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FAQs

Cut Scores

Cut scores are the minimum scores needed to reach each performance level on a state assessment—such as Basic, Proficient, or Advanced. These levels help translate a student's raw test score into a meaningful indicator of how well they understand grade-level expectations.

For example, if a 5th grade math test has a cut score of 300 for the Proficient level, that means students who score 300 or higher are considered to have met grade-level expectations. Students scoring below that threshold may still be developing key skills and could benefit from additional support.

Cut scores matter because they define the threshold for whether a student is considered on track for college and career readiness. Setting cut scores is a policy decision that reflects the level of performance the state believes students should reach to succeed after high school. When aligned to national benchmarks, cut scores help ensure that Oklahoma students are being held to the same high expectations as their peers across the country.

The 2025 cut scores reflect a return to Oklahoma’s long-standing commitment to academic rigor and national alignment. CEQA made the adjustment based on three key goals:

  1. to align Oklahoma’s ELA and Math assessment scores with the National Assessment of Educational Progress (NAEP),
  2. to close the "honesty gap" created by the 2024 cut scores, which made scores appear higher without reflecting true readiness, and
  3. to ensure that students identified as Proficient are genuinely on track for success in college and career.

This shift helps restore meaningful, trustworthy information for families and educators—so they can better understand student progress, provide support where it’s needed, and ensure every Oklahoma student is prepared for a competitive future.

The "honesty gap" refers to the difference between the percentage of students identified as Proficient on a state assessment and the percentage identified as Proficient on a national benchmark, such as the National Assessment of Educational Progress (NAEP). When state assessments show significantly higher proficiency rates than national assessments, it can give families and educators an inflated picture of how well students are performing.

Oklahoma has worked to close this gap by aligning its assessments and expectations with national standards. In 2017, the state set a clear policy goal to ensure its academic content standards and assessments were aligned with measures like NAEP, ACT, and SAT. That effort significantly narrowed the honesty gap. However, in 2024, the cut scores set through a new standard-setting process were no longer aligned to national benchmarks—causing the honesty gap to widen again.

As shown in the graph below, the 2015 gap between the OSTP and NAEP proficiency rates was large. The 2017 reset closed that gap, but the 2024 scores again show a sharp divergence. CEQA’s 2025 decision to restore cut scores aligned with college and career readiness is aimed at re-closing this gap to provide honest, nationally consistent feedback to families, educators, and policymakers.

One of the most common ways to evaluate the results of statewide assessments is to compare student performance (e.g., proficiency rates) to historical student performance. While this provides a picture of how students are changing in their level of achievement within the state, it does not provide the context for how Oklahoma students are doing in relation to other students regionally or nationally. Another option is to compare the performance of Oklahoma students to students in surrounding states based on their statewide assessment results. However, each of these assessment systems may be built to different content standards, report results using different performance levels, or represent a different philosophy about expectations for student achievement. 

Therefore, Oklahoma chooses to compare the performance of their students on the statewide assessment to the performance of their students on national assessments such as the National Assessment of Educational Progress (NAEP) at grades 4 and 8 and college readiness measures such as the ACT and SAT. Collectively, these assessment programs provide results at the state and national levels that allow Oklahoma to evaluate how competitive their students are compared to peers across the country, provide consistency in postsecondary expectations, and focus on the goal of students being college and career ready.

According to a recent report1, in 2031 60% of jobs in Oklahoma will require more than a high school diploma. This is up from 46% in 20152. Given this sharp trend, Oklahoma education leaders want to ensure that Oklahoma students are prepared to pursue education and training beyond the high school level by creating academic content standards (e.g., what students are expected to know and be able to do) and setting performance standards (e.g., the extent to which students are able to demonstrate their knowledge and skills) that are aligned with the requirements of today's (and tomorrow’s) careers. 

1 Anthony P. Carnevale, Nicole Smith, Martin Van Der Werf, and Michael C. Quinn. After Everything: Projections of Jobs, Education, and Training Requirements through 2031. Washington, DC: Georgetown University Center on Education and the Workforce, 2023. cew.georgetown.edu/Projections2031.

2 Giving Oklahoma Students a Competitive Edge: FAQs for Legislators, Test Results 2017. Oklahoma Edge.

The cut scores applied to the 2023 statewide assessments represent the most recent application of College and Career Preparation-aligned expectations that are consistent with Oklahoma’s policy goals. These expectations represent Oklahoma’s goal to have nationally benchmarked performance standards across grades and subject areas that ensure that Oklahoma students are prepared to pursue education and training beyond high school. By applying these cut scores to the 2025 assessments, CEQA is striving for policy continuity to help students, teachers, parents, administrators, and policy makers understand educational progress in line with national benchmarks and Oklahoma’s policy goals.

When communicating with families about the 2025 results, it is important to emphasize that scores reflect a return to nationally aligned expectations—not a decline in student learning or school effectiveness. The 2024 performance level results were an outlier, developed through a process that did not incorporate national comparisons. As a result, more students appeared “Proficient” or higher even though those scores did not align with college and career readiness standards. In contrast, the 2025 results are based on the restored cut scores that are aligned with national expectations.

These changes are part of a broader effort to better prepare students for the future. These cut scores provide grade-level feedback about how student achievement compares to national expectations so that schools and families can provide students with the support and opportunities needed to achieve their goals.

It is important to share with students and families that the 2025 results should not be directly compared to the 2024 results as a lower performance level may not indicate a decrease in student performance. Rather, these changes were necessary to ensure a more accurate measure of where students are performing against rising expectations in the national job market. These changes are meant to help all Oklahoma students compete and succeed in a world that demands more than ever before.

No. A change in the cut scores does not impact how students scored on the assessments; only how their performance level was evaluated. The expectations for performance were restored to the previous levels that better reflect college and career readiness. A student who was identified as Proficient in 2024 may be in a lower performance level in 2025—not due to academic decline, but because of a return to expectations that are aligned with national standards. Restoring rigorous cut scores helps identify students who need support and provides a more realistic view of achievement and progress.

The new cut scores will provide transparent information about whether our students are ready for and able to compete for high-skill, high-demand jobs. Too often, our students’ career goals do not match their skill sets. By changing what we expect of students throughout their education journey, we can close this gap. This change will also reduce the financial burden on families paying for non-credit bearing, remedial courses.

For questions regarding score report release timelines, please contact The Oklahoma State Department of Education (OSDE).

There are two potential approaches to evaluate student growth across the years with differing cut scores:

  1. Compare scores from 2023 to 2025.
    This is a simple and straightforward approach that avoids inconsistencies from 2024 and is often called “skip-year growth.” Because the same cut scores were used in both 2023 and 2025, scores can be directly compared. However, this method leaves out 2024 and does not include growth that may have occurred during that year in the analysis.
  2. Use the OSTP concordance tables developed by the Oklahoma State Department of Education (OSDE) to translate (or “concord”) 2024 scores to the 2023 scale, making it possible to evaluate progress using a consistent standard across all three years. This has the effect of being able to use the 2024 scores as if the 2023 cut scores were applied.

Each table includes a “New” column (2024 cut scores) and a corresponding “Prior” column (2023 cut scores).

To convert a 2024 score:

  1. Locate the 2024 score in the “New” column.
  2. The corresponding value in the Prior column is the score you should use to measure growth on the 2023 scale. 

Note: The concordance tables are grade- and subject-specific. You’ll need to use the correct table for each subject and grade level when analyzing growth.

Example – ELA Grade 3:

A student scores:

  • 298 in 2023
  • 314 in 2024. This corresponds to 299 on the 2023 scale according to the concordance tables, and thus 299 is the score you should use for comparison.
  • 302 in 2025

Even though the 2024 score appears much higher; after converting it using the concordance table, you can see more modest, but consistent growth from 298 → 299 → 302 on a common performance standard.

The current cut scores for Math and English Language Arts (ELA) are available in the Performance Level Lookup Table on the Oklahoma State Cognia help site. These scores apply to Spring 2025 and are the same as those used in Spring 2023. 

Educator Preparation

You can view the list, including contact information for each institution, at OEQA Approved Educator Preparation Programs. Additional information about coursework and programs supporting both traditional and non-traditional pathways to becoming an educator in Oklahoma is available on Educator Preparation Pathways.

  • An Oklahoma Subject Area Test (OSAT) specific to your certification area.
  • A pedagogical assessment, which may be either: 
    • The Assessment of Professional Knowledge (APK)
    • The Praxis Performance Assessment for Teachers (PPAT)

For more information, visit the following websites or contact the assessment providers:

The Teacher Certification Office at the Oklahoma State Department of Education processes fingerprints, certification fees and required documents.

For questions about teacher certification, fingerprinting, transcripts, proof of teaching experience, or certification fees, contact a Certification Specialist with the following options:

The Assessment of Professional Knowledge (APK) assessment measures pedagogical knowledge across all grade levels, from elementary to secondary, and in all disciplines.

Key features include:

  • Modern Evidence-Based Practices: Aligns with CAEP/InTASC standards and promote strengths-based pedagogy.
  • Accessible: Developed in alignment with fairness standards, with alternative arrangements for candidates with unique needs.
  • Comprehensive Format: Includes 100 multiple-choice questions and two constructed-response items (one case study, one work product).

For more information, please call (866) 565-4893 or visit:

While both assessments evaluate pedagogical knowledge, the APK is a multiple-choice and scenario-based assessment format designed to measure foundational teaching competencies, rather than a performance-based portfolio submission like the PPAT.

Feature PPAT APK
Format Portfolio-based Multiple-choice & scenario-based
Timeframe Completed over several months Single assessment session
Submission Requires multiple tasks with artifacts No submission of lesson plans or videos
Scoring Evaluated holistically over multiple submissions Scored per assessment session

 

June 3, 2025

You may register online at www.ceoe.nesinc.com, or by calling (866) 565-4893 starting June 3, 2025.

$145

The APK is scored on a scale of 100-300:

  • The assessment consists of multiple-choice and scenario-based questions that evaluate teaching skills.

  • A raw score (number of correct answers) is converted to a scaled score to ensure fairness across different assessment versions.

  • The APK is scored per assessment session, meaning candidates receive a single overall score after each attempt.

A score of 220 or higher is required to pass the APK.

Please visit www.ceoe.nesinc.com or call (866) 565-4893 starting June 3, 2025.

Score reports are released within four weeks of taking the assessment.

The certification assessment requirements for alternative and emergency certification candidates are the same as traditional candidates.

No. If you passed the PPAT, you do not need to take the APK. Your passing score remains valid for certification.

No. APK is a completely different assessment format. Unlike PPAT, it does not require submission of teaching artifacts or video recordings.

The APK will be a standalone requirement, similar to the PPAT, and will not replace the OSAT, which assesses subject-area knowledge. Candidates will have to take both the OSAT(s) as required for their subject area in addition to the APK.

Yes, Study materials are provided to help candidates prepare. Study materials for the Elementary APK (053) can be found here and study materials for the Secondary APK (054) can be found here. 

Candidates can retake the APK after waiting 30 days between attempts. Additional assessment fees apply for each retake.

More information can be found by visiting www.ets.org/ppat or by calling (800) 772-9476

You may schedule the PPAT by visiting www.ets.org/ppat or by calling (800) 772-9476.

$300

Please visit this site for the latest requirements.

Please visit the ETS site or call (855) 628-5088 for more information. 

Yes, please check the retake policies listed on the ETS website.

A score of 38 or higher is required to pass.

Please visit www.ets.org/ppat/test-takers/scores/get-send-scores.html or call (800) 772-9476

More information can be found by visiting www.ceoe.nesinc.com or by calling (866) 565-4893.

Please visit www.ceoe.nesinc.com for OSAT study guides and preparation materials.

Right Start is an asynchronous interactive learning course designed to help candidates prepare for teacher certification assessments. Right Start courses for the National Evaluation Series program are aligned to national standards, which may be similar and relevant to candidates taking the CEOE.

You may register at www.ceoe.nesinc.com or by calling (866) 565-4893

OSAT assessment fee: Vary from $65-155 depending on the certification area with most assessments being $118

Candidates may select one of these options:

CEOE

  1. In-Person: Assessment centers across Oklahoma.
  2. Online Proctoring: Some assessments allow remote proctoring at home, school, or another location. Check availability for your specific assessment.

Please review the following policies for the latest requirements.

ID Policy for the CEOE

For OSAT, total assessment scores are reported as scaled scores using a range from 100 to 300, with 240 as the minimum passing scaled score.

Score reports vary based on subject area. For the most up-to-date information, please refer to the Score Reports Dates.

Candidates who select the email notification option during registration may receive an email from the testing company on the day their scores are reported. Scores will be available in their account starting at 10:00 p.m. CST on the designated score report date for their assessment. Score reports remain available in the account for two years.

Yes, please check the retake policies listed on the CEOE website.

Please review Requesting Alternative Assessment Arrangements  or call (866) 565-4893 for more information. 

For information on out-of-state assessment comparability, please review our Out-of-State Assessment information.

Candidates may not use personal calculators on assessments. However, on-screen calculators are automatically provided for assessments that allow them. 

Yes. The Commission for Educational Quality and Accountability (CEQA) approved the ORT as an educator competency assessment for teacher candidates who take the test on or before June 30, 2026, pursuant to the Strong Readers Act (70 O.S. § 1210.508F).

If a teacher candidate takes and passes the ORT by June 30, 2026, they will be considered as having met the reading assessment requirement—even if they graduate after that date. They will not be required to take an additional reading test.

Yes. The Foundations of Reading (FOR) exam remains an approved option. Teacher candidates can choose to take either the ORT (by June 30, 2026) or the FOR (Starting June 3, 2025 ) to meet the reading assessment requirement.

No. If you passed the ORT on or before June 30, 2026, you do not need to retake a different exam. You have fulfilled the reading assessment requirement.

If you plan to take the reading exam before June 30, 2026, you may take either the ORT or the FOR. If you plan to test after July 1, 2026, the FOR will be the required exam.

The transition to the Foundations of Reading exam is intended to strengthen alignment with evidence-based reading instruction. However, CEQA’s decision to allow both exams until June 30, 2026 ensures that current candidates do not face challenges or barriers due to changes in assessment policy.

No. ORT scores will be validated with OEQA through your EPP, and FOR scores are reported directly to OEQA. You do not need to submit scores yourself.

Please contact OEQA at info@oeqa.ok.gov or visit our website www.oeqa.ok.gov for additional information and updates.

Educational Testing Service (ETS), the provider of the PPAT, has decided to discontinue the assessment. As a result, Oklahoma must select a new pedagogical assessment. 

The PPAT will be discontinued in December 2025. The Spring 2025 administration will be the last full offering of the assessment as the Fall 2025 administration will be limited to retakes and score corrections.

The certification assessment requirements for alternative and emergency certification candidates are the same as traditional candidates.

This change only affects candidates currently in the certification process or those seeking certification. Teachers who are already certified will not experience any impact on their credentials.

Teacher candidates on a 3-year pathway who are employed may apply for a one-year extension during their third year if they need additional time to complete certification requirements. Those seeking employment may also apply for this extension. Applications for the one-year extension should be submitted through the Oklahoma State Department of Education (OSDE).

Candidates who have certifications expiring in June 2025 who do not pass the PPAT by Spring 2025 should work with OSDE to obtain an extension. They may then retake the PPAT components as necessary in Fall 2025.

Candidates who do not pass the PPAT will have until December 2025 to retake it. Alternatively, the candidate may take the APK. To learn more, see the APK section in the 'Certification Assessment' FAQ above. 

The Teacher Registered Apprenticeship Pathway is a job-embedded, competency-based route into the teaching profession that allows individuals to earn while they learn. Apprentices are employed by a school district and complete their preparation through a combination of paid, on-the-job experience, academic coursework through an approved Educator Preparation Program (EPP), and structured mentorship from an experienced teacher.

The pathway follows the U.S. Department of Labor’s Registered Apprenticeship framework, which includes:

  • Paid employment and progressive wage increases
  • Supervised, on-the-job learning under a certified mentor teacher
  • Competency-based progression and evaluation
  • Related instruction through an EPP leading to licensure

This model strengthens Oklahoma’s educator pipeline by allowing districts to grow their own teachers and helping candidates enter the profession through an affordable, sustainable, and high-quality preparation experience.

The Teacher Registered Apprenticeship Pathway was established through Senate Bill 794 (effective July 1, 2025) and a corresponding amendment to OAC 218:10-5-3(f)(11) (effective July 11, 2025). These changes were made to expand access to high-quality teacher preparation programs and create sustainable pathways into the profession while maintaining rigorous standards of educator readiness.

Under SB 794 and OAC 218:10-5-3(f)(11), EPPs may offer candidates one of the following options to complete their in-classroom experience:

Traditional Internship Pathway

  • Minimum of 12 weeks of student teaching
  • At least 60 hours of diverse field experience before the internship
  • Supervision by a certified mentor teacher with at least three years of experience

Teacher Registered Apprenticeship Pathway

  • Job-embedded, competency-based model
  • Paid employment and on-the-job training integrated with EPP coursework
  • Mentorship from a certified teacher with at least three years of classroom experience

If an EPP wants to allow candidates to complete their clinical experience through a registered apprenticeship instead of a traditional internship, the EPP must:

  1. Register the apprenticeship model with the Oklahoma Public School Resource Center (OPSRC), which serves as the state apprenticeship sponsor in partnership with the U.S. Department of Labor (USDOL).
  2. Upon OPSRC’s approval, OPSRC will provide a confirmation letter to OEQA.
  3. Once that documentation is received, OEQA will contact the EPP to confirm that its program is approved to move forward.

A CEQA presentation or additional Commission vote is not required when adding a registered apprenticeship as an option within an already-approved EPP program.

EPPs that wish to develop a new apprenticeship-based preparation program must:

  1. Submit a new program proposal to OEQA describing coursework, mentorship structure, competency-based assessments, and integration of on-the-job learning.
  2. Present the proposal to the Commission for Educational Quality and Accountability (CEQA) for approval.
  3. Once approved, register the program with OPSRC, the state apprenticeship sponsor in coordination with USDOL.

Registered apprenticeship programs must comply with SB 794, OAC 218:10-5-3(f)(11), and the U.S. Department of Labor’s Registered Apprenticeship standards. Because federal apprenticeship requirements may evolve, programs should obtain the most current information and technical assistance directly from the Oklahoma Public School Resource Center (OPSRC), which serves as the state apprenticeship sponsor in partnership with USDOL.

The Teacher Registered Apprenticeship Pathway is open to individuals interested in becoming a teacher through a paid, job-embedded model. Participation requires employment in a school district that has chosen to participate in the registered apprenticeship program.

While participation is not limited to any single group, the pathway is often a strong fit for:

  • Paraprofessionals already working in schools who want to advance into teaching roles
  • Career changers seeking a structured, supported transition into education
  • High-school students or recent graduates who want a local, earn-while-you-learn route to teacher certification
  • Community members looking to begin a teaching career while staying rooted in their home districts

EPPs should ensure their program design and scheduling align with apprenticeship standards so participants can meet both employment and academic requirements.

  • Earn while you learn: Candidates are employed and paid as they prepare for licensure.
  • Deep mentorship: Apprentices are guided by experienced teachers and EPP faculty.
  • Workforce sustainability: Districts can build stable, locally rooted pipelines of future teachers.
  • High standards: Apprenticeships maintain rigor through structured evaluation and competency-based progression.

For registration or technical assistance:
Oklahoma Public School Resource Center (OPSRC)
Dr. Becky Slothower
becky.slothower@opsrc.net

For program requirements or OEQA documentation:
Office of Educational Quality and Accountability (OEQA)
info@oeqa.ok.gov

National Board Certification

National Board Certification is a highly respected professional certification. It was created by teachers, for teachers, and allows educators to demonstrate their skills and teaching effectiveness through a rigorous process. The certification is designed to improve student learning and recognize accomplished teachers across the nation.

Pursuing NBCT allows you to deepen your professional knowledge, improve student outcomes, and enhance your leadership opportunities. It may also come with financial benefits, as some districts offer bonuses or salary incentives for certified teachers. Additionally, Oklahoma provides scholarships and stipends to support teachers in obtaining certification.

National Board Certification is a voluntary, advanced certification that goes beyond state licensure. It focuses on meeting rigorous national standards for accomplished teaching and requires candidates to demonstrate their impact on student learning. State licensure ensures that teachers meet basic requirements, while National Board Certification is a recognition of mastery in teaching.

NBCTs are often viewed as leaders in their schools and districts. Certification opens up opportunities for roles in instructional leadership, curriculum development, and other advanced positions. Many NBCTs report increased confidence, professional fulfillment, and recognition for their teaching excellence.

National Board Certification has four main components: 

  • Component 1: Content Knowledge – an assessment of your subject knowledge. 
  • Component 2: Differentiation in Instruction – a portfolio demonstrating how you meet student needs. 
  • Component 3: Teaching Practice and Learning Environment – a video recording and analysis of your classroom practice. 
  • Component 4: Effective and Reflective Practitioner – evidence of your ability to assess student learning and contribute to your school community. 

Each component is designed to showcase your skills and impact as a teacher.

Yes, the National Board Certification process is flexible, allowing you to choose the order in which you complete the four components. You can focus on one or two components at a time, depending on your schedule and goals. OEQA mentors can help you plan the best order for completing the components based on your strengths and timeline.

Candidates must submit all four components within the first three years of their candidacy. The National Board allows up to five years to complete the full certification process, which includes time for retakes and meeting all eligibility and score requirements.

Once certified, you will join an elite group of accomplished teachers. In addition to potential financial incentives, you may have opportunities to take on leadership roles in your school or district, mentor other teachers, or contribute to curriculum development. National Board Certification is valid for five years, after which you can maintain your certification through the Maintenance of Certification (MOC) process.

National Board Certification is valid for five years. After this period, you will need to complete the Maintenance of Certification (MOC) process to renew your certification. This process is shorter and more streamlined than the initial certification and ensures that you continue to meet the high standards set by the National Board.

The Maintenance of Certification (MOC) process is required every five years to maintain your National Board Certification. The MOC is less intensive than the initial certification and focuses on your continued professional growth and impact on student learning. Completing the MOC ensures you stay up to date with best practices in education.

Yes, some districts in Oklahoma offer additional pay for teachers who achieve National Board Certification. These financial incentives vary by district, so we recommend confirming specific policies with your school district's HR or administration office to understand the benefits available to you.

OEQA offers an $1,800 scholarship to support Oklahoma teachers pursuing National Board Certification, with funds applied directly to the National Board for Professional Teaching Standards (NBPTS) to cover component fees.

To qualify for the scholarship, you must be a full-time classroom teacher in an accredited Oklahoma school.

The application process involves submitting an online application through the OEQA Website. Once accepted, you'll register with the National Board for Professional Teaching Standards (NBPTS) and begin the certification process.

Yes, if you have already begun the NBCT process but have not completed all components, you may still apply for the Education Leadership Oklahoma (ELO) Scholarship. Contact OEQA to see how the scholarship can support you in completing your certification.

The process is designed to be flexible. Most candidates complete the certification process within 1 to 3 years. Candidates must submit all four components within the first three years of their candidacy. The National Board allows up to five years to complete the full certification process, which includes time for retakes and meeting all eligibility and score requirements.

The time commitment for National Board Certification can vary, but on average, teachers spend between 200 to 400 hours completing all four components. Typically, candidates report spending 50-100 hours per component. Balancing certification with your teaching duties requires careful time management, but OEQA’s mentorship and support programs can help you stay organized and on track throughout the process.

Yes! OEQA provides a comprehensive mentorship program for candidates throughout the NBCT process. Experienced NBCTs serve as mentors to guide you through certification requirements, offer advice on the portfolio process, and provide moral support.

The OEQA mentorship program includes: 

  • Guidance from a certified NBCT who understands the certification process and can help you navigate each step. 
  • Workshops and informational sessions focused on specific components of certification, including portfolio preparation and content assessments. 
  • Peer support networks where you can connect with other candidates going through the certification process. 
  • Regular check-ins and feedback to help you stay on track with deadlines and progress.

Yes, the OEQA mentorship program includes breakout sessions tailored to your specific subject area. These sessions connect you with experienced NBCTs from your content area who can offer targeted guidance on subject-specific standards, portfolio requirements, and assessments.

Once you are accepted into the Education Leadership Oklahoma (ELO) Scholarship program and registered for the National Board Certification process, you will receive further information on the mentorship program. You’ll also receive invitations to peer support networks and the National Board Summit in June.

Yes, participation in the OEQA mentorship program is fully optional. While mentorship can provide valuable guidance and support throughout the certification process, you are not required to take part. You can choose the level of involvement that fits your needs and preferences.

The National Board Certification process allows you to retake specific components if necessary. You can retake components and continue working toward certification until you succeed.

The National Board Certification process includes detailed rubrics and guidelines to help candidates succeed. OEQA mentors are experienced in helping teachers prepare for the content assessments and develop their portfolio entries. Workshops and peer support sessions can also help build your confidence and skills.

NBCT is ideal for teachers who are passionate about improving their teaching practice, committed to professional growth, and interested in deepening their impact on student learning. If you are willing to engage in reflection and continuous learning, and you want to be recognized for your excellence in the classroom, NBCT is likely a good fit.

For more information, please visit the National Board for Professional Teaching Standards' website or reach out to OEQA at info@oeqa.ok.gov for additional support.

Oklahoma Educational Indicators Program (OEIP) Dashboard

The Oklahoma Educational Indicators Dashboard provides a single, user-friendly way to explore key education data in Oklahoma. It replaces static reports with interactive visuals and downloadable data to help users better understand how schools and districts are performing in areas such as student outcomes, finance, staffing, and demographics.

It is designed for a broad audience: parents and guardians, educators, school and district leaders, policymakers, and community members who want to explore and better understand performance and trends across the state.

The OEQA dashboard complements the Oklahoma School Report Card by providing additional contextual data on areas such as staffing, finance, and demographics. While the School Report Card focuses on accountability measures defined by state and federal law, this dashboard provides a broader view to support research, policy, and continuous improvement.

No. This dashboard presents factual, publicly reported data to inform understanding. Accountability grades and designations are published separately by the Oklahoma State Department of Education.

No. The dashboard is designed for transparency and understanding, not compliance. Accountability determinations are made by the Oklahoma State Department of Education using methods defined in the state’s approved ESSA plan.

Start by using the filters at the top of each page to select a school or district. Summary page as well as each metrics section, (i.e., School Composition, Finance, or Student Outcomes) updates automatically to show data for your selection. You can return to the statewide view at any time using the State or Reset button.

On the main pages, you can view data for one school or district at a time and then select another to compare. Each page also includes quick comparison tables at the bottom, where you can apply filters and view a summary table displaying the metrics specific to that topic area.

For more advanced comparisons, visit the Comparisons page. You can filter and refine your selections, then view the results in a scatterplot and in a list-format table below, which shows detailed measures for the schools or districts you selected.

  • Scatterplot view: Each dot represents a school or district, allowing you to see performance patterns and outliers across two metrics.
  • List view (table): Displays all selected entities with detailed measures in a sortable list format.

The scatterplot shows the relationship between two variables — one on the horizontal axis (X-axis) and one on the vertical axis (Y-axis). Each dot represents a school or district, and the size of the dot reflects its total student enrollment.

  • The position of each dot depends on the selected metrics. In general, dots in the upper right corner indicate higher values on both measures, but whether that represents a better or worse outcome depends on the metric.
    • For example, if the X-axis shows teacher experience and the Y-axis shows student proficiency, dots in the upper right represent schools with more experienced teachers and higher achievement, generally a positive relationship.
    • In contrast, if the X-axis shows percentage of economically disadvantaged students and the Y-axis shows dropout rate, dots in the upper right indicate schools with higher poverty and higher dropout rates, outcomes that typically signal greater challenges.
  • The interpretation, therefore, depends on the metrics selected:
    • Higher values can represent stronger performance (e.g., proficiency, graduation rate).
    • Or they can represent greater need or risk (e.g., dropout rate, economically disadvantaged percentage).
  • Hovering over a dot displays detailed information about that school or district.
  • The sliding axis control lets you zoom in on the data to focus on a specific range of schools or districts, making it easier to examine outliers or smaller clusters.
  • Text filters on the left allow you to search for particular schools or districts for closer comparison.

“No change” indicates that the year-over-year difference in a measure is very small and not considered meaningful for reporting purposes. Specifically, it reflects a change of less than 0.1 percentage point for attendance and dropout measures, since these indicators are already concentrated at the high end of the scale where small shifts can occur naturally, and less than 0.5 (percentage point, years, or FTE, depending on the metric) for all other measures. This designation helps focus attention on meaningful trends rather than very minor fluctuations in the data.

Not available means data for that metric were not reported, suppressed for privacy (e.g., fewer than 6 students), or not yet released.

Many factors influence outcomes, including community demographics, local resources, and student populations. The dashboard helps identify patterns and trends but should be interpreted in context. Comparisons are most meaningful among schools serving similar student populations.

To protect student privacy, data are suppressed when a group has fewer than six students or staff members. This ensures no individual can be identified while maintaining transparency where possible.

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Data are drawn from official state and federal sources, including the Oklahoma State Department of Education (OSDE), the Oklahoma State Regents for Higher Education (OSRHE), and the U.S. Census Bureau’s American Community Survey (ACS) for community indicators.

Most datasets are updated annually following state data verification cycles. The current reporting year is displayed at the top of each page. The current school year displayed next to metrics’ titles reflects the latest available data for each metric. Some metrics may have different update schedules due to reporting timelines (for example, graduation rates are finalized later than enrollment data).

Once the data are finalized by SDE, they will share it with us—typically around January. We expect to update this dashboard by February 1, or sooner if the data are received earlier.

Different agencies may use slightly different definitions, reporting timelines, or inclusion/exclusion criteria.

Protecting student data and privacy is a top priority at OEQA. All data displayed in the dashboard comply with state and federal privacy laws, including FERPA. Personally identifiable information is never shared, and results are suppressed for small groups to prevent disclosure.

Yes. Downloadable tables are available. Clicking the link will take you to OEQA’s Data Files page, where you can download the relevant Excel workbooks for further analysis or reporting.

Data can be viewed at the state, district, or school level. Each view adjusts the available filters and visualizations accordingly.

Not yet. However, most metrics include year-over-year context through text notes and change indicators that show differences in percentages or percentage points from the previous year. We plan to add interactive trend visualizations in the next update so users can explore multi-year changes across metrics.

A feedback tab is available on the dashboard. It links directly to a short survey where you can share comments, questions or ideas for improvement.

For additional questions or information about the dashboard, you can contact the Office of Educational Quality and Accountability (OEQA) Data Team at info@oeqa.ok.gov.

Yes. This is the first version of the dashboard, and it will continue to evolve. Future updates may include new features, expanded data sources, and refined visuals based on user feedback. The feedback collected through the dashboard’s survey helps guide these improvements and priorities.

OEQA utilizes data verified and supplied by external entities such as the SDE. Because these data are already reviewed and verified by districts, we expect them to be accurate and complete. However, if you believe there may be an issue, please contact us at info@oeqa.ok.gov, and we will be happy to look into it.

Please note that these FAQs may be subject to change as more information becomes available.

Last Modified on Mar 04, 2026
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