STEM Advocacy

K–12 STEM and Education Legislation

SB 410 (Sen. Brenda Stanley [R] – Rep. Dick Lowe [R]) – Computer Science Requirement: Requires Oklahoma public high school students (starting 2026-27) to complete a computer science course to graduate. The bill amends graduation curriculum law so that one unit in computer science (or a full-time career-tech program in tech or a STEM “block” course) can satisfy part of the science or math requirement (legiscan.comlegiscan.com). This ensures all students have exposure to computing fundamentals and industry-valued credentials, aligning with national STEM workforce trends. The State Board of Education is directed to adopt rules and industry-endorsed credentials. (Senate passed; awaiting House action (legiscan.com).

SB 215 (Sen. Ally Seifried [D]) – Math Achievement and Proficiency Act: Mandates early, frequent math screening and support in grades 2–5 to boost proficiency. Schools must screen students three times per year with state-approved tests; students above grade-level get advanced enrichment, while those below receive intensive remediation through individual intervention plans and additional tutoring (oklegislature.govoklegislature.gov). Districts receive grants (with 10% for teacher training) to implement these programs, and teachers receive high-quality math intervention training. The law also requires dyscalculia screening for persistently struggling students. This comprehensive approach – modeled on successful literacy interventions – is intended to raise math scores statewide. (Passed both chambers April 2025; pending Governor’s approval.)

SB 139 (Sen. Ally Seifried [R]) – School Cellphone Ban: Prohibits student cellphone use during the school day for the 2025–26 year (“bell-to-bell” policy). Each district must adopt a policy barring personal phones from first to last bell (with limited exceptions for health or emergencies) (oksenate.govkswo.com). Enacted May 2025, this one-year trial aims to create distraction-free classrooms so teachers can focus on instruction and students can concentrate on learning (oksenate.govkswo.com). Sen. Seifried noted studies linking phone use to poor academic performance, and local boards can revisit the policy after the trial year.

SB 758 (Sens. Kristen Thompson, Lonnie Paxton, Ally Seifried [R] – Rep. Anthony Moore [R] et al.) – Virtual Instruction Limits: Limits how much emergency virtual schooling can count toward required instruction time. Beginning in 2026–27, schools may count no more than two days (12 hours) of virtual instruction per year toward the 1,080-hour requirement, and only if (1) the state superintendent approved a detailed virtual-plan for that school, (2) a state-of-emergency is declared for schools, and (3) the local board approves it (billtrack50.com). All other virtual days (e.g. normal weather closures) will not count toward seat-time. Districts must submit annual reports to the State Dept. of Ed on virtual instruction use. The goal is to preserve in-person classroom time and ensure any remote days are rigorously planned for special circumstances (billtrack50.combilltrack50.com). (Enacted May 2025.)

SB 840 (Sen. Carri Hicks [D] – Rep. Anthony Moore [R]) – Dyslexia Micro-Credentials: Establishes a state micro-credential for certified teachers who earn dyslexia-specialist certification (CALT or CERI). Qualified teachers (with a master’s degree and required training) can become dyslexia specialists able to diagnose and treat dyslexia in schools (oksenate.govoksenate.gov). By building this specialist role, SB 840 is intended to improve early literacy outcomes: an OK Senate press release notes that trained teachers can identify the estimated 20% of students with dyslexia and create targeted IEPs to support them (oksenate.gov). Passed Senate March 2025; heading to the House.)

SB 794 (Sen. Ally Seifried [R] – Rep. Dick Lowe [R]) – Teacher Preparation and Apprenticeships: Directs the State Commission for Educational Quality & Accountability to set minimum student-teaching requirements for teacher candidates. Programs must either require a set number of field experience weeks or allow candidates to complete a structured teacher apprenticeship (on-the-job training combined with academic coursework) (legiscan.com). This creates an apprenticeship pathway for teachers akin to trade apprenticeships. The law (effective July 1, 2025) aims to strengthen the teacher pipeline (including STEM teachers) by formalizing practical training standards and innovative pathways (legiscan.com). Signed into law May 2025.)

Higher Education & Workforce-Development Legislation

SB 387 (Sen. Ally Seifried [R] – Rep. Kendra Osburn [R]) – OCAST STEM Internships Program: Creates the Oklahoma Center for Advancement of Science and Technology (OCAST) Intern Partnership for STEM Workforce Pipeline Program (oklegislature.gov). Under this law, OCAST will award competitive matching grants to Oklahoma-based companies and research organizations to hire college or tech-school student interns on innovative STEM projects (oklegislature.gov). Applicants must provide at least 50% of project costs from non-state sources, ensuring private-sector buy-in. The aim is to give students hands-on R&D experience in areas like engineering, biotech, or IT while fostering local tech innovation. (Enacted May 2025.)

SB 95 (Sen. Ally Seifried [R] – Rep. Nick Archer [R], et al.) – Internship/Apprentice Liability Reform: Clarifies workers’ compensation coverage to encourage more internships and apprenticeships. Specifically, it exempts bona fide interns/apprentices from WC coverage (while retaining coverage for actual employees), removing a liability barrier that has deterred businesses from hosting students. By easing this concern, the law (signed May 2025) should lead employers to offer more in‑state on‑the‑job STEM learning opportunities (for example, computer science or engineering students) without unintended WC costs. The sponsor noted it builds on last year’s requirements to increase career-ready experiences for high school graduates.

SB 662 (Sen. Adam Pugh [R]) – Workforce Commission & Engineering Pipeline: Expands the Oklahoma Office of Workforce Development’s role in education-to-career pathways. The bill directs the Workforce Commission to implement programs “to expand workforce development” in high-demand sectors, including establishing career pathways and promoting industry‐education partnerships (journalrecord.com). Sen. Pugh, citing a statewide shortage of engineers and nurses, explained that the Commission will now coordinate with K‑12, higher-ed and industry to funnel more students into STEM and other in‑demand fields (journalrecord.comjournalrecord.com). This system-level strategy (passed legislature Spring 2025) is meant to align Oklahoma’s schools and colleges with real workforce needs, particularly in science and tech occupations.

SB 224 (Sen. Ally Seifried [R]) – Education–Workforce Data System: Proposes creating a longitudinal data system linking education and employment outcomes. The Oklahoma Education and Workforce Statewide Longitudinal Data System would track student progress from K–12 through college and into careers, allowing policymakers to evaluate education-to-employment programs, find training gaps, and target resources to high-need fields (excelinedinaction.org). Though not yet law (pending committee review), this bill would give educators and the state precise feedback on STEM and other pipeline programs to improve student outcomes over time (excelinedinaction.org).

SB 235 (Sen. Adam Pugh [R]) – “Grow Your Own” Educator Program: Establishes a teacher-pipeline grant program. Under this bill, districts receive matching state funds to support local school employees (e.g. paraprofessionals) who enroll in accredited teacher education programs, helping pay their tuition or loan repayments (excelinedinaction.org). By reducing financial barriers, the law (in process) aims to grow the supply of new teachers – including in STEM fields – from within Oklahoma communities.

HB 2260 (Rep. Nicole Miller [R] – Sen. John Haste [R]) – Civil Engineering Tax Credits: Creates new income tax credits to attract and retain civil engineering talent in Oklahoma (okhouse.gov). The proposal (working its way through 2025 session) would allow credits for employers who pay for civil engineering employees’ tuition, for wages paid to engineers, and for income earned by new civil engineers (okhouse.gov). By offsetting tuition costs and boosting salaries via tax breaks, the measure is intended to reverse declining civil engineering enrollments and fill critical infrastructure roles. Proponents argue this will strengthen Oklahoma’s infrastructure resilience and economy by making engineering careers more financially attractive (okhouse.gov).

Sources: Latest legislative summaries, press releases, and news reports from the Oklahoma Legislature and local media including but not limited to the following:

excelinedinaction.org

okhouse.gov.

Each bill’s number, sponsor(s), and provisions are drawn from official legislative documents and news summaries.