoma teacher preparation programs accredited by the state's Commission for Educational Quality and Accountability to provide either a minimum number of weeks of classroom practice or a job-embedded teacher apprenticeship program for teacher candidates. It directly affects all individuals training to become teachers in state-accredited programs. The law mandates the Commission to establish specific requirements through rules, with the policy taking effect July 1, 2025. The bill creates two concrete pathways for teacher candidates to gain practical experience before certification.

Maddy summarySenate Bill 794 directs the Commission for Educational Quality and Accountability to establish new student teaching requirements for teacher candidates in accredited educator preparation programs. These requirements must include either a minimum number of weeks of field experience or completion of a qualified job-embedded, competency-based teacher registered apprenticeship program. The bill defines a "teacher registered apprenticeship program" as one combining on-the-job training with academic instruction. The Commission is also tasked with creating rules to implement these new provisions. This bill primarily affects individuals seeking to become teachers in the state.

Maddy summaryHB 1088 allows students in school districts that do not offer their required grade level to automatically transfer to an adjacent district without facing capacity limits. This applies only to one transfer per student, bypassing standard capacity rules that normally restrict transfers. Subsequent transfers would follow existing rules under the Education Open Transfer Act. The bill directly affects students whose home districts lack their grade level, particularly those seeking adjacent district enrollment.