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SENATE FLOOR VERSION
April 9, 2024
AS AMENDED
ENGROSSED HOUSE
BILL NO. 2158 By: Lowe (Dick) and Dollens of
the House
and
Stanley of the Senate
An Act relating to schools; amending 70 O.S. 2021,
Section 11-103.6, as amended by Section 1, Chapter 9,
O.S.L. 2023 (70 O.S. Supp. 2023, Section 11-103.6),
which relates to subject matter standards; modifying
graduation requirement to complete a personal
financial literacy course; specifying grade-level
eligibility to fulfill requirement; amending 70 O.S.
2021, Section 11-103.6h, which relates to personal
financial literacy education; modifying areas of
instruction; requiring certain students to complete
certain financial literacy course to graduate;
mandating instruction to be provided in separate
semester course; allowing districts to integrate
instruction in certain grades with other courses;
deleting provision for identification of online
curricula; providing resources to assist schools;
identifying resources for certain students; updating
statutory citation; modifying how Department may use
certain funds; modifying requirements for students
who transfer in-state after certain grade level;
removing authorization to use certain online
assessment in certain circumstances; permitting
districts to develop certain assessment; allowing
teachers with certain certifications to teach
personal financial literacy; amending 70 O.S. 2021,
Section 11-103.6h-1, which relates to the Personal
Financial Literacy Education Revolving Fund; updating
statutory references; and providing an effective
date.
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BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2021, Section 11 -103.6, as
amended by Section 1, Chapter 9, O.S.L. 2023 (70 O.S. Supp. 2023,
Section 11-103.6), is amended to read as follows:
Section 11-103.6 A. 1. The State Board of Education shall
adopt subject matter standards for instruction of students in the
public schools of this state that are necessary to ensure there is
attainment of desired levels o f competencies in a variety of areas
to include language, mathematics, science, social studies,
communication, and health and physical education.
2. School districts shall develop and implement curriculum,
courses and instruction in order to ensure that s tudents meet the
skills and competencies as set forth in this section and in the
subject matter standards adopted by the State Board of Education.
3. All students shall gain literacy at the elementary and
secondary levels. Students shall develop skills i n reading,
writing, speaking, computing and critical thinking. For purposes of
this section, critical thinking means a manner of analytical
thinking which is logical and uses linear factual analysis to reach
a conclusion. They shall learn about cultures and environments -
their own and those of others with whom they share the earth. All
students shall receive the instruction needed to lead healthy and
physically active lifestyles. Students, therefore, shall study
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social studies, literature, languages, t he arts, health, mathematics
and science. Such curricula shall provide for the teaching of a
hands-on career exploration program in cooperation with technology
center schools.
4. The subject matter standards shall be designed to teach the
competencies for which students shall be tested as provided in
Section 1210.508 of this title, and shall be designed to prepare all
students for active citizenship, employment and/or successful
completion of postsecondary education without the need for remedial
coursework at the postsecondary level.
5. The subject matter standards shall be designed with rigor as
defined in paragraph 3 of subsection G of this section.
6. The subject matter standards for English Language Arts shall
give Classic Literature and nonfiction l iterature equal
consideration to other literature. In addition, emphasis shall be
given to the study of complete works of literature.
7. At a minimum, the subject matter standards for mathematics
shall require mastery of the standard algorithms in mathem atics,
which is the most logic al, efficient way of solving a problem that
consistently works, and for students to attain fluency in Euclidian
geometry.
8. The subject matter standards for history, social studies and
United States Government shall include study of important historical
documents, including the United States Constitution, Declaration of
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Independence, Emancipation Proclamation, Federalist Papers and other
documents with significant history and heritage of the United
States, and the content of the United States naturalizati on test,
with an emphasis on the specific content of the test and the ideas
and concepts it references. Beginning with the 2022 -2023 school
year, the United States naturalization test shall be administered in
accordance with subsection F of this section.
9. The subject matter standards for United States Government
shall include an emphasis on civics, the structure and relationship
between the national, state, county and local governments and
simulations of the democratic proc ess. For the purposes of this
section, "civics" means the study of the rights and duties of
Oklahoma and United States citizens and of how those governments
work.
10. The subject matter standards for health and physical
education shall include but not be limited to the domains of
physical, emotional, social and intellectual health. Health
literacy shall include the ability to obtain, process and understand
basic health information and services needed to make appropriate
health decisions. Health shall al so include the importance of
proper nutrition and exercise, mental health and wellness, substance
abuse, coping skills for understanding and managing trauma,
establishing and maintaining positive relationships and responsible
decision making. Physical lit eracy shall include the ability to
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move with competence and confidence in a wide variety of physical
activities in multiple environments that benefit the healthy
development of the whole person.
B. Subject to the provisions of subsection C of this section ,
in order to graduate from a public high school accredited by the
State Board of Education with a standard diploma, students shall
complete the following college preparatory/work ready curriculum
units or sets of competencies at the secondary level:
1. Four units or sets of competencies of English to include
Grammar, Composition, Literature, or any English course approved for
college admission requirements;
2. Three units or sets of competencies of mathematics, limited
to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis,
Calculus, Advanced Placement Statistics, or any mathematics course
with content and/or rigor above Algebra I and approved for college
admission requirements;
3. Three units or sets of competencies of laboratory science
approved for college admission requirements including one unit or
set of competencies of life science meeting the standards for
Biology I; one unit or set of competencies of physical science,
meeting the standards for Physical Science, Chemistry or Physics;
and one unit or set of competencie s from the domains of physical
science, life science or earth and space science such that the
content and rigor is above Biology I or Physical Science;
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4. Three units or sets of competencies of history and
citizenship skills, including one unit of American History, one -half
unit of Oklahoma History, one -half unit of United States Government
and one unit from the subjects of History, Government, Geography,
Economics, Civics, or non -Western culture and approved for college
admission requirements;
5. Two units or sets of competencies of the same world or non -
English language or two units of computer technology approved for
college admission requirements, whether taught at a high school or a
technology center school, including com puter programming, hardware,
and business computer applications, such as word processing,
databases, spreadsheets, and graphics, excluding keyboarding or
typing courses;
6. One additional unit or set of competencies selected from
paragraphs 1 through 5 of this subsection or career and technology
education courses, concurrently enrolled courses, Advanced Placement
courses or International Baccalaureate courses approved for college
admission requirements; and
7. One-half (1/2) unit or set of competencies of personal
financial literacy, as provided in the Passport to Financial
Literacy Act, whether taught as an elective course or when taught
during instruction as provided in and subject to the standards of
subsection A of Section 11 -103.6h of this title in co ursework
offered by the school district or partnering technology center
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school by a teacher certified in a relevant secondary subject area
and taken in the tenth, eleventh, or twelfth grade; and
8. One unit or set of competencies of fine arts, such as mus ic,
art, or drama, or one unit or set of competencies of speech.
C. In lieu of the requirements of subsection B of this section
which requires a college preparatory/work ready curriculum, a
student may enroll in the core curriculum a s provided in subsection
D of this section upon written approval of the parent or legal
guardian of the student. For students under the age of eighteen
(18) school districts shall require a parent or legal guardian of
the student to meet with a designee o f the school prior to
enrollment in the core curriculum. The State Department of
Education shall develop and distribute to school districts a form
suitable for this purpose, which shall include information on the
benefits to students of completing the col lege preparatory/work
ready curriculum as provided for in subsection B of this section.
D. For those students subject to the requirements of subsection
C of this section, in order to graduate from a public high school
accredited by the State Board of Educ ation with a standard diploma,
students shall complete the following core curriculum units or sets
of competencies at the secondary level:
1. Language Arts – Four units or sets of competencies, to
consist of one unit or set of competencies of grammar and
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composition, and three units o r sets of competencies which may
include, but are not limited to, the following courses:
a. American Literature,
b. English Literature,
c. World Literature,
d. Advanced English Courses, or
e. other English courses with content and/or rigor equal
to or above grammar and composition;
2. Mathematics – Three units or sets of competencies to consist
of one unit or set of competencies of Algebra I or Algebra I taught
in a contextual methodology, and two units or sets of competencies
which may include, but are no t limited to, the following courses:
a. Algebra II,
b. Geometry or Geometry taught in a contextual
methodology,
c. Trigonometry,
d. Math Analysis or Precalculus,
e. Calculus,
f. Statistics and/or Probability,
g. Computer Science or acceptance and successful
completion of one (1) year of a full -time, three-hour
career and technology program leading to an industry
credential/certificate or college credit. The State
Board of Career and Technology Education shall
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promulgate rules to define the provisions of th is
section related to the accepted industry -valued
credentials which are industry -endorsed or industry -
aligned. The list of accepted industry -valued
credentials shall be reviewed annually and updated at
least every three (3) years by the Board,
h. (1) contextual mathematics courses which enhance
technology preparation, or
(2) a science, technology, engineering and math
(STEM) block course meeting the requirements for
course competencies listed in paragraph 2 of
subsection B of this section, whether taught at
a:
(a) comprehensive high school, or
(b) technology center school when taken in the
tenth, eleventh or twelfth grade, taught by
a certified teacher, and approved by the
State Board of Education and the independent
district board of education,
i. mathematics courses taught at a technology center
school by a teacher certified in the secondary subject
area when taken in the tenth, eleventh or twelfth
grade upon approval of the State Board of Education
and the independent distri ct board of education, or
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j. any other mathematics course with content and/or rigor
equal to or above Algebra I;
3. Science – Three units or sets of competencies to consist of
one unit or set of competencies of Biology I or Biology I taught in
a contextual methodology, and two units or sets of competencies in
the areas of life, physical, or earth science or technology which
may include, but are not limited to, the following courses:
a. Chemistry I,
b. Physics,
c. Biology II,
d. Chemistry II,
e. Physical Science,
f. Earth Science,
g. Botany,
h. Zoology,
i. Physiology,
j. Astronomy,
k. Applied Biology/Chemistry,
l. Applied Physics,
m. Principles of Technology,
n. qualified agricultural education courses,
o. (1) contextual science courses which enhance
technology preparation, or
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(2) a science, technology, engineering and math
(STEM) block course meeting the requirements for
course competencies listed in paragraph 3 of
subsection B of this section, whether taught at
a:
(a) comprehensive high school, or
(b) technology center school when taken in the
tenth, eleventh or twelfth grade, taught by
a certified teacher, and approved by the
State Board of Education and the independent
district board of education,
p. science courses taught at a technology center school
by a teacher certified in the secondary subject area
when taken in the tenth, eleventh or twelfth grade
upon approval of the State Board of Education and the
independent district board of education, or
q. other science courses with content and/or rigor equal
to or above Biology I;
4. Social Studies – Three units or sets of competencies, to
consist of one unit or set of competencies of United States History,
one-half (1/2) to one unit or set of competencies of United States
Government, one-half (1/2) unit or set of competencies of Oklahoma
History, and one-half (1/2) to one unit or set of competencies which
may include, but are not limited to, the following courses:
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a. World History,
b. Geography,
c. Economics,
d. Anthropology, or
e. other social studies course s with content and/or rigor
equal to or above United States History, United States
Government, and Oklahoma History;
5. Arts – One unit or set of competencies which may include,
but is not limited to, courses in Visual Arts and General Music; and
6. One-half (1/2) unit or set of competencies of personal
financial literacy, as provided in the Passport to Financial
Literacy Act, whether taught as an elective course or when taught
during instruction as provided in and subject to the standards of
subsection A of Section 11-103.6h of this title in coursework
offered by the school district or partnering technology center
school by a teacher certified in a relevant secondary subject area
and taken in the tenth, eleventh, or twelfth grade; and
7. Computer Education or World Language - One unit or set of
competencies of computer technology, whether taught at a high school
or a technology center school, including computer programming,
hardware and business computer applications, such as word
processing, databases, s preadsheets and graphics, excl uding
keyboarding or typing courses, or one unit or set of competencies of
world or non-English language.
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E. A school district may issue an alternate diploma to a
student who meets the definition of a student with the most
significant cognitive disabilities and who participates in the
Oklahoma Alternate Assessment Program (OAAP) beginning in the 2023 -
2024 school year. An alternate diploma shall be standards -based,
aligned with requirements for a standard diploma, and obtained by
the school year in which a student turns twenty -two (22) years of
age.
F. An alternate diploma shall not terminate a Free and
Appropriate Public Education (FAPE) for students with an
Individualized Education Program (IEP) unless they reach the maximum
age of FAPE. The IEP team shall determine subsequent courses and
services for students who receive an alternate diploma.
G. Students participating in the OAAP shall not be precluded
from attempting to meet the requirements of a standard diploma and
participation in the OAAP shall no t determine a student's
educational setting under the Individuals with Disabilities
Education Act (IDEA).
H. Students who meet requirements for an alternate diploma may
count as having received a standard diploma for purposes of
calculating and reporting the adjusted cohort graduation rate
(ACGR).
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I. A student may be awarded an alternate diploma upon
completion of the following curriculum units or sets of competencies
at the secondary level:
1. Language Arts – Four units or sets of competencies based on
alternate academic achievement standards to consist of reading
literature, reading informational text, writing, speaking and
listening, and language in the following courses:
a. English 1 Alternate,
b. English 2 Alternate,
c. English 3 Alternate, and
d. English 4 Alternate;
2. Mathematics – Three units or sets of competencies based on
alternate academic achievement standards to consist of number,
quantities, algebra, functions/statistics, probability, and geometry
in the following courses:
a. Math Alternate 1,
b. Math Alternate 2, and
c. Math Alternate 3;
3. Science – Three units or sets of competencies based on
alternate academic achievement standards to consist of life science,
physical science, and earth science in the foll owing courses:
a. Life Science Alternate,
b. Physical Science Alternate, and
c. Earth Science Alternate;
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4. Social Studies – Three units or sets of competencies based
on alternate academic achievement standards to consist of United
States History, United States Government, Oklahoma Hi story,
Geography, and Social Studies in the following courses:
a. Social Studies Alternate 1,
b. Social Studies Alternate 2, and
c. Social Studies Alternate 3;
5. Arts – One unit or set of competencies which may include,
but is not limited to, courses in Visual Arts and General Music;
6. Computer Education or World Language - One unit or set of
competencies of computer technology, whether taught at a high school
or a technology center school, including computer programming,
hardware, and business computer applications, such as word
processing, databases, spreadsheets, and graphics, excluding
keyboarding or typing courses, or one unit or set of competencies of
world or non-English language;
7. Career Readiness – at least two units of Career Readiness,
including Career Readiness I, Career Readiness II, Career Readiness
III, or Career Readiness IV. Each Career Readiness course may be
substituted for Careers/Exploration, Internship I, or Internship II;
and
8. Life Skills – at least two units of Life Skills, such as
Life Skills I, Life Skills II, Life Skills III, or Life Skills IV.
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Each Life Skills course may be substituted for the Life Skills or
Family and Consumer Science courses.
J. Courses in the core curriculum may be used as a substitute
for corresponding courses required by the alternate diploma. Other
courses may be substituted as determined by the State Board of
Education.
K. 1. In addition to the curriculum requirements of either
subsection B or D of this section, in order to graduate from a
public high school accredited by the State Board of Education
students shall complete the requirements for a personal financial
literacy passport as set forth in the Passport to Financial Literacy
Act and any additional course req uirements or recommended elective
courses as may be established by the State Board of Education and
the district school board. School districts shall strongly
encourage students to complete two units or sets of competencies of
world languages and two unit s or sets of competencies of p hysical
and health education.
2. No student shall receive credit for high school graduation
more than once for completion of the same unit or set of
competencies to satisfy the curriculum requirements of this section.
3. A school district shall not be required to offer every
course listed in subsections B and D of this section but shall offer
sufficient courses to allow a student to meet the graduation
requirements during the secondary grade years of the student.
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L. 1. In addition to the curriculum requ irements of either
subsection B or D of this section, beginning with ninth graders in
the 2021-22 school year, in order to graduate from a public high
school accredited by the State Board of Education, students shall
pass the United States naturalization test pursuant to the
provisions of this subsection.
2. School districts shall offer the United States
naturalization test to students at least once per school year,
beginning as early as eighth grade at the discretion of the s chool
district; provided, any student may retake the exam upon request,
and as often as desired, until earning a passing score. For
purposes of this subsection, a passing score shall be 60 out of 100
questions.
3. School districts shall exempt students w ith disabilities
whose individualized education program (IEP), consistent with state
law, indicates that the student is to be assessed with alternate
achievement standards through the OAAP.
M. For purposes of this section:
1. "Contextual methodology" mea ns academic content and skills
taught by utilizing real -world problems and projects in a way that
helps students understand the application of that knowledge;
2. "Qualified agricultural education courses" means courses
that have been determined by the Sta te Board of Education to offer
the sets of competencies for one or more science content areas and
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which correspond to academic science courses. Qualified
agricultural education courses shall include, but are not limited
to, Horticulture, Plant and Soil Sc ience, Natural Resources and
Environmental Science, and Animal Science. The courses shall be
taught by teachers certified in agricultural education and comply
with all rules of the Oklahoma Department of Career and Technology
Education;
3. "Rigor" means a level of difficulty that is thorough,
exhaustive and accurate and is appropriate for the grade level;
4. "Sets of competencies" means instruction in those skills and
competencies that are specified in the subject matter standards
adopted by the State Bo ard of Education and other ski lls and
competencies adopted by the Board, without regard to specified
instructional time; and
5. "Unit" means a Carnegie Unit as defined by the North Central
Association's Commission on Schools.
N. 1. The State Board of Ed ucation shall adopt a plan to
ensure that rigor is maintained in the content, teaching
methodology, level of expectations for student achievement, and
application of learning in all the courses taught to meet the
graduation requirements as specified in thi s section.
2. The State Board of Education shall allow as much flexibility
at the district level as is possible without diminishing the rigor
or undermining the intent of providing these courses. To accomplish
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this purpose, the State Department of Educat ion shall work with
school districts in reviewing and approving courses taught by
districts that are not specifically listed in subsections B and D of
this section. Options may include, but shall not be limited to,
courses taken by concurrent enrollment, advanced placement, or
correspondence, or courses bearing different titles.
3. The State Board of Education shall approve an advanced
placement computer science course to meet the requirements of course
competencies listed in paragraph 2 of subsection B o f this section
if the course is taken in a student's senior year and the student is
concurrently enrolled in or has successfully completed Algebra II.
4. Technology center school districts may offer programs
designed in cooperation with institutions of hi gher education which
have an emphasis on a focused field of career study upon approval of
the State Board of Education and the independent district board of
education. Students in the tenth grade may be allowed to attend
these programs for up to one -half (1/2) of a school day and credit
for the units or sets of competencies required in paragraphs 2, 3
and, 6, and 7 of subsection B or D of this section shall be given if
the courses are taught by a teacher certified in the secondary
subject area; provided, c redit for units or sets of com petencies
pursuant to subsection B of this section shall be approved for
college admission requirements.
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5. If a student enrolls in a concurrent course, the school
district shall not be responsible for any costs incurred for that
course, unless the school district does not offer enough course
selection during the student's secondary grade years to allow the
student to receive the courses needed to meet the graduation
requirements of this section. If the school district does n ot offer
the necessary course selection during the student's secondary grade
years, it shall be responsible for the cost of resident tuition at
an institution in The Oklahoma State System of Higher Education,
fees, and books for the concurrent enrollment c ourse, and providing
for transportation to and from the institution to the school site.
It is the intent of the Legislature that for students enrolled
in a concurrent enrollment course which is paid for by the school
district pursuant to this paragraph, th e institution charge only the
supplementary and special service fees that are directly related to
the concurrent enrollment course and enrollment procedures for that
student. It is further the intent of the Legislature that fees for
student activities and student service facilities, including the
student health care and cultural and recreational service fees, not
be charged to such students.
6. Credit for the units or sets of competencies required in
subsection B or D of this section shall be given when s uch units or
sets of competencies are taken prior to ninth grade if the teachers
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are certified or authorized to teach the subjects for high school
credit and the required rigor is maintained.
7. The three units or sets of competencies in mathematics
required in subsection B or D of this section shall be completed in
the ninth through twelfth grades. If a student completes any
required courses or sets of competencies in mathematics prior to
ninth grade, the student may take any other mathematics courses or
sets of competencies to fulfi ll the requirement to complete three
units or sets of competencies in grades nine through twelve after
the student has satisfied the requirements of subsection B or D of
this section.
8. The one-half (1/2) unit or set of comp etencies in personal
financial literacy required in subsection B or D of this section
shall be completed in the tenth, eleventh, or twelfth grade to
fulfill the requirements for graduation.
9. All units or sets of competencies required for graduation
may be taken in any sequence recom mended by the school district.
O. As a condition of receiving accreditation from the State
Board of Education, all students in grades nine through twelve shall
enroll in a minimum of six periods, or the equivalent in block
scheduling or other scheduling structure that allows for instruction
in sets of competencies, of rigorous academic and/or rigorous
vocational courses each day, which may include arts, vocal and
instrumental music, speech classes, and physical education class es.
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P. 1. Academic and vocat ional-technical courses designed to
offer sets of competencies integrated or embedded within the courses
that provide for the teaching and learning of the appropriate skills
and knowledge in the subject matter standards, as ad opted by the
State Board of Education, may, upon approval of the Board, in
consultation with the Oklahoma Department of Career and Technology
Education if the courses are offered at a technology center school
district, be counted for academic credit and to ward meeting the
graduation requirements of this section.
2. Internet-based courses offered by a technology center school
that are taught by a certified teacher and provide for the teaching
and learning of the appropriate skills and knowledge in the subje ct
matter standards may, upon approval of the State Board of Education
and the independent district board of education, be counted for
academic credit and toward meeting the graduation requirements of
this section.
3. Internet-based courses or vocational -technical courses
utilizing integrated or embedded skills for which no subject matter
standards have been adopted by the State Board of Education may be
approved by the Board, in consultation with the Oklahoma Department
of Career and Technology Education if the courses are offered at a
technology center school district, if such courses incorporate
standards of nationally recognized professional organizations and
are taught by certified teachers.
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4. Courses offered by a supplemental education organization
that is accredited by a nation al accrediting body and that are
taught by a certified teacher and provide for the teaching and
learning of the appropriate skills and knowledge in the subject
matter standards may, upon approval of the State Board of Educatio n
and the school district board of education, be counted for academic
credit and toward meeting the graduation requirements of this
section.
Q. The State Board of Education shall provide an option for
high school graduation based upon attainment of the de sired levels
of competencies as required in tests pursuant to the provisions of
Section 1210.508 of this title. Such option shall be in lieu of the
amount of course credits earned.
R. The State Board of Education shall prescribe, adopt and
approve a promotion system based on the attainment by students of
specified levels of competencies in each area of the core
curriculum.
S. Children who have an IEP pursuant to the IDEA, and who
satisfy the graduation requirements through the individualized
education program for that student shall b e awarded a standard
diploma.
T. Students who enter the ninth grade in or prior to the 2007 -
08 school year who are enrolled in an alternative education program
and meet the requirements of their plans leading to high school
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graduation developed pursuant to Section 1210.568 of this title
shall be awarded a standard diploma.
U. Any student who completes the curriculum requirements of the
International Baccalaureate Diploma Program shall be awarded a
standard diploma.
V. Any student who successfully complet es an advanced
mathematics or science course offered pursuant to Section 1210.404
of this title shall be granted academic credit toward meeting the
graduation requirements pursuant to paragraph 2 or 3, as
appropriate, of subse ction B or D of this section.
W. For purposes of this section, the courses approved for
college admission requirements shall be courses which are approved
by the Oklahoma State Regents for Higher Education for admission to
an institution within The Oklaho ma State System of Higher Educ ation.
X. Students who have been denied a standard diploma by the
school district in which the student is or was enrolled for failing
to meet the requirements of this section may re -enroll in the school
district that denied t he student a standard diploma following the
denial of a standard diploma. The student shall be provided
remediation or intervention and the opportunity to complete the
curriculum units or sets of competencies required by this section to
obtain a standard diploma. Students who re -enroll in the school
district to meet the graduation requirements of this section shall
be exempt from the hourly instructional requirements of Section 1 -
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111 of this title and the six -period enrollment requirements of this
section.
Y. The State Department of Education shall collect and report
data by school site and district on the number of students who
enroll in the core curriculum as provided in subsection D of this
section.
SECTION 2. AMENDATORY 70 O. S. 2021, Section 11-103.6h,
is amended to read as follows:
Section 11-103.6h A. Personal financial literacy education
shall be taught in the public schools of this state. Personal
financial literacy education shall include, but is not limited to,
the following areas of instruction:
1. Understanding interest, credit card debt, and online
commerce;
2. Rights and responsibilities of renting or buying a home
including:
a. down payments, mortgage payments, and variable and
fixed interest rates,
b. various types of mortgage loans, and
c. escrow;
3. Savings and investing;
4. Planning for retirement including individual retirement
accounts (IRAs), plans established under Section 401(k) of the
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Internal Revenue Code of 1986, as amended, and other avenues for
saving and investing for retirement ;
5. Bankruptcy;
6. Banking and financial services;
7. Managing a bank account including online banking features ;
8. Understanding credit scores, credit reports, and what
factors affect an individual 's credit score;
9. Understanding the Free Applic ation for Federal Student Aid
(FAFSA), loans and borrowing money, including predatory lending and
payday loans;
9. 10. Understanding insurance;
10. 11. Identity fraud and theft;
11. 12. Charitable giving;
12. 13. Understanding the financial impact and consequences of
gambling;
13. 14. Earning an income; and
14. 15. Understanding state and federal income taxes.
B. In Beginning with students entering the ninth grade in the
2025-2026 school year, in order to graduate from a public high
school accredited by the State Board of Education with a standard
diploma, students shall fulfill the requirements for requirement by
satisfactorily completing a personal financial literacy passport
course or coursework containing the areas of instruction for
personal financial literacy as provided in subsection A of this
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section during the tenth, eleventh, or twelfth grade . The
requirements for a personal financial literacy passport shall be
satisfactory completion in all areas of instruction in personal
financial literacy as listed in subsection A of this section during
grades seven through twelve or demonstration of satisfactory
knowledge as provided for in subsection E of this section.
C. School districts shall provide instruction in perso nal
financial literacy to students during grades seven through twelve.
School districts shall have the option of determining when each area
of instruction listed in subsection A of this section shall be
presented to students.
D. Personal financial litera cy instruction shall be integr ated
into one or more existing courses of study or provided in a separate
one-half (1/2) unit personal financial literacy course. School
districts shall have the option of determining into which course or
courses each area of instruction listed in subsection A of this
section shall be integrated may integrate or embed personal
financial literacy instruction within one or more courses offered by
the district to be counted toward meeting the graduation
requirements of this secti on. Courses offered at a tech nology
center school through an agreement between the school district and
the Oklahoma Department of Career and Technology Education which
integrate or embed personal financial literacy may , upon the
approval of the Board, be counted toward meeting the graduation
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requirements of this section. School districts shall have the
option of determining if a separate, one-half (1/2) unit personal
financial literacy course will be offered as an elective, in
addition to any courses offe red by the school district or a
partnering technology center school which integrate or embed the
required personal financial literacy instruction .
E. D. Students with the most significant cognitive disabilities
(MSCD) who have an Individualized Education Program (IEP) that
directs that the student is to be assessed with alternate
achievements standards through the Oklahoma Alternative Assessment
Program may demonstrate satisfactory knowledge in each area of
instruction listed in subsection A of this sectio n upon a
determination, suppor ted by documentation, by the school district
that the student has met the following criteria:
1. Receives substantive and substantial instruction in life -
skills curriculum; and
2. Demonstrates the acquired knowledge of the s tudent with MSCD
by alternate measures as required by the IEP.
F. E. The State Board of Education shall identify and adopt
curriculum standards for personal financial literacy instruction
that reflect the areas of instruction listed in subsection A of thi s
section. The standards shal l be incorporated into the state
academic content standards adopted by the Board pursuant to Section
11-103.6 of this title.
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G. F. The State Department of Education shall:
1. Develop guidelines and material designed to enabl e schools
to infuse personal financial literacy within any course of study
currently offered by the school district or offer personal financial
literacy as a separate course and shall develop guidelines and
material designed to enable schools flexibility t o integrate
personal financial literacy within coursework as determined by the
school district. The guidelines shall outline the areas of
instruction to be taught based on the curriculum standards adopted
by the Board;
2. Develop professional development programs that are designed
to help teachers provide instruction in personal financial literacy
and incorporate the curriculum into an existing course or courses or
develop curriculum for . Development programs shall be designed to
help teachers provide in struction through a separate personal
financial literacy course . Professional development shall
additionally be designed for teachers embedding personal financial
literacy within their existing subject matter. Development of a
bridge program designed for teachers seeking to transition from
embedded instruction to a separate personal financial literacy
course shall be developed ;
3. Provide and identify resources, including online curricula,
for integrating the teaching of personal financial literacy into an
existing course or courses of study or for to assist schools in
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developing a separate personal financial literacy course . Any
online curricula provided or identified by the Department shall
include an assessment component for each area of instruction l isted
in subsection A of this section and resources for schools seeking to
offer a separate personal financial literacy course. The Department
shall provide support to schools seeking to determine the most
appropriate coursework when embedded instruction is necessary;
4. Provide and identify resources, including online curricula,
and materials designed to enable students identified as English
language learners and students with specific learning disabilities
or individual educational needs to understand and use the personal
financial literacy information presented; and
5. Utilize funds deposited into the Personal Financial Literacy
Education Revolving Fund created in Section 3 11-103.6h-1 of this
act title for the purpose of and to fund the Passport to Fi nancial
Literacy Act. Such fu nds may be used for developing and providing
guidelines, materials and resources for personal financial literacy
for students and teachers including, but not limited to, online
curricula, training and professional development for teachers in the
area of personal financial literacy as required in this subsection.
The Department may use such funds to contract or work in conjunction
with a third-party, one or more Oklahoma-based not-for-profit
organization organizations that has have proven expertise in the
development of standards and curricula as well as delivery of
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teacher professional development in personal financial literacy .
The Department may further use a third-party organization to deliver
professional development for t eachers in the area of work with these
organizations for the purposes of developing personal financial
literacy standards, curricula, and guidelines; providing materials
and resources; and development of professional teacher learning
programs.
H. The Department may work with one or mo re not-for-profit
organizations that have proven expertise in the development of
standards and curriculum and delivery of teacher professional
development in personal financial literacy for the purpose of
developing and provid ing guidelines, materials, resources, including
online curricula, and professional development.
I. G. 1. For students who transfer into an Oklahoma school
district from out of state after the seventh tenth grade, school
districts shall assess the knowled ge of the student in each of t he
areas of instruction listed in subsection A of this section. If the
school district determines that the transferred student has
successfully completed instruction in any or all of the areas of
personal financial literacy i nstruction at a previous school in
which the student was enrolled or if the student demonstrates
satisfactory knowledge of any or all of the areas of personal
financial literacy instruction through an assessment, the school
district may exempt the student from completing instruction in that
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area of personal financial literary instruction literacy. School
districts may use the assessment contained in the online curricula
provided or identified by the State Department of Education pursuant
to subsection G of this section to determine the personal financial
literacy knowledge level of the student. School districts may also
use the online curricula to present an area of instruction to
transferred students who have not completed or who did not
demonstrate satisfactory knowledge in one or mo re of the areas of
personal financial literacy instruction developed and provided by
the State Department of Education or the Department of Career and
Technology Education as approved by the Board. School districts may
develop personal financial literacy assessments for transfer
students as provided in this subsection.
2. For students who transfer into an Oklahoma school district
from out of state during or after the their junior year of high
school, school districts may make an exception to the requireme nts
for a personal financial literacy passport course pursuant to the
provisions of Section 11 -103.6 of this title. School districts
shall still encourage completion of instruction in personal
financial literacy.
J. H. The State Textbook Committee created in Section 16 -101 of
this title may, when selecting textbooks for mathematics, economics,
or similar courses, select those textbooks which contain substantive
provisions on personal finance.
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K. I. In order to deliver high -quality consistent personal
financial literacy instruction, school School districts shall to the
extent possible may assign the responsibility for teaching personal
financial literacy to the same teacher or teachers with secondary
education certifications c losely related to agricultural education,
business and information technology, economics, family and consumer
sciences, history and social studies, marketing, or mathematics.
Upon request of a school district, the State Department of Education
may review a teacher's certification to d etermine qualifications
under this subsection. School districts may assign the
responsibility for teaching personal financial literacy to one
teacher or group of teachers with appropriate qualifications on a
continuing basis.
L. J. Beginning with the 2020 -2021 school year, all teachers
who are assigned the responsibility for teaching personal financial
literacy shall complete ongoing professional development training in
the areas of personal financial literacy instruction in accordance
with guidelines established by the State Department of Education.
SECTION 3. AMENDATORY 70 O.S. 2021, Section 11 -103.6h-1,
is amended to read as follows:
Section 11-103.6h-1 There is hereby created in the State
Treasury a revolving fund for the State Department of Education to
be designated the "Personal Financial Literacy Education Revolving
Fund". The fund shall be a continuing fund, not subject to fiscal
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year limitations, and shall consist of all monies directed to be
deposited in the fund pursu ant to Section 30 3-211 of this act Title
14A of the Oklahoma Statutes and any other monies received by the
Department for such purpose from any other public or private source.
All monies accruing to the credit of the fund ar e hereby
appropriated and may be budgeted and expended by the Department for
the purposes set forth in Section 11 -103.6h of Title 70 of the
Oklahoma Statutes this title. Expenditures from the fund shall be
made upon warrants issued by the State Treasurer against claims
filed as prescribed by law with the Director of the Office of
Management and Enterprise Services for approval and payment.
SECTION 4. This act shall become effective July 1, 2025.
COMMITTEE REPORT BY: COMMITTEE ON EDUCATION
April 9, 2024 - DO PASS AS AMENDED