Grade 6 Oklahoma Computer Science Standards vs. CSTA National Standards: The Full Comparison
Grade 6 sits at the start of Oklahoma’s 6-8 CS band, which pulls from CSTA’s “Level 2” grade 6-8 standards rather than the elementary 1B band used in Grades 3-5. That shift shows up in the comparison: Oklahoma’s 21 Grade 6 standards track CSTA closely for programming and hardware, but start pulling away from CSTA on the social/ethical side. Here’s the full standard-by-standard breakdown, with a downloadable spreadsheet.
One sourcing note before the data: Oklahoma’s published OAS-CS document doesn’t print CSTA cross-reference codes for Grade 6 the way it does for some other grades. The CSTA codes and text below were matched independently against the official CSTA K-12 Computer Science Standards (6-8 band) — worth an independent check before citing this in a compliance or accreditation context.
Download the Full Comparison Spreadsheet
Every Grade 6 OAS-CS standard, its best-match CSTA code, the verbatim text of both, and a comparison note — sortable and printable.
The Headline Numbers
- 21 of 21 Grade 6 OAS-CS standards were checked against the CSTA 6-8 grade band.
- 15 standards have a direct CSTA match — same skill, same scope, often near-verbatim wording.
- 3 standards are a loose or partial match — related concept, different emphasis.
- 3 standards have no direct CSTA equivalent at all: 6.IC.SI.01 (netiquette), 6.IC.SI.02 (online survey design), and 6.IC.SLE.01 (identifying illegal/unethical online content).
Where Oklahoma and CSTA Line Up Almost Word for Word
6.AP.PD.02 and CSTA’s 2-AP-16 are close to identical:
Oklahoma (6.AP.PD.02): “Incorporate existing code, media, and libraries into original programs and give attribution.”
CSTA (2-AP-16): “Incorporate existing code, media, and libraries into original programs, and give attribution.”
Same is true for data collection (6.DA.CVT.01 vs. 2-DA-08) and documentation (6.AP.PD.05 vs. 2-AP-19) — for the programming and data strands, Oklahoma is essentially adopting CSTA’s language directly.
Where They Genuinely Diverge
6.AP.PD.04 is the clearest divergence in the whole set. CSTA’s 2-AP-18 frames project-timeline management as a collaborative, team-based skill: “distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.” Oklahoma’s version drops the team framing entirely: “break down tasks and follow an individual timeline.” Same underlying skill — project planning — but Oklahoma is explicitly testing it as something a student can do alone, not as a group-coordination skill.
The Three With No CSTA Match
All three no-match standards live in Oklahoma’s Impacts of Computing / Social Interactions strand — the part of the standards focused on online behavior and digital citizenship. CSTA’s 6-8 Impacts of Computing band (2-IC-20 through 2-IC-23) covers tradeoffs, bias/accessibility, cultural access, and public/private information — but doesn’t include a standard on netiquette, survey design, or identifying illegal online content. Oklahoma appears to have judged these worth adding at Grade 6 independent of the national framework.
Full Standard-by-Standard Comparison
| OAS-CS Code | CSTA Code | Oklahoma Standard | CSTA Standard |
|---|---|---|---|
| 6.AP.A.01 | 2-AP-10 | Use an existing algorithm in natural language or pseudocode to solve complex problems. | Use flowcharts and/or pseudocode to address complex problems as algorithms. |
| 6.AP.C.01 | 2-AP-11 / 2-AP-12 | Develop programs that utilize combinations of repetition, conditionals, and the manipulation of variables representing different data types. | 2-AP-11: variables representing different data types. 2-AP-12: control structures, nested loops, compound conditionals. |
| 6.AP.M.01 | 2-AP-13 | Decompose problems into parts to facilitate the design, implementation, and review of programs. | Decompose problems into smaller components through systematic analysis, using constructs such as procedures, modules, and/or objects. |
| 6.AP.PD.01 | 2-AP-15 | Seek and incorporate feedback from team members to refine a solution to a problem. | Seek and incorporate feedback from team members and users to refine a solution that meets user needs. |
| 6.AP.PD.02 | 2-AP-16 | Incorporate existing code, media, and libraries into original programs and give attribution. | Incorporate existing code, media, and libraries into original programs, and give attribution. |
| 6.AP.PD.03 | 2-AP-17 | Test and refine programs using teacher provided inputs. | Systematically test and refine programs using a range of test cases. |
| 6.AP.PD.04 | 2-AP-18 | Break down tasks and follow an individual timeline when developing a computational artifact. | Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts. |
| 6.AP.PD.05 | 2-AP-19 | Document text-based programs in order to make them easier to follow, test, and debug. | Document programs in order to make them easier to follow, test, and debug. |
| 6.CS.D.01 | 2-CS-01 | Evaluate existing computing devices and recommend improvements to the design based on personal interaction with the device. | Recommend improvements to the design of computing devices, based on an analysis of how users interact with the devices. |
| 6.CS.HS.01 | 2-CS-02 | Model multiple methods of combining hardware and software to collect and exchange data. | Design projects that combine hardware and software components to collect and exchange data. |
| 6.CS.T.01 | 2-CS-03 | Identify and resolve software and hardware problems with computing devices and their components involving settings and connections. | Systematically identify and fix problems with computing devices and their components. |
| 6.DA.CVT.01 | 2-DA-08 | Collect data using computational tools and transform the data to make it more useful. | Collect data using computational tools and transform the data to make it more useful and reliable. |
| 6.DA.S.01 | 2-DA-07 | Create multiple representations of the same data. | Represent data using multiple encoding schemes. |
| 6.DA.IM.01 | 2-DA-09 | Use data to highlight or propose cause-and-effect relationships, predict outcomes, and communicate ideas. | Refine computational models based on the data they have generated. |
| 6.IC.CU.01 | 2-IC-20 | Explain how computing impacts people’s everyday activities and careers. | Compare tradeoffs associated with computing technologies that affect people’s everyday activities and career options. |
| 6.IC.CU.02 | 2-IC-21 | Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users. | Discuss issues of bias and accessibility in the design of existing technologies. |
| 6.IC.SI.01 | No direct match | Describe and use safe, appropriate, and responsible practices (i.e., netiquette) when participating in online communities. | (No CSTA 6-8 standard addresses netiquette/online conduct directly.) |
| 6.IC.SI.02 | No direct match | Individually and collaboratively develop and conduct an online survey that seeks input from a broad audience. Use the survey to evaluate whether it is feasible to solve a problem computationally. | (No CSTA 6-8 standard addresses survey design/feasibility evaluation directly.) |
| 6.IC.SLE.01 | No direct match | Differentiate between appropriate and inappropriate content on the Internet, and identify the characteristics of unethical and illegal online behavior. | (Closest is 2-IC-23, public/private information tradeoffs — not a direct match.) |
| 6.NI.CY.01 | 2-NI-05 | Identify existing cybersecurity concerns with the Internet and systems it uses. | Explain how physical and digital security measures protect electronic information. |
| 6.NI.CY.02 | 2-NI-06 | Explain the importance of secured websites and describe how encryption works. | Apply multiple methods of encryption to model the secure transmission of information. |
| 6.NI.NCO.01 | 2-NI-04 | Model a simple protocol for transferring information using packets. | Model the role of protocols in transmitting data across networks and the Internet. |
Get the Complete Grade 6 Curriculum
Every standard in the comparison above has a matching no-prep unit — teacher guide, activities, assessment, and answer key — built directly from the verified Oklahoma standard text. All 21 are available individually or as a complete bundle on Teachers Pay Teachers.
Every Sooner Standards resource is built directly from the official Oklahoma Academic Standards for Computer Science (February 2023) — standard text verified against the source document, never paraphrased from memory.
