Oklahoma’s New Graduation Requirements

With the passage of legislation last session, Oklahoma students now have individualized pathways to postsecondary success.

By Dr. Jeanene Barnett, CCOSA Director of Policy, Research, and TLE

In 2024, Oklahoma introduced revised high school graduation requirements through House Bill 3278 and Senate Bill 1302, set to impact students entering eighth grade in the 2025-26 school year who will graduate in 2030 and beyond. These changes mark a significant shift in educational focus, aiming to prepare students more effectively for postsecondary education and career success by aligning their coursework with their individual career pathways.

Key Changes in Graduation Requirements

The new graduation framework removes the previous distinction between “college preparatory” and “core curriculum” pathways. Instead, all students will now be required to complete a set of competencies that lead to a standard diploma, with greater flexibility in course selection and the opportunity to explore career-specific learning.

Mathematics and Science

One of the notable changes is the increase in math credits. Starting with the 2030 graduating class, students must complete four math credits, up from the previous requirement of three. Two units must include the traditional courses of Algebra I and Algebra II or geometry. The other two units may include Algebra II, geometry, trigonometry, math analysis, calculus, statistics, computer science, math of finance, a college course approved for dual credit, an approved full-time postsecondary career and technology program, or locally approved, application-based math courses with content and/or rigor above Algebra I. For science, the requirements remain at three laboratory-based science credits, but schools are encouraged to develop locally approved science-based courses that exceed the content and/or rigor of Biology I or physical science.

Pathway Units and Electives

A new element in the graduation plan is the requirement for students to complete six units or sets of competencies that align with their Individual Career and Academic Plan (ICAP). These units are designed to be flexible, allowing districts to create courses that match students’ career interests and postsecondary goals. Traditional electives like world languages, physical education, and fine arts will no longer be mandatory, but students are encouraged to take at least two units in these areas to enhance their workforce competitiveness.

Locally Approved Courses

Districts now have the authority to develop locally approved courses that integrate core academic standards with real-world applications. These courses must be submitted to the Oklahoma State Department of Education (OSDE) annually, ensuring that they meet the required rigor and/or content for math and science competencies. The emphasis on local control aims to create more relevant learning experiences that align with both student interests and community workforce needs.

Oklahoma’s Promise and Postsecondary Preparation

The revised graduation requirements intersect with Senate Bill 1302, which modifies eligibility criteria for Oklahoma’s Promise, a popular scholarship program. The bill removes previous core subject and world language requirements for Oklahoma’s Promise. Instead, students will now need to meet the general admission requirements for state colleges and universities, aligning their high school coursework with higher education standards.

District Responsibilities and Opportunities

With these changes, school districts are tasked with crafting innovative, relevant course offerings and are encouraged to collaborate with local industries and workforce development boards to tailor courses that meet both student career aspirations and community needs. This local flexibility is seen as a key advantage, giving districts the opportunity to partner with businesses and technology centers to develop internship programs and hands-on learning experiences.

Challenges and Future Outlook

While the new requirements offer flexibility, they also pose challenges for districts, particularly in ensuring that all students are adequately supported in their math and science coursework. Districts will need to focus on providing early interventions and support systems to help students succeed, especially in math, where the additional credit could become a barrier for some.

CCOSA has produced a comprehensive Guidance for Revised Graduation Requirements document that provides helpful resources for districts. Developed in collaboration with dozens of Oklahoma educators, OSSBA, the State Chamber, CareerTech, and the State Regents, the guidance includes a breakdown of relevant legislation, district considerations, proposed action steps for locally approved courses, promising ideas already being implemented in districts, surveys, sample letters, and more.

Ultimately, Oklahoma’s revised graduation requirements aim to create a more personalized, careerdriven educational experience for students. By allowing districts to customize learning pathways and focus on career readiness, the state hopes to reduce the need for postsecondary remediation and ensure that all students graduate with the skills and knowledge they need for future success. ■