Oklahoma Senate Bill SB695

Oklahoma 2025 Regular Session

• Introduced: 2/3/25
• Refer: 2/4/25

Caption

Schools; providing procedures relating to graduation rates. Emergency.

Impact

The adjustments introduced by SB695 hold significant implications for how graduation statistics are utilized in policy-making and educational assessments. By standardizing graduation rate definitions and recording methods, the bill could lead to more equitable comparisons among schools and districts. This uniform approach could also incentivize improvements in educational practices and resource allocation, as underperforming schools will be clearly identified based on these standardized metrics. Consequently, it has the potential to enhance academic outcomes by holding educational institutions more accountable for graduating their students.

Summary

Senate Bill 695 aims to amend existing regulations surrounding the calculation and reporting of high school graduation rates in Oklahoma. This bill primarily seeks to establish a uniform definition of the graduation rate that applies across all school districts, including charter schools. The legislation mandates the implementation of both a four-year adjusted cohort graduation rate and an extended-year adjusted cohort graduation rate to provide a clearer picture of student outcomes at various educational institutions. Furthermore, the bill underscores the importance of accurate reporting, requiring that graduation rates be reported at local, district, and state levels, as well as in disaggregated forms for accountability purposes.

Contention

Despite its intentions to standardize and improve graduation data, SB695 may face opposition regarding the mechanics of how students are considered in graduation statistics, particularly in regard to student transfers. The procedures for documenting transfers, including confirming student removal from cohort calculations via electronic or written methods, could lead to concerns over administrative burden on schools. Critics may argue that the definitions proposed may not fully account for the nuances of student mobility and the diverse circumstances affecting student completion rates, potentially failing to recognize schools that serve at-risk populations effectively.