K-12 curriculum authority, requirements, and statutes in the states

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This page features the following state-specific information about who sets K-12 curriculum in public schools across the 50 states:

The state or local entity with the authority to approve K-12 curriculum.
Whether local schools or districts are required to follow a state-developed curriculum.
The statutory or regulatory language in each state governing the development and application of K-12 curriculum.

Background: What is curriculum development?

See also: K-12 education content standards in the states

State or local education officials develop K-12 curriculum for classroom instruction that generally includes lessons and materials used in a particular course of study.^[1] Depending on the state, K-12 curriculum may reflect or incorporate state content standards—educational learning and achievement goals that state education officials either require or recommend that local schools satisfy in K-12 instruction.

K-12 curriculum development in public schools varies across the 50 states. State-level entities (such as state boards of education and state education agency leaders) or local entities (such as school districts and local schools) may play a role in the development and approval of K-12 curriculum.

If a state-level entity is tasked with developing a K-12 curriculum, state statutes or regulations may either require or recommend that local schools or districts use the state-developed curriculum in the classroom. Other states allow local schools or districts to develop their own K-12 curriculum.

Summary of findings

The development of K-12 curriculum in public schools varies across the 50 states. There are a variety of different entities responsible for developing curriculum, including state and local entities.

Local entities (such as school districts and local schools) in 43 states have the authority to develop curriculum.

State-level entities (such as state boards of education and state education agency leaders) in the following two states have the authority to develop curriculum:
- North Carolina
- Rhode Island

Both state-level entities and local entities in the following five states have some authority to develop curriculum:
- Iowa
- Minnesota
- South Carolina
- Texas
- Washington

State-level entities tasked with developing a K-12 curriculum can recommend or require that local schools or districts use the state-developed curriculum in the classroom. The map below shows the states that recommend districts to use state-developed curriculum, the states that require districts to use state-developed curriculum, and the states that allow local schools or districts to develop curriculum without recommendations from the state. Eight states follow different models for curriculum development that are a combination of state recommendations, state requirements, and local authority. The states and models are listed below and represented on the map as "Other":

Iowa and Washington grant authority to local entities to develop curriculum but maintains some state-level core curriculum requirements that must be met
Louisiana grants authority to local entities to develop curriculum but requires approval of local curriculum by the state board of education
Minnesota grants authority to local entities to develop curriculum but maintains state-level reading curriculum requirements that must be met
Rhode Island and Arkansas develop curriculum at the state level and maintains some requirements and some recommendations for local districts to follow
South Carolina and Texas develop some state board of education curriculum requirements and grant some local discretion to schools and districts for curriculum development

K-12 curriculum authority, requirements, and statutes in each state

The following section provides state-specific information about K-12 curriculum authority, requirements, and statutes in each of the 50 states.

The table below identifies the state or local entity tasked with setting K-12 curriculum in each state, whether any state-developed curriculum is recommended or required for local schools, and the governing statute(s) or regulation(s). State-developed curriculum differs from state-level content standards, click here to read more.

State K-12 curriculum authority, requirements, and statutes
State	Entity	If state-developed, is curriculum recommended or required for local schools?	Statute or regulation
Alabama	County boards of education, per the recommendations of the county superintendent of education	N/A	Alabama Code § 16-8-28 (2022)
Alaska	Local school districts	N/A	Alaska Administrative Code 4 AAC 04.010 Alaska Administrative Code 4 AAC 05.080
Arizona	School district governing boards	N/A	Arizona Revised Statutes § 15-701(A1) (2022)
Arkansas	School district boards of director/ State board of education	Both	Arkansas Code § 6-13-620(8) (2020) Right to Read Act (Ark. Code Ann. § 6-17-429(f))
California	School district governing boards	Recommendations from state board	California Education Code § 60000(c) (2022)
Colorado	Local school districts	N/A	Colo. Code § 22-2-406 (2022)
Connecticut	Local/regional boards of education	Recommendations from state board	Connecticut General Statutes § 10-16b(a, c, and d) (2022)
Delaware	Local districts/schools	Recommendations from state Department of Education	Delaware Code § 122(b6) (2022)
Florida	Local school district boards	N/A	Florida Statutes § 1003.02(1d) (2022)
Georgia	Local school systems	Core Curriculum recommendations from state board	Ga. Code § 20-2-140(a) (2022) Ga. Code§ 20-2-141 (2022)
Hawaii	Local schools/school complexes	N/A	Hawaii Revised Statutes § 302A-321 (b & d) (2022)
Idaho	School district boards of trustees	Recommendations from state board	Idaho Code § 33-118(4) (2022)
Illinois	School districts	Recommendations from state board	Illinois Administrative Code Title 23 Subtitle A Chapter 1 Subchapter a Part 1 Section 1.410
Indiana	School corporations	Recommendations from state board	Indiana Code § 20-30-5-7(a) (2022)
Iowa	Local districts	Some core curriculum recommendations developed at the state level	Iowa Code § 256.7 26(a & 4c) (2022)
Kansas	School districts	N/A	Kansas Statutes § 72-3216(a) (2021) Kansas State Department of Education (2023)
Kentucky	School districts	Recommendations from state board	Kentucky Revised Statutes § 158.6451(2) (2022)
Louisiana	School districts	Board approval of local curriculum required	Louisiana Revised Statutes § 17:183.3(C1) (2022)
Maine	School districts	N/A	Maine Code of Regulations Section 071-127-5.02(A) Maine Department of Education (2023)
Maryland	Local school systems	Recommended model curriculum from state board.	Maryland Education Code Annotated § 4-111(a1) (2022)
Massachusetts	Local districts/schools	Recommended curriculum frameworks from state board	Massachusetts General Laws Chapter 69 § 1e (2022)
Michigan	Local districts	Recommended model curriculum from state board	Michigan Compiled Laws § 380.1278(2) (2022)
Minnesota	Local districts	Required state level reading curriculum	Minnesota Statutes § 120B.021(7e & Subd. 2 5b2) (2022) Sec. 3. Minnesota Statutes 2022, section 120B.12
Mississippi	Local districts	N/A	Mississippi Code § 37-3-49(1a, 1b, & 2b) (2020)
Missouri	Local districts	Recommended curriculum frameworks from state board	Missouri Revised Statutes § 160.514 (5) (2022)
Montana	Local districts	Recommendations from state board	Montana Administrative Rules § 10.55.603 MT Code § 20-7-113 (2022)
Nebraska	Local districts	Recommendations from state board	Nebraska Administrative Rules and Regulations § 92-10-004 Title 92, Nebraska Administrative Code, Chapter 10 Nebraska Revised Statute 79-760.02
Nevada	Local schools	Recommendations from state board	Nevada Revised Statute § 389.026 (2021)
New Hampshire	Local districts	Recommendations from state board	New Hampshire Administrative Rules, Education § 302.02 (2023)
New Jersey	Local districts	Recommendations from state board	New Jersey Administrative Code § 6A:8-3.1 (2023) N.J.A.C. 6A:8, Standards and Assessment, 6A:8-3.1
New Mexico	Local districts	N/A	New Mexico Statutes § 22-13-1.6 (2021)
New York	Local districts	Recommendations from state Department of Education	New York Codes, Rules and Regulations § 8-100.3 New York Codes, Rules and Regulations § 8-100.4
North Carolina	State board of education	Requirements	North Carolina General Statutes § 115C-81.5 (2022)
North Dakota	Local districts	Recommendations from superintendent of public instruction	North Dakota Century Code § 15.1-09-33(16) (2021) North Dakota Century Code Chapter 15.1-21
Ohio	Local districts	Recommendations from state board	Ohio Revised Code § 3301.079 (2023)
Oklahoma	Local districts	N/A	Oklahoma Statutes § 70-11-103.6a-F (2022)
Oregon	Local districts	Recommendations from state board	Oregon Revised Statutes § 336.082 (2021) Oregon Department of Education 581-022-2030
Pennsylvania	Local districts	N/A	Pennsylvania Code § 22-4.4
Rhode Island	Commissioner of elementary and secondary education	Both	Rhode Island General Laws § 16-22-31 - 16-22-32 (2022)
South Carolina	Local districts/State board of education	Some board requirements/some local discretion	South Carolina Code of Regulations § 43-231 - 43-234 (2023)
South Dakota	Local schools	Recommended	South Dakota Codified Laws § 13-33-1 (2023) SD Codified Laws § 13-33-1 (2023)
Tennessee	Local districts	Recommendations from state board	Tennessee Rules and Regulations § 0520-01-03.01
Texas	State board of education/local districts	Required curriculum from state board/some local discretion	Texas Educ Code § 7.102 (2022) Texas Administrative Code § 74.1
Utah	Local districts	Recommendations from state board	Utah Code § 53E-4-202 (2023) Utah Code 53E-3-501 (2023)
Vermont	Supervisory union boards (local districts)	N/A	Vermont Code of Rules § 2111
Virginia	Local school districts	N/A	Code of Virginia § 22.1-253.13:1(C) (2023)
Washington	School district boards of directors	Some core curriculum requirements developed at the state level	Washington Revised Code § 28A.230.010 (2022) Revised Code of Washington 28A.150.230 (2022)
West Virginia	Local schools in cooperation with counties	N/A	West Virginia Code of State Rules § 126-42-2
Wisconsin	Local school boards	N/A	Wisconsin Statutes § 118.01 (2023)
Wyoming	Local school boards	N/A	Wyoming Statutes § 21-9-101 (2022)

State statutes governing K-12 curriculum

The sections below feature the statutory or regulatory text governing the development and application of K-12 curriculum in each state.

Alabama

Alabama Code § 16-8-28 (2022):

“

County Boards of Education. Courses of Study

The county board of education shall prescribe, on the written recommendation of the county superintendent of education, courses of study for the schools under its jurisdiction, and a printed copy of these courses of study shall be supplied to every teacher and to every interested citizen of the county, subject to the provisions of this title.^[2]

”

Alaska

Alaska Administrative Code 4 AAC 04.010:

“

(a) This chapter sets out statewide goals for public education, and adopts, by reference, content standards for several subject areas.
(b) The purposes of the goals are to

(1) encourage the school districts to envision and develop local educational plans that are unique to each district's culture, geography, and climate, and that will graduate world-class students;

(2) empower the public with the knowledge that the skills and subjects included in this chapter are of great importance to education so that the public can participate in local educational planning with more authority and effect; and

(3) set standards against which the public, school districts, teachers, and students can measure the quality of education that students receive.

(c) The content standards and goals referred to in this chapter identify student abilities that evidence mastery of a subject area. The content standards are not graduation requirements or components of a curriculum, but they establish what constitutes excellent educational results. The content standards and goals are intentionally broad to allow a school district to tailor its curriculum to the conditions, goals, and expectations of its community. A school district board, working with the public, teachers, and students shall choose and implement effective teaching strategies so that its students will achieve high performance in a subject area. These strategies should be reflected in

(1) the development, selection, and implementation of the school district board policies;

(2) the curriculum and assessment required by 4 AAC 05.080; and

(3) teaching methodology, textbooks and instructional materials, and management practices.^[2]

”

Alaska Administrative Code 4 AAC 05.080:

“

(a) The curriculum of a local school may be supplemented through the use of correspondence course materials approved by the commissioner. This use is not grounds for shortening the day in session, as prescribed by AS 14.03.040, for any student.
(b) The governing body of a district shall comply with the statutes and regulations of the state in providing the district's educational program to students in the district.
(c) Repealed 6/11/95.
(d) The governing body of a district shall adopt, in the manner required by AS 14.14.100(a), a curriculum that describes what will be taught students in grades kindergarten through 12. The curriculum

(1) must contain a statement that the document is to be used as a guide for planning instructional strategies;

(2) must contain a statement of goals that the curriculum is designed to accomplish;

(3) must set out content that can reasonably be expected to accomplish the goals;

(4) must contain a description of a means of evaluating the effectiveness of the curriculum; and

(5) may contain a description of the extent to which the local goals accomplish the state goals set out in 4 AAC 04.

(e) Annulled effective 10/28/18.
(f) The governing body of a district shall provide for the annual assessment of academic progress made by students in attendance in the district using a test, administered at appropriate grade levels, that is appropriate for the grade tested, and that is designed to assess student skill level or achievement in at least reading and mathematics. The test required by this subsection must be approved by the commissioner before it is administered for the first time.
(g) The governing body of a district shall ensure that each school provides the educational program and the curriculum required by this section.^[2]

”

Arizona

Arizona Revised Statutes § 15-701(A1) (2022):

“

Common school; promotions; requirements; certificate; supervision of eighth grades by superintendent of high school district; high school admissions; academic credit; definition

C. Pursuant to the guidelines that the state board of education distributes, the governing board of a school district shall:

1. Prescribe curricula that include the academic standards in the required subject areas pursuant to subsection A, paragraph 1 of this section.^[2]

”

Arkansas

Arkansas Code § 6-13-620(8) (2020):

“

School District Boards of Directors Generally; Powers and duties

(8) Approve the selection of curriculum and ensure that students are offered and taught the courses of study and educational content required by the State Board of Education;^[2]

”

Right to Read Act (Ark. Code Ann. § 6-17-429(f))

“

The Right to Read Act, amended by the Arkansas Legislature in 2019, requires “curriculum programs that are supported by the science of reading and based on instruction that is explicit, systematic, cumulative, and diagnostic...^[2]

”

California

California Education Code § 60000(c) (2022):

“

Instructional Materials; Legislative Intent

(c) The Legislature further recognizes that the governing boards of school districts have the responsibility to establish courses of study and that they must have the ability to choose instructional materials that are appropriate to their courses of study.^[2]

”

Colorado

Colo. Code § 22-2-406 (2022):

“

Facility Schools Board Duties - Curriculum - Graduation Standards - Rules

1. In addition to any other duties provided by law, the facility schools board shall:

a. Adopt curriculum to be provided by approved facility schools. At a minimum, the facility schools board shall align the curriculum for the core subjects of reading, writing, mathematics, science, history, and geography with the state content standards adopted pursuant to section 22-7-1005 and the state assessments administered as provided in section 22-7-1006.3. The curriculum must include a range of course work from which an approved facility school may select courses that meet the needs of the students who are placed at the facility.^[2]

”

Connecticut

Connecticut General Statutes § 10-16b(a, c, and d) (2022):

“

Educational Opportunities; Prescribed courses of study.

(a) In the public schools the program of instruction offered shall include at least the following subject matter, as taught by legally qualified teachers, the arts; career education; consumer education; health and safety, including, but not limited to, human growth and development, nutrition, first aid, including cardiopulmonary resuscitation training in accordance with the provisions of section 10-16qq, disease prevention and cancer awareness, including, but not limited to, age and developmentally appropriate instruction in performing self-examinations for the purposes of screening for breast cancer and testicular cancer, community and consumer health, physical, mental and emotional health, including youth suicide prevention, substance abuse prevention, including instruction relating to opioid use and related disorders, safety, which shall include the safe use of social media, as defined in section 9-601, and may include the dangers of gang membership, and accident prevention; language arts, including reading, writing, grammar, speaking and spelling; mathematics; physical education; science, which may include the climate change curriculum described in subsection (d) of this section; social studies, including, but not limited to, citizenship, economics, geography, government, history and Holocaust and genocide education and awareness in accordance with the provisions of section 10-18f; African-American and black studies in accordance with the provisions of section 10-16ss; Puerto Rican and Latino studies in accordance with the provisions of section 10-16ss; computer programming instruction; and in addition, on at least the secondary level, one or more world languages; vocational education; and the black and Latino studies course in accordance with the provisions of sections 10-16tt and 10-16uu. For purposes of this subsection, world languages shall include American Sign Language, provided such subject matter is taught by a qualified instructor under the supervision of a teacher who holds a certificate issued by the State Board of Education. For purposes of this subsection, the “arts” means any form of visual or performing arts, which may include, but not be limited to, dance, music, art and theatre.

(c) Each local and regional board of education shall on September 1, 1982, and annually thereafter at such time and in such manner as the Commissioner of Education shall request, attest to the State Board of Education that such local or regional board of education offers at least the program of instruction required pursuant to this section, and that such program of instruction is planned, ongoing and systematic.

(d) The State Board of Education shall make available curriculum materials and such other materials as may assist local and regional boards of education in developing instructional programs pursuant to this section. The State Board of Education, within available appropriations and utilizing available resource materials, shall assist and encourage local and regional boards of education to include: (1) Holocaust and genocide education and awareness; (2) the historical events surrounding the Great Famine in Ireland; (3) African-American history; (4) Puerto Rican history; (5) Native American history; (6) personal financial management, including, but not limited to, financial literacy as developed in the plan provided under section 10-16pp; (7) training in cardiopulmonary resuscitation and the use of automatic external defibrillators; (8) labor history and law, including organized labor, the collective bargaining process, existing legal protections in the workplace, the history and economics of free market capitalism and entrepreneurialism, and the role of labor and capitalism in the development of the American and world economies; (9) climate change consistent with the Next Generation Science Standards; (10) topics approved by the state board upon the request of local or regional boards of education as part of the program of instruction offered pursuant to subsection (a) of this section; and (11) instruction relating to the Safe Haven Act, sections 17a-57 to 17a-61, inclusive. The Department of Energy and Environmental Protection shall be available to each local and regional board of education for the development of curriculum on climate change as described in this subsection.^[2]

”

Delaware

14 Delaware Code § 122(b6) (2022):

“

Department of Education; Powers and Duties; Rules and regulations.

(b) The Department shall prescribe rules and regulations: ...

(6) Establishing recommended statewide uniform curricula for all public schools of the State. Teachers shall have a role in the curriculum alignment process. Districts shall provide evidence to the Department of Education of curriculum alignment within 12 months of the completion of the recommended curricula in each content area.^[2]

”

Florida

Florida Statutes § 1003.02(1d) (2022):

“

District school board operation and control of public K-12 education within the school district.

District school board operation and control of public K-12 education within the school district.—As provided in part II of chapter 1001, district school boards are constitutionally and statutorily charged with the operation and control of public K-12 education within their school districts. The district school boards must establish, organize, and operate their public K-12 schools and educational programs, employees, and facilities. Their responsibilities include staff development, public K-12 school student education including education for exceptional students and students in juvenile justice programs, special programs, adult education programs, and career education programs. Additionally, district school boards must:

(1) Provide for the proper accounting for all students of school age, for the attendance and control of students at school, and for proper attention to health, safety, and other matters relating to the welfare of students in the following areas: ...

(d) Courses of study and instructional materials.

1. Provide adequate instructional materials for all students as follows and in accordance with the requirements of chapter 1006, in the core courses of mathematics, language arts, social studies, science, reading, and literature, except for instruction for which the school advisory council approves the use of a program that does not include a textbook as a major tool of instruction.

2. Adopt courses of study for use in the schools of the district.

3. Provide for proper requisitioning, distribution, accounting, storage, care, and use of all instructional materials as may be needed, and ensure that instructional materials used in the district are consistent with the district goals and objectives and the course descriptions approved by the State Board of Education, as well as with the state and school district performance standards required by law and state board rule.^[2]

”

Georgia

Ga. Code § 20-2-140(a) (2022):

“

Review of Competencies and Core Curriculum

The State Board of Education shall establish uniformly sequenced content standards that each student is expected to master prior to completion of the student’s public school education. The state board shall adopt content standards for students in kindergarten through grade 12. Each local unit of administration may expand and enrich the content standards to the extent it deems necessary and appropriate for its students and communities. Each local school system shall adopt its own curriculum which shall include appropriate instruction in the content standards.^[2]

”

Ga. Code § 20-2-141 (2022):

“

The State Board of Education shall establish at least once every four years a review of the adopted competencies and uniformly sequenced core curriculum by a task force broadly representative of educational interests and the concerned public. After considering the findings and recommendations of the task force, the state board shall make such changes in the student competencies lists and core curriculum as it deems in the best interest of the state and its citizens and shall report such proposed changes to local school systems and the General Assembly for review.^[2]

”

Hawaii

Hawaii Revised Statutes § 302A-321 (b & d) (2022)

“

Standards-based curriculum.

(b) School complexes may choose to develop an articulated and aligned K-12 standards-based curriculum in one or more of the following core content areas:

(1) Language arts;

(2) Mathematics;

(3) Science; and

(4) Social studies.

...

(d) School complexes that develop a standards-based curriculum shall use standards-based formative assessment tools to monitor student progress, not less than on a quarterly basis throughout the school year.^[2]

”

Idaho

Idaho Code § 33-118(4) (2021)

“

COURSES OF STUDY — CURRICULAR MATERIALS.

(4) The board of trustees of each school district may adopt their own curricular materials consistent with the provisions of section 33-512A, Idaho Code. Curricular materials adopted must be consistent with Idaho content standards as established by the state board of education.^[2]

”

Illinois

Illinois Administrative Code Title 23 Subtitle A Chapter 1 Subchapter a Part 1 Section 1.410:

“

Determination of the Instructional Program

Subject to the requirements listed in this Subpart D, the instructional program of a school district shall be determined by the board of education with involvement of parents, students, the professional staff, and the local community. The basic curriculum shall include organized experiences that provide each student ample opportunity to achieve the goals set forth in Appendix D of this Part and that meet the minimum program defined by the School Code and the State Board of Education. It is recommended that activities, including student internships and observations of government in action, be a part of the instructional program where appropriate.^[2]

”

Indiana

Indiana Code § 20-30-5-7(a) (2022):

“

Mandatory Curriculum; Curriculum; Ethnic and Racial Groups Course

(a) Each school corporation shall include in the school corporation's curriculum the following studies:

(1) Language arts, including:

(A) English;

(B) grammar;

(C) composition;

(D) speech; and

(E) second languages.

(2) Mathematics.

(3) Social studies and citizenship, including the:

(A) constitutions;

(B) governmental systems; and

(C) histories; of Indiana and the United States, including an enhanced study of the Holocaust in each high school United States history course. As part of the United States government credit awarded for the general, Core 40, Core 40 with academic honors, and Core 40 with technical honors designation, each high school shall administer the naturalization examination provided by the United States Citizenship and Immigration Services.

(4) Sciences, including, after June 30, 2021, computer science.

(5) Fine arts, including music and art.

(6) Health education, physical fitness, safety, and the effects of alcohol, tobacco, drugs, and other substances on the human body.

(7) Additional studies selected by each governing body, subject to revision by the state board.^[2]

”

Iowa

Iowa Code § 256.7 (2022):

“

Duties of state board.

Except for the college student aid commission, the commission of libraries and division of library services, and the public broadcasting board and division, the state board shall:

26. a. Adopt rules that establish a core curriculum and high school graduation requirements for all students in school districts and accredited nonpublic schools that include at a minimum satisfactory completion of four years of English and language arts, three years of mathematics, three years of science, and three years of social studies.

(4)

c. Neither the state board nor the department shall require school districts or accredited nonpublic schools to adopt a specific textbook, textbook series, or specific instructional methodology, or acquire specific textbooks, curriculum materials, or educational products from a specific vendor in order to meet the core curriculum requirements of this subsection or the core content standards adopted pursuant to subsection 28.^[2]

”

Kansas

Kansas Statutes § 72-3216(a) (2021):

“

Kindergarten, grade and unit of instruction requirements; alternative provision; general powers of boards; attendance subdistricts; disposition of unneeded property; acquisition of property.

(a) (1) Subject to provision (2) of this subsection, every unified school district shall maintain, offer and teach kindergarten and grades one through 12 and shall offer and teach at least 30 units of instruction for pupils enrolled in grades nine through 12 in each high school operated by the board of education. The units of instruction, to qualify for the purpose of this section, shall have the prior approval of the state board of education.^[2]

”

Kansas State Department of Education (2023):

“

Kansas Curricular Standards provide information on what students should know and be able to do at different grade levels. Kansas curricular standards are guidelines school districts can use to develop their curriculum. They are not the curriculum. In Kansas, each school district develops its own curriculum and teachers decide on how they will provide instruction to ensure student learning. ^[2]

”

Kentucky

Kentucky Revised Statutes § 158.6451(2) (2022):

“

Legislative declaration on goals for Commonwealth's schools -- Model curriculum framework.

(2)The Kentucky Board of Education shall disseminate to local school districts and schools a model curriculum framework which is directly tied to the goals, outcomes, and assessment strategies developed pursuant to this section and KRS 158.645 and 158.6453. The framework shall provide direction to local districts and schools as they develop their curriculum. The framework shall identify teaching and assessment strategies, instructional material resources, ideas on how to incorporate the resources of the community, a directory of model teaching sites, alternative ways of using school time, and strategies to incorporate character education throughout the curriculum.^[2]

”

Louisiana

Louisiana Revised Statutes § 17:183.3(C1) (2022):

“

C.(1) Each city, parish, and other local public school board shall submit a proposed curriculum to the State Board of Elementary and Secondary Education for approval. Such curriculum shall comply with the provisions of Subsection B of this Section and the provisions of R.S. 17:261 through 280.^[2]

”

Maine

Maine Code of Regulations Section 071-127-5.02(A):

“

Elementary School Course of Study

5.02 Standards and Expectations for Learning Grades Pre-kindergarten through 4

A. Each school board operating an elementary school shall adopt a curriculum aligned with the content standards of the system of Learning Results in up to three grade spans: Pre-kindergarten-2 and 3-4, and, where appropriate, 5-8. Each school administrative unit shall determine the instructional methods and educational materials needed to give each student the opportunity to meet the content standards of the system of Learning Results. This may include an extended school day or school year for students who need more than the minimum time established in Me. Dept of Ed. Reg. 125 to meet the content standards of the system of Learning Results.^[2]

”

Maine Department of Education (2023)

“

The Maine Department of Education offers research-based curriculum practices and targeted professional development opportunities that are developed by staff specialists in all content areas as well as Early Childhood Education, Special Education, and education for English Learners.

With valuable input from Maine educators state-wide, the Department coordinates the authoring of Maine’s Learning Standards to guide schools as they develop local curriculum that provides students with engaging learning experiences.^[2]

”

Maryland

Maryland Education Code Annotated § 4-111(a1) (2022):

“

Curriculum Guides and Courses of Study; Study of Sign Language

(a) Subject to the applicable provisions of this article and the bylaws, basic policies, and guidelines established by the State Board, each county board, on the written recommendation of the county superintendent, shall:

(1) Establish curriculum guides and courses of study for the schools under its jurisdiction, including appropriate programs of instruction or training for mentally or physically handicapped children;^[2]

”

Massachusetts

Massachusetts General Laws ch 69 § 1e (2022):

“

Powers and Duties of the Department of Elementary and Secondary Education; Curriculum Frameworks

Section 1E. The board shall direct the commissioner to institute a process for drawing up curriculum frameworks for the core subjects covered by the academic standards provided in section one D. The curriculum frameworks shall present broad pedagogical approaches and strategies for assisting students in the development of the skills, competencies and knowledge called for by these standards. The process for drawing up and revising the frameworks shall be open and consultative, and may include but need not be limited to classroom teachers, parents, faculty of schools of education, and leading college and university figures in both subject matter disciplines and pedagogy. In drawing up curriculum frameworks, those involved shall look to curriculum frameworks, model curricula, content standards, attainment targets, courses of study and instruction materials in existence or in the process of being developed in the United States and throughout the world, and shall actively explore collaborative development efforts with other projects, including but not limited to the national New Standards Project. The curriculum frameworks shall provide sufficient detail to guide and inform processes for the education, professional development, certification and evaluation of both active and aspiring teachers. They shall provide sufficient detail to guide the promulgation of student assessment instruments. They shall be constructed to guide and assist teachers, administrators, publishers, software developers and other interested parties in the development and selection of curricula, textbooks, technology and other instructional materials, and in the design of pedagogical approaches and techniques for elementary, secondary and vocational-technical schools. The board may review and recommend instructional materials which it judges to be compatible with the curriculum frameworks.^[2]

”

Michigan

Michigan Compiled Laws § 380.1278(2) (2022):

“

Core Academic Curriculum

(2) Recommended model core academic curriculum content standards shall be developed and periodically updated by the state board, shall be in the form of knowledge and skill content standards that are recommended as state standards for adoption by public schools in local curriculum formulation and adoption, and shall be distributed to each school district in the state. The recommended model core academic curriculum content standards shall set forth desired learning objectives in math, science, reading, history, geography, economics, American government, and writing for all children at each stage of schooling and be based upon the "Michigan K-12 Program Standards of Quality" to ensure that high academic standards, academic skills, and academic subject matters are built into the instructional goals of all school districts for all children. The state board shall ensure that the recommended model core academic curriculum content standards for history for grades 8 to 12 include learning objectives concerning genocide, including, but not limited to, the Holocaust and the Armenian Genocide. The state board also shall ensure that the state assessment program and the Michigan merit examination are based on the state recommended model core curriculum content standards, are testing only for proficiency in basic and advanced academic skills and academic subject matter, and are not used to measure pupils' values or attitudes.^[2]

”

Minnesota

Minn. Stat § 120B.021 (2022):

“

REQUIRED ACADEMIC STANDARDS.

(7) (e) District efforts to develop, implement, or improve instruction or curriculum as a result of the provisions of this section must be consistent with sections 120B.10, 120B.11, and 120B.20.

Subd. 2. Standards development. (b) Academic standards must:

(1) be clear, concise, objective, measurable, and grade-level appropriate;

(2) not require a specific teaching methodology or curriculum; and

(3) be consistent with the Constitutions of the United States and the state of Minnesota.^[2]

”

Sec. 3. Minnesota Statutes 2022, section 120B.12

“

Subdivision 1. Literacy goal.

(a) The legislature seeks to have every child reading at or above grade level no later than the end of grade 3, including English learners, and that teachers provide comprehensive, scientifically based every year, beginning in kindergarten, and to support multilingual learners and students receiving special education services in achieving their individualized reading goals. By the 2026-2027 school year, districts must provide evidence-based reading instruction consistent with section 122A.06, subdivision 4 through a focus on student mastery of the foundational reading skills of phonemic awareness, phonics, and fluency, as well as the development of oral language, vocabulary, and reading comprehension skills. Students must receive evidence-based instruction that is proven to effectively teach children to read, consistent with sections 120B.1117 to 120B.124.^[2]

”

Mississippi

Mississippi Code § 37-3-49(1a, 1b, & 2b) (2020)]

“

Adoption by school district of instructional program and management system; paperwork reduction; exemption of certain district

1. The State Department of Education shall provide an instructional program and establish guidelines and procedures for managing such program in the public schools within the school districts throughout the state as part of the State Program of Educational Accountability and Assessment of Performance as prescribed in Section 37-3-46. Public school districts may (a) elect to adopt the instructional program and management system provided by the State Department of Education, or (b) elect to adopt an instructional program and management system which meets or exceeds criteria established by the State Department of Education for such. This provision shall begin with the courses taught in Grades K-8 which contain skills tested through the Mississippi Basic Skills Assessment Program and shall proceed through all secondary school courses mandated for graduation and all secondary school courses in the Mississippi end-of-course testing program. Other state core objectives must be included in the district's instructional program as they are provided by the State Department of Education along with instructional practices, resources, evaluation items and management procedures. Districts are encouraged to adapt this program and accompanying procedures to all other instructional areas. The department shall provide that such program and guidelines, or a program and guidelines developed by a local school district which incorporates the core objectives from the curriculum structure are enforced through the performance-based accreditation system. It is the intent of the Legislature that every effort be made to protect the instructional time in the classroom and reduce the amount of paperwork which must be completed by teachers. The State Department of Education shall take steps to insure that school districts properly use staff development time to work on the districts' instructional management plans.

2. The State Department of Education shall provide such instructional program and management guidelines which shall require for every public school district that: ...

b. The local school board must adopt the objectives that will form the core curriculum which will be systematically delivered throughout the district.^[2]

”

Missouri

Missouri Revised Statutes § 160.514(5) (2022):

“

Academic performance standards, adoption by state board, standards — procedure for adoption — development of written curriculum frameworks — adoption of written curriculum by boards of education.

5. The state board of education shall develop written curriculum frameworks that may be used by school districts. Such curriculum frameworks shall incorporate the academic performance standards adopted by the state board of education pursuant to subsection 1 of this section. The curriculum frameworks shall provide guidance to school districts but shall not be mandates for local school boards in the adoption or development of written curricula as required by subsection 6 of this section.^[2]

”

Montana

MT Code § 20-7-113 (2022):

“

Maintenance Of Curriculum Guide File And Publishing Curriculum Guides By Superintendent Of Public Instruction

The superintendent of public instruction shall collect and maintain a file of curriculum guides to be made available to districts for the use of schools in planning courses of instruction. The superintendent may prepare, publish, and distribute curriculum guides for the use of schools in planning courses of instruction. The superintendent may solicit the assistance of educators and other qualified persons in the preparation of curriculum guides.^[2]

”

Montana Administrative Rules § 10.55.603

“

CURRICULUM AND ASSESSMENT

(1) Local school districts shall develop and implement a proficiency-based learning model that includes curriculum aligned to all content standards and appropriate learning progressions.^[2]

”

Nebraska

Nebraska Administrative Rules and Regulations § 92-10-004:

“

K-12 Curriculum ...

004.01A The instructional program of the school system is based on written purposes or standards and is approved by the local board of education or governing body. These documents are on file in each school building and each certificated staff member is provided a copy.

004.01B School districts adopt academic content standards in the subject areas of reading and writing (language arts), mathematics, and science determined by each district to be measurable quality standards that are the same as, equal to, or more rigorous than the state academic content standards in Appendix A (English Language Arts Standards), Appendix B (Mathematics Standards), Appendix C (Science Standards) and Appendix D (Social Studies Standards) pursuant to 79-760.01 R.R.S., The deadline for school districts to adopt replacement academic content standards will not extend past one year following the State Board adoption of new content standards. Nonpublic schools have local academic content standards for reading, writing, mathematics, science, and social studies/history approved by the local governing body.

004.01C The school system has written guides, frameworks, or standards for all other areas of the curriculum. In connection with this requirement, school systems are encouraged to adopt the Fine Arts Standards adopted by the State Board March 4, 2014. The school system also has a written description of the library media and guidance programs.

004.01D Writing experiences are incorporated in all curricular areas K-12.

004.01E Educational/computer technology is incorporated in the instructional program at the elementary, middle, and secondary levels.

004.01F The instructional program in public schools incorporates multicultural education in all curriculum areas at all grades. Multicultural education includes, but is not limited to, studies relative to the culture, history, and contributions of African Americans, Hispanic Americans, Native Americans, Asian Americans and European Americans with special emphasis on human relations and sensitivity toward all races. The regulation is based on statute and cannot be waived through Section 013.01 of 92 NAC 10.

004.01F1 The district has a statement of philosophy or mission for the multicultural education program. Local program goals address multicultural education.

004.01F2 The district curriculum guides, frameworks, or standards incorporate multicultural education.

004.01F3 The district multicultural education program includes a process for selecting appropriate instructional materials.

004.01F4 The district has a process for provision of staff development in multicultural education including professional development for administrators, teachers, and support staff which is congruent with local district and program goals.

004.01F5 The district has a process for periodic assessment of the multicultural education program. An annual status report is provided to the local board of education.^[2]

”

Nevada

Nevada Revised Statutes § 389.026:

“

Development of model curriculum for English language arts and mathematics; distribution; authorized use by teachers and regional training programs for professional development.

1. The State Board shall develop a model curriculum for the subject areas of English language arts and mathematics for each grade level in kindergarten and grades 1 to 12, inclusive.
2. The Department shall provide each model curriculum developed pursuant to subsection 1 to:

(a) The board of trustees of each school district; and

(b) The governing body of each regional training program for the professional development of teachers and administrators.

3. The Department shall provide to the governing body of each charter school the model curriculum developed pursuant to subsection 1 for the grade levels taught at the charter school.
4. The board of trustees of each school district shall make available to each public school within the school district the model curriculum for the grade levels taught at the public school.
5. The model curriculum may be used as a guide by teachers and administrators in developing class lesson plans to ensure compliance with the academic standards adopted for English language arts and mathematics.
6. The governing body of each regional training program for the professional development of teachers and administrators may use the model curriculum in the provision of training to teachers and administrators to ensure compliance with the academic standards adopted for English language arts and mathematics.^[2]

”

New Hampshire

New Hampshire Administrative Rules, Education § 302.02:

“

The superintendent shall in addition to those duties outlined in Ed 302.01: ...

(f) Be responsible for the development of an educational plan including curriculum, instruction, and assessment programs for the district or districts and for recommending a program of studies suitable to the needs of the pupils and the community in accordance with local school board policies, state statutes and state board rules;^[2]

”

New Jersey

New Jersey Administrative Code § 6A:8-3.1 (2023):

“

(c) District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in knowledge, technology, assessment results, and modifications to the NJSLS, according to N.J.A.C. 6A:8-2.

1. District boards of education shall include interdisciplinary connections throughout the K-12 curriculum.

2. District boards of education shall integrate into the curriculum 21st century themes and skills.

3. District boards of education shall provide the time and resources to develop, review, and enhance inter-disciplinary connections, supportive curricula, and instructional tools for helping students acquire required knowledge and skills. The tools include, but are not limited to:

i. A pacing guide;

ii. A list of core instructional materials, including various levels of texts at each grade level;

iii. Benchmark assessments; and

iv. Modifications for special education students, for ELLs in accordance with N.J.A.C. 6A:15, for students at risk of school failure, and for gifted students.^[2]

”

New Mexico

New Mexico Statutes § 22-13-1.6:

“

Uniform grade and subject curricula; professional department [development].

A. Each school district shall align its curricula to meet the state standards for each grade level and subject area so that students who transfer between public schools within the school district receive the same educational opportunity within the same grade or subject area.^[2]

”

New York

New York Codes, Rules and Regulations § 8-100.3 - 8-100.4:

“

Program requirements for students grades prekindergarten through four

(a) Prekindergarten and kindergarten programs operated by public schools and voluntarily registered nonpublic schools.

(1) Each such school operating a prekindergarten and/or kindergarten program shall adopt and implement curricula, aligned with the State learning standards, that ensures continuity with instruction in the early elementary grades and is integrated with the instructional program in grades one through 12.

...

(c) Units of study in grades 7 and 8.

(1) Except as otherwise provided herein, all students shall be provided instruction designed to enable them to achieve, by the end of grade 8, State intermediate learning standards through: (i) English language arts, two units of study; (ii) social studies, two units of study; (iii) science, two units of study; (iv) mathematics, two units of study; (v) technology education, one unit of study, provided that for the 2018-2019 school year and thereafter, this unit of study requirement shall be replaced by that described in subparagraph (xiii) of this subdivision.

...

(h) Models for middle-level education programs.

(1) Definitions. Definitions.

As used in this subdivision:

(i) Middle-level education program means instruction in grades five through eight or any lesser combination of such grades, as determined by the school district, provided that such combination includes instruction in grade 7.

(ii) Model A means a middle-level education program that meets the requirements of this section and all other applicable sections of this Title.

(iii) Model B means a middle-level education program, approved pursuant to subparagraph (2)(ii) of this subdivision, that strengthens the attainment of the State intermediate learning standards measured by required State assessments, provides effective academic intervention services, and ensures all students receive instruction in those standards areas where there are no required State assessments.

(iv) Model C means a middle-level education program, approved pursuant to subparagraph (2)(iii) of this subdivision, that either:

(a) restructures the delivery of instruction designed to facilitate the attainment of the State intermediate learning standards; or

(b) enhances instruction related to one or more of the State intermediate learning standards for which there are no required State assessments. Within Model C, there may be either a restructuring of the full educational program (Model C#1) or specific program refinements (Model C#2).

(2) Each school district shall conduct its middle-level education program in accordance with either Model A, Model B or Model C.^[2]

”

North Carolina

North Carolina General Statutes § 115C-81.5:

“

Standard course of study.

(a) All children can learn. It is the intent of the General Assembly that the mission of the public school community is to challenge with high expectations each child to learn, to achieve, and to fulfill his or her potential. With that mission as its guide, the State Board of Education shall adopt a plan of education and a standard course of study as provided in G.S. 115C-12(9c) for the public schools of the State. It is the intent of the General Assembly that the focus of State educational funding shall be to ensure that each student receives a sound basic education. It is further a goal of the General Assembly to provide supplemental funds to low-wealth counties to allow those counties to enhance the instructional program and student achievement. Instruction shall be offered in the areas of arts, communication skills, physical education and personal health and safety, mathematics, media and computer skills, science, second languages, social studies, and career and technical education. In addition, instruction shall be offered in all of the areas provided in this Part.

(b) The standard course of study shall provide all of the following:

(1) A core curriculum for all students that takes into account the special needs of children.

(2) A set of competencies, by grade level, for each curriculum area.

(3) A list of textbooks for use in providing the curriculum.

(4) Standards for student performance and promotion based on the mastery of competencies, including standards for graduation, that take into account children with disabilities and, in particular, include appropriate modifications.

(5) A program of remedial education.

(6) Required support programs.

(7) A definition of the instructional day.

(8) Class size recommendations and requirements.

(9) Prescribed staffing allotment ratios.

(10) Material and equipment allotment ratios.

(11) Facilities guidelines that reflect educational program appropriateness, long-term cost efficiency, and safety considerations.

(12) Any other information the Board considers appropriate and necessary.^[2]

”

North Dakota

N.D. Century Code 15.1-21-01.:

“

Elementary and middle schools - Required instruction

In order to be approved by the superintendent of public instruction, each public and nonpublic elementary and middle school shall provide to students instruction in:

1. English language arts, including reading, composition, creative writing, English

grammar, and spelling.

2. Mathematics.

3. Social studies, including:

a. The United States Constitution;

b. United States history;

c. Geography;

d. Government; and

e. North Dakota studies, with an emphasis on geography, history, the federally

recognized Indian tribes in the state, and agriculture of this state, in the fourth and eighth grades.

4. Science, including agriculture.

5. Physical education.

6. Health, including physiology, hygiene, disease control, and the nature and effects of

alcohol, tobacco, and narcotics.^[2]

”

N.D. Century Code 15.1-21-02.:

“

High schools - Required units.

1. In order to be approved by the superintendent of public instruction, each public and nonpublic high school shall provide instruction in or make available to each student:

a. Four units of English language arts from a sequence that includes literature,

composition, and speech;

b. Four units of mathematics, including:

(1) One unit of algebra II; and

(2) One unit for which algebra II is a prerequisite;

c. Four units of science, including:

(1) One unit of physical science; and

(2) One unit of biology;

d. Four units of social studies, including:

(1) One unit of world history;

(2) One unit of United States history, including Native American tribal history;

and

(3) (a) One unit of problems of democracy; or

(b) One-half unit of United States government and one-half unit of

economics;

e. One-half unit of health;

f. One-half unit of physical education during each school year, provided that once

every four years the unit must be a concept-based fitness class that includes instruction in the assessment, improvement, and maintenance of personal fitness;

g. Two units of fine arts, at least one of which must be music;

h. Two units of the same foreign or native American language;

i. One unit of an advanced placement course or one unit of a dual-credit course;

and

j. Two units of career and technical education from a coordinated plan of study

recommended by the department of career and technical education and approved by the superintendent of public instruction...^[2]

”

N.D. Century Code 15.1-09-33-16.:

“

School board - Powers.

The board of a school district may:

16. Prescribe courses of study in addition to those prescribed by the superintendent of public instruction or by law...^[2]

”

Ohio

Ohio Revised Code § 3301.079:

“

(B)(1) The state board shall adopt a model curriculum for instruction in each subject area for which updated academic standards are required by division (A)(1) of this section and for each of grades kindergarten through twelve that is sufficient to meet the needs of students in every community. The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. When any model curriculum has been completed, the state board shall inform all school districts, community schools, and STEM schools of the content of that model curriculum.

(2) Not later than June 30, 2013, the state board, in consultation with any office housed in the governor's office that deals with workforce development, shall adopt model curricula for grades kindergarten through twelve that embed career connection learning strategies into regular classroom instruction.

(3) All school districts, community schools, and STEM schools may utilize the state standards and the model curriculum established by the state board, together with other relevant resources, examples, or models to ensure that students have the opportunity to attain the academic standards. Upon request, the department shall provide technical assistance to any district, community school, or STEM school in implementing the model curriculum.

Nothing in this section requires any school district to utilize all or any part of a model curriculum developed under this section.^[2]

”

Oklahoma

70 Okla. Stat § 11-103.6a (2022):

“

Academic standards - model curriculum.

F. School districts shall exclusively determine the instruction, curriculum, reading lists and instructional materials and textbooks, subject to any applicable provisions or requirements as set forth in law, to be used in meeting the subject matter standards. School districts may, at their discretion, adopt supplementary student assessments which are in addition to the statewide student assessments.^[2]

”

Oregon

Oregon Department of Education 581-022-2030:

“

581-022-2030

District Curriculum

(1) Each school district shall provide a planned K–12 instructional program.^[2]

”

Pennsylvania

Pennsylvania Code § 22-4.4:

“

General policies.

(a) It is the policy of the Board that the local curriculum be designed by school entities to achieve the academic standards under § 4.12 (relating to academic standards) and any additional academic standards as determined by the school entity.

(b) It is the policy of the Board that local school entities have the greatest possible flexibility in curriculum planning consistent with providing quality education and in compliance with the School Code, including requirements for courses to be taught (24 P. S. § § 15-1501 and 16-1605); subjects to be taught in the English language (24 P. S. § 15-1511); courses adapted to the age, development and needs of the pupils (24 P. S. § 15-1512); minimum school year of 180 days and minimum of 900 hours of instruction at the elementary level and 990 hours of instruction at the secondary level (24 P. S. § § 15-1501 and 15-1504); employment of sufficient numbers of qualified professional employees (24 P. S. § 11-1106) and superintendents to enforce the curriculum requirements of State law (24 P. S. § 10-1005); and this part.^[2]

”

Rhode Island

Rhode Island General Laws § 16-22-31 - 16-22-32 (2022):

“

Curriculum frameworks.

(a) (1) The council on elementary and secondary education (the "council") shall direct the commissioner of elementary and secondary education (the "commissioner") to institute a process to develop curriculum frameworks for mathematics, English language arts, science and technology, history and social studies, world languages, and the arts. This process shall:

(i) Be open and consultative;

(ii) Include, but need not be limited to, a culturally and racially diverse group of classroom teachers and students; and

(iii) Include, but need not be limited to, reviewing and revising current frameworks, as well as developing new ones, if deemed appropriate.

(2) The process may include, but need not be limited to, community groups, cultural organizations, parents, teacher preparation programs, and leading college and university figures in both subject matter disciplines and pedagogy.

(b) The commissioner shall develop the curriculum frameworks pursuant to this section by no later than September 1, 2021, and again as required by the council's procedures set forth in subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:

(1) Present broad, research-based pedagogical approaches and strategies to assist students develop the skills, competencies, and knowledge called for by the statewide standards provided in § 16-22-30;

(2) Provide sufficient detail to guide and inform processes for the education, professional development, certification, and evaluation of both active and aspiring teachers and administrators;

(3) Provide sufficient detail to guide the implementation of student assessment instruments;

(4) Be constructed to guide and assist teachers, administrators, publishers, software developers, and other interested parties in the development and selection of curricula, textbooks, technology, and other instructional materials, and in the design of pedagogical approaches and strategies for use in elementary, secondary, and career and technical schools;

(5) Be aligned with the state's commitment to college and career readiness;

(6) Encourage demanding real-world application, multidisciplinary problem solving, integration of academic and career and technical education curriculum, project-based learning, performance assessment, team teaching, and alignment of classroom instruction with work-based learning opportunities;

(7) Promote better alignment with postsecondary curriculum and instruction, including, but not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high school students that help them with the postsecondary transition, persistence, and attainment of a credential;

(8) Encourage capstone projects and associated performance assessments that provide students the opportunity to demonstrate holistic proficiency with respect to research, cross-disciplinary problem solving, critical thinking, communication, collaboration, and oral defense;

(9) Present specific, pedagogical approaches and strategies to meet the academic and nonacademic needs of English learner, economically disadvantaged, special education, and academically advanced students;

(10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;

(11) Reflect sensitivity to different learning styles;

(12) Reflect sensitivity to impediments to learning, which may include issues related to, but not limited to, cultural, financial, emotional, health, and social factors; and

(13) Be in a form readily comprehensible by the general public.

(c) The commissioner shall submit a copy of the frameworks to the council for approval at least sixty (60) days prior to the frameworks taking effect.

(d) Upon approval, the council shall make the frameworks available to the public.

(e) The council shall develop procedures for updating, improving, or refining curriculum frameworks pursuant to this section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the frameworks regularly to ensure that the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.

(f) On or before December 1, 2020, and annually thereafter on or before December 1, the commissioner shall report to the governor, president of the senate, and the speaker of the house, regarding the curriculum frameworks developed and reviewed pursuant to this section.

High quality curriculum and materials.

(a) (1) The council on elementary and secondary education (the "council") shall direct the commissioner of elementary and secondary education (the "commissioner") to institute a process for reviewing and identifying curriculum and materials for mathematics, English language arts, and science and technology that meet the following requirements:

(i) Is aligned with the academic standards provided in § 16-22-30;

(ii) Is aligned with the curriculum frameworks provided in § 16-22-31;

(iii) Is aligned with the RICAS, or any other test that is adopted as a statewide standardized test; and

(iv) Is of high quality.

(2) The commissioner shall identify at least five (5) examples each of curricula for mathematics and English language arts pursuant to this section by no later than January 1, 2021, for science and technology pursuant to this section by no later than January 1, 2024, and again as required by the council's procedures set forth in subsection (a)(8) of this section. Once identified, the curricula shall be made available to the public, subject to copyright considerations.

(3) The commissioner shall direct all local education agencies ("LEAs") to select one of the identified high-quality curricula and materials by the time of their next adoption cycle, but in any case, no later than June 30, 2023, for mathematics and English language arts, and no later than June 30, 2025, for science and technology. LEAs shall select curriculum and materials that are responsive to the LEA's cultural and linguistic needs, and support culturally responsive practices. LEAs shall implement the high-quality curricula and materials at the start of the school year that immediately follows the selection. If an LEA is unable to implement the high-quality curricula and materials fully due to financial hardship, the commissioner may grant the LEA an extension of time, provided that the LEA demonstrates continued efforts to complete the implementation.

(4) The commissioner shall institute a waiver process for LEAs that would like to use a curriculum other than any identified by the commissioner pursuant to this section. Part of that process may include, but is not limited to, asking the LEA to:

(i) Develop local curriculum goals;

(ii) Communicate the rationale for selecting the proposed curriculum over any of the curricula identified by the commissioner; and

(iii) Engage a third-party reviewer that has a proven track record of curriculum audits to review the proposed curriculum to ensure it aligns with state standards, establishes the scope and sequence of instruction, is of high quality, is culturally relevant, and to discuss any other strengths and weaknesses.

(5) Waiver determinations made pursuant to subsection (a)(4) of this section shall be appealable to the board of education.

(6) Any LEA that has at least seventy-five percent (75%) of its students meeting expectations on state assessments and also has no student subgroup identified for targeted assistance under Rhode Island's accountability process may select and use curricula and materials other than any identified by the commissioner pursuant to this section for that subject area, only; provided, however, that if the LEA no longer has at least seventy-five percent (75%) of its students meeting expectations on state assessments, or if any student subgroup is identified for targeted assistance under Rhode Island's accountability process, the LEA must select and implement one of the curricula identified by the commissioner pursuant to this section.^[2]

”

South Carolina

South Carolina Code of Regulations § 43-231 -43-234:

“

Each school district board of trustees shall ensure quality schooling having a rigorous, relevant curriculum for all students.

Each school district shall examine the academic achievement standards adopted by the South Carolina State Board of Education. Elementary, middle, and high school faculty and staff shall work together to ensure that students are prepared to achieve these standards.^[2]

”

South Dakota

S.D. Codified Laws 13-1-12.1:

“

Promulgation of rules on classification and accreditation of schools, preparation of certified personnel, eligibility for state aid, career and technical education, and curriculum requirements.

The South Dakota Board of Education Standards shall promulgate rules pursuant to chapter 1-26 to establish standards for the classification and accreditation of schools within this state, to establish standards for preparation of certified personnel, to set forth procedures for determining the eligibility of school districts to receive state aid to education funding, to adopt policies and rules necessary to establish standards and procedures for career and technical education, and to establish curriculum requirements for a recommended high school program for all public and nonpublic schools within the state. The recommended high school program shall include a rigorous high school curriculum in both academic and career and technical courses. The requirements of the recommended program shall be aligned to the academic content standards developed pursuant to § 13-3-48 and shall, at a minimum, include the content standards tested pursuant to § 13-3-55.

Nothing in this section authorizes the board to require the use of specifically designated curriculum or methods of instruction.^[2]

”

S.D. Codified Laws 13-33-1:

“

Conformity to standards adopted by state board.

All the public schools in the state shall provide instruction in substantial conformity to the accreditation standards adopted by the South Dakota Board of Education Standards.^[2]

”

Tennessee

Tennessee Rules and Regulations § 0520-01-03.01:

“

T.C.A. § 49-1-302(a)(8) authorizes the State Board of Education to 'set policies governing all academic standards and courses of study in the public schools.' The approved standards are to be the basis for planning instructional programs in each local education agency (LEA), state special school, and public charter school.^[2]

”

Texas

Texas Educ Code § 7.102 (2022):

“

The board shall establish curriculum and graduation requirements.^[2]

”

Texas Administrative Code § 74.1:

“

(a) A school district that offers kindergarten through Grade 12 must offer the following as a required curriculum:

(1) a foundation curriculum that includes:

(A) English language arts;

(B) mathematics;

(C) science; and

(D) social studies, consisting of Texas, United States and world history, government, geography, and economics, with emphasis on the free enterprise system and its benefits; and

(2) an enrichment curriculum that includes:

(A) to the extent possible, languages other than English;

(B) health, with emphasis on:

(i) physical health, including the importance of proper nutrition and exercise;

(ii) mental health, including instruction about mental health conditions, substance abuse, skills to manage emotions, establishing and maintaining positive relationships, and responsible decision-making; and

(iii) suicide prevention, including recognizing suicide-related risk factors and warning signs;

(C) physical education;

(D) fine arts;

(E) career and technical education;

(F) technology applications;

(G) religious literature, including the Hebrew Scriptures (Old Testament) and New Testament, and its impact on history and literature; and

(H) personal financial literacy.

(b) A school district must provide instruction in the essential knowledge and skills of the appropriate grade levels in the foundation and enrichment curriculum as specified in paragraphs (1)-(12) of this subsection. A school district may add elements at its discretion but must not delete or omit instruction in the foundation and enrichment curriculum specified in subsection (a) of this section.^[2]

”

Utah

Utah Code § 53E-4-202:

“

Core standards for Utah public schools.

(1) (a) In establishing minimum standards related to curriculum and instruction requirements under Section 53E-3-501, the state board shall, in consultation with local school boards, school superintendents, teachers, employers, and parents implement core standards for Utah public schools that will enable students to, among other objectives:

(i) communicate effectively, both verbally and through written communication;

(ii) apply mathematics; and

(iii) access, analyze, and apply information.

(b) Except as provided in this public education code, the state board may recommend but may not require a local school board or charter school governing board to use:

(i) a particular curriculum or instructional material; or

(ii) a model curriculum or instructional material.^[2]

”

Vermont

Vermont Code of Rules § 2111:

“

Adoption of Performance Standards

Pursuant to 16 V.S.A. §164(9), the State Board of Education will implement and periodically update standards for student learning in appropriate content areas from kindergarten to grade 12. Supervisory union boards shall use the standards as the basis for the development and selection of curriculum, methods of instruction, locally developed assessments, and the content and skills taught and learned in school.^[2]

”

Virginia

Code of Virginia § 22.1-253.13:1(C):

“

Local school boards shall develop and implement a program of instruction for grades K through 12 that is aligned to the Standards of Learning and meets or exceeds the requirements of the Board of Education. The program of instruction shall emphasize reading, writing, speaking, mathematical concepts and computations, proficiency in the use of computers and related technology, computer science and computational thinking, including computer coding, and scientific concepts and processes; essential skills and concepts of citizenship, including knowledge of Virginia history and world and United States history, economics, government, foreign languages, international cultures, health and physical education, environmental issues, and geography necessary for responsible participation in American society and in the international community; fine arts, which may include, but need not be limited to, music and art, and practical arts; knowledge and skills needed to qualify for further education, gainful employment, or training in a career or technical field; and development of the ability to apply such skills and knowledge in preparation for eventual employment and lifelong learning and to achieve economic self-sufficiency.^[2]

”

Washington

Wash. Rev Code § 28A.150.230 (2022):

“

District school directors' responsibilities.

(2) In conformance with the provisions of Title 28A RCW, as now or hereafter amended, it shall be the responsibility of each common school district board of directors to adopt policies to:

(f) Establish final curriculum standards consistent with law and rules of the superintendent of public instruction, relevant to the particular needs of district students or the unusual characteristics of the district, and ensuring a quality education for each student in the district...^[2]

”

Wash. Rev Code § 28A.230.010 (2022)

“

Course content requirements—Access to career and technical statewide equivalency courses—Duties of school district boards of directors—Waivers.

(1) School district boards of directors shall identify and offer courses with content that meet or exceed: (a) The basic education skills identified in RCW 28A.150.210; (b) the graduation requirements under RCW 28A.230.090; (c) the courses required to meet the minimum college entrance requirements under RCW 28A.230.130; and (d) the course options for career development under RCW 28A.230.130. Such courses may be applied or theoretical, academic, or vocational.^[2]

”

West Virginia

W. Va. Rule §126-42-2.4:

“

Assuring the Quality of Education: Regulations for Education Programs (Policy 2510)

West Virginia content standards-focused curricula are developed and approved at the local level, to ensure teaching methods and instructional design, pursuant to this policy, are utilized to assist students in achieving high levels of performance across all applicable adopted and approved content standards. Appropriate accountability measures guide educators to help students achieve high levels of performance.^[2]

”

Wisconsin

Wis. Statute 118.01:

“

Educational goals and expectations.

(2) Educational goals.

(a) Academic skills and knowledge. Since the development of academic skills and knowledge is the most important goal for schools, each school board shall provide an instructional program designed to give pupils:

1. Basic skills, including the ability to read, write, spell, perform basic arithmetical calculations, learn by reading and listening and communicate by writing and speaking.

2. Analytical skills, including the ability to think rationally, solve problems, use various learning methods, gather and analyze information, make critical and independent judgments and argue persuasively.

3. A basic body of knowledge that includes information and concepts in literature, fine arts, mathematics, natural sciences, including knowledge of the elements of agriculture and the conservation of natural resources, and social sciences, including knowledge of the rights and responsibilities of the family as a consumer, cooperative marketing and consumers' cooperatives.

4. The skills and attitudes that will further lifelong intellectual activity and learning.

5. Knowledge in computer science, including problem solving, computer applications and the social impact of computers.^[2]

”

Wyoming

Wyoming Statutes § 21-9-101 (2022):

“

Educational programs for schools; standards; core of knowledge and skills; special needs programs; class size requirements; cocurricular activities.

(a) The board of trustees of each school district within the state shall cause the schools under its jurisdiction to provide an educational program in accordance with uniform standards defined under this section and rules and regulations promulgated by the state board of education pursuant to W.S. 21-2-304(a).

(b) Each school district within the state shall provide educational programs sufficient to meet uniform student content and performance standards at the level established by the state board of education in the following areas of knowledge and skills:

(i) Common core of knowledge:

(A) Reading/language arts;

(B) Social studies;

(C) Mathematics;

(D) Science;

(E) Fine arts and performing arts;

(F) Physical education;

(G) Health and safety;

(H) Humanities;

(J) Career and technical education;

(K) Foreign cultures and languages;

(M) Repealed by Laws 2018, ch. 123, § 2.

(N) Government and civics including state and federal constitutions pursuant to W.S. 21-9-102;

(O) Computer science.

(ii) For grades one (1) through eight (8), reading, writing and mathematics shall be emphasized under the common core of knowledge specified under paragraph (b)(i) of this section;

(iii) Common core of skills:

(A) Problem solving;

(B) Interpersonal communications;

(C) Computational thinking and computer applications;

(D) Critical thinking;

(E) Creativity;

(F) Life skills, including personal financial management skills.^[2]

”

External links

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Footnotes

↑ The Glossary of Education Reform, "Curriculum," accessed July 26, 2022
↑ ^2.00 ^2.01 ^2.02 ^2.03 ^2.04 ^2.05 ^2.06 ^2.07 ^2.08 ^2.09 ^2.10 ^2.11 ^2.12 ^2.13 ^2.14 ^2.15 ^2.16 ^2.17 ^2.18 ^2.19 ^2.20 ^2.21 ^2.22 ^2.23 ^2.24 ^2.25 ^2.26 ^2.27 ^2.28 ^2.29 ^2.30 ^2.31 ^2.32 ^2.33 ^2.34 ^2.35 ^2.36 ^2.37 ^2.38 ^2.39 ^2.40 ^2.41 ^2.42 ^2.43 ^2.44 ^2.45 ^2.46 ^2.47 ^2.48 ^2.49 ^2.50 ^2.51 ^2.52 ^2.53 ^2.54 ^2.55 ^2.56 ^2.57 ^2.58 ^2.59 ^2.60 ^2.61 Note: This text is quoted verbatim from the original source. Any inconsistencies are attributable to the original source.

[1] The Glossary of Education Reform, "Curriculum," accessed July 26, 2022

[quotedisclaimer-2] 2.00 ^2.01 ^2.02 ^2.03 ^2.04 ^2.05 ^2.06 ^2.07 ^2.08 ^2.09 ^2.10 ^2.11 ^2.12 ^2.13 ^2.14 ^2.15 ^2.16 ^2.17 ^2.18 ^2.19 ^2.20 ^2.21 ^2.22 ^2.23 ^2.24 ^2.25 ^2.26 ^2.27 ^2.28 ^2.29 ^2.30 ^2.31 ^2.32 ^2.33 ^2.34 ^2.35 ^2.36 ^2.37 ^2.38 ^2.39 ^2.40 ^2.41 ^2.42 ^2.43 ^2.44 ^2.45 ^2.46 ^2.47 ^2.48 ^2.49 ^2.50 ^2.51 ^2.52 ^2.53 ^2.54 ^2.55 ^2.56 ^2.57 ^2.58 ^2.59 ^2.60 ^2.61 Note: This text is quoted verbatim from the original source. Any inconsistencies are attributable to the original source.

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