Grade 6 Oklahoma Computer Science Standards vs. CSTA National Standards: The Full Comparison
Oklahoma’s Grade 6 computer science standards draw from CSTA’s Level 2 band (Grades 6-8), the national standards published by the Computer Science Teachers Association. This post compares every Grade 6 OAS-CS unit with its nearest CSTA standard and links to a free spreadsheet of the full comparison.
Edition note: this comparison uses the 2017 CSTA K-12 Computer Science Standards, the edition Oklahoma and Texas standards align with today. CSTA published a revised PK-12 edition in 2026 with new standard codes. Column “CSTA 2026” shows the 2026 code only where the match is strong; the full 2026 crosswalk is in progress.
The Headline Numbers
- 22 of 22 Grade 6 OAS-CS units were compared with the CSTA Level 2 (Grades 6-8) band.
- 17 units are a strong match: the same skill at the same CSTA grade band.
- 2 units are a partial match: related, but with different scope or depth.
- 1 unit matches CSTA at a different grade band.
- 2 units have no CSTA equivalent.
Where Grade 6 Differs From CSTA
Most of Grade 6 lines up closely. These units do not match a CSTA standard one for one:
- 6.AP.PD.04 (Break down tasks): CSTA’s standard is explicitly about distributing tasks across a team; OAS’s is scoped to an individual following their own timeline.
- 6.IC.CU.02 (6.IC.CU.02): CSTA’s standard is about comparing tradeoffs/career options; OAS’s is about identifying tech proficiencies needed for classroom/workplace — related but a different angle.
- 6.IC.SI.01 (6.IC.SI.01): CSTA’s digital-etiquette/netiquette content does not appear as an explicit standard at Level 2, consistent with the gap seen across state standards at this band.
- 6.IC.SLE.01 (6.IC.SLE.01): No CSTA standard at Level 2 addresses differentiating appropriate/inappropriate online content or identifying illegal online behavior.
- 6.DA.IM.01 (Data_Analysis): This text is a verbatim repeat of the grades 3-5 (1B-DA-07) cause-and-effect data standard — CSTA does not restate this subconcept at Level 2.
Download the Full Comparison Spreadsheet
Every Grade 6 unit with its OAS code, Oklahoma standard text, nearest CSTA code, fit rating, and a plain-language comparison note, in a spreadsheet you can sort, filter, or print.
Download the Grade 6 OK vs. CSTA comparison (.xlsx)
For all grades at once, see the free Oklahoma OAS to CSTA crosswalk (PDF).
Full Standard-by-Standard Comparison
| OAS Code | Oklahoma Standard | CSTA 2017 Code | CSTA 2026 (strong matches) | Fit | Why |
|---|---|---|---|---|---|
| 6.CS.D.01 | Evaluate existing computing devices and recommend improvements to the design based on personal interaction with the device. | 2-CS-01 | — | Strong match | Near-verbatim match — evaluating devices and recommending design improvements from user interaction. |
| 6.DA.CVT.01 | Collect data using computational tools and transform the data to make it more useful. | 2-DA-08 | — | Strong match | Verbatim match — collecting data with computational tools and transforming it to be more useful. |
| 6.DA.S.01 | Create multiple representations of the same data. | 2-DA-07 | MS-DAT-DI-26 | Strong match | Both cover representing the same data through multiple encoding/representation schemes. |
| 6.IC.CU.01 | Explain how computing impacts people’s everyday activities and careers. | 2-IC-20 | — | Strong match | Both cover how computing affects everyday activities and career options. |
| 6.AP.M.01 | Decompose problems into parts to facilitate the design, implementation, and review of programs. | 2-AP-13 | — | Strong match | Verbatim match — decomposing problems into parts to facilitate program development. |
| 6.AP.PD.01 | Seek and incorporate feedback from team members to refine a solution to a problem. | 2-AP-15 | — | Strong match | Near-verbatim match — seeking/incorporating team feedback to refine a solution. |
| 6.AP.PD.02 | Incorporate existing code, media, and libraries into original programs and give attribution. | 2-AP-16 | MS-PRO-PD-14 | Strong match | Verbatim match — incorporating existing code/media/libraries with attribution. |
| 6.AP.PD.03 | Test and refine programs using teacher provided inputs. | 2-AP-17 | MS-PRO-TR-19 | Strong match | Both cover systematically testing and refining programs. |
| 6.AP.PD.04 | Break down tasks and follow an individual timeline when developing a computational artifact. | 2-AP-18 | — | Partial match | CSTA’s standard is explicitly about distributing tasks across a team; OAS’s is scoped to an individual following their own timeline. |
| 6.AP.PD.05 | Document text-based programs in order to make them easier to follow, test, and debug. | 2-AP-19 | — | Strong match | Verbatim match — documenting programs to make them easier to follow, test, and debug. |
| 6.CS.HS.01 | Model multiple methods of combining hardware and software to collect and exchange data. | 2-CS-02 | — | Strong match | Both cover combining hardware and software to collect and exchange data. |
| 6.CS.T.01 | Identify and resolve software and hardware problems with computing devices and their components involving settings and connections. | 2-CS-03 | — | Strong match | Both cover systematically identifying and fixing device/component problems. |
| 6.IC.CU.02 | Identify and discuss the technology proficiencies needed in the classroom and the workplace, and how to meet the needs of different users. | 2-IC-20 | — | Partial match | CSTA’s standard is about comparing tradeoffs/career options; OAS’s is about identifying tech proficiencies needed for classroom/workplace — related but a different angle. |
| 6.IC.SI.01 | Describe and use safe, appropriate, and responsible practices (i.e., netiquette) when participating in online communities. | — | — | No CSTA equivalent | CSTA’s digital-etiquette/netiquette content does not appear as an explicit standard at Level 2, consistent with the gap seen across state standards at this band. |
| 6.IC.SI.02 | 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. | 2-IC-22 | — | Strong match | Near-verbatim match — conducting a survey/crowdsourcing input to evaluate a computational solution. |
| 6.IC.SLE.01 | Differentiate between appropriate and inappropriate content on the Internet, and identify the characteristics of unethical and illegal online behavior. | — | — | No CSTA equivalent | No CSTA standard at Level 2 addresses differentiating appropriate/inappropriate online content or identifying illegal online behavior. |
| 6.NI.CY.01 | Identify existing cybersecurity concerns with the Internet and systems it uses. | 2-NI-05 | — | Strong match | Both cover identifying/explaining cybersecurity concerns with networked systems. |
| 6.AP.A.01 | Use an existing algorithm in natural language or pseudocode to solve complex problems. | 2-AP-10 | — | Strong match | Both cover using pseudocode/existing algorithms to address complex problems. |
| 6.AP.C.01 | Develop programs that utilize combinations of repetition, conditionals, and the manipulation of variables representing different data types. | 2-AP-11, 2-AP-12 | — | Strong match | Combines CSTA’s variable/data-type standard with its control-structure (loops/conditionals) standard. |
| 6.DA.IM.01 | Use data to highlight or propose cause-and-effect relationships, predict outcomes, and communicate ideas. | 1B-DA-07 | MS-DAT-DI-25 | Different band | This text is a verbatim repeat of the grades 3-5 (1B-DA-07) cause-and-effect data standard — CSTA does not restate this subconcept at Level 2. |
| 6.NI.NCO.01 | Model a simple protocol for transferring information using packets. | 2-NI-04 | MS-SYS-NT-34 | Strong match | Near-verbatim match — modeling the role of protocols in transmitting data via packets. |
| 6.NI.CY.02 | Explain the importance of secured websites and describe how encryption works. | 2-NI-06 | — | Strong match | Both cover encryption as a method of securing transmitted information. |
CSTA standard codes are cited as identifiers only; this post does not reproduce CSTA’s standard text (CSTA K-12 CS Standards, Revised 2017, are licensed CC BY-NC-SA 4.0 and are available free at csteachers.org/k12standards). This is an independent comparison and is not endorsed by CSTA or the Oklahoma State Department of Education.
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 taken directly from the source document.
