Level 1 (Grades 9-10) Oklahoma Computer Science Standards vs. CSTA National Standards: The Full Comparison

Level 1 covers Oklahoma’s grades 9-10 computer science standards, which draw from CSTA’s Level 3A national band. This is the cleanest alignment we’ve found in this series: all 28 Level 1 standards trace back to a CSTA 3A standard (26 strong matches and 2 partial matches), with no Oklahoma-only additions. Here’s the full standard-by-standard breakdown, with a downloadable spreadsheet.

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.

Download the Full Comparison Spreadsheet

Every Level 1 OAS-CS standard, its CSTA code, the Oklahoma standard text, and a comparison note — sortable and printable.

The Headline Numbers

• 28 of 28 Level 1 OAS-CS standards were checked against the CSTA Level 3A (grades 9-10) band.
• 26 standards are a strong CSTA match and 2 are partial matches, so every Level 1 standard maps to CSTA Level 3A.
• 0 standards are Oklahoma-only additions with no CSTA equivalent.
• Four standards are word-for-word identical to their CSTA source: L1.AP.C.01/3A-AP-15, L1.IC.CU.01/3A-IC-24, L1.IC.SLE.01/3A-IC-28, and L1.NI.NCO.01/3A-NI-04.

The Pattern Breaks: High School Drops the Oklahoma-Only Standards

Every middle-school grade in this series (6, 7, and 8) included at least one Oklahoma-specific standard with no CSTA match — almost always a netiquette or digital-citizenship standard. Level 1 breaks that pattern entirely. All 28 standards map onto CSTA’s 3A band, meaning Oklahoma’s high-school CS standards track the national framework far more tightly than its middle-school standards do. That’s a meaningful signal for anyone evaluating how “national” Oklahoma’s CS pathway really is by grade span.

Where the Text Diverges: AI, Licensing, and Documentation

Even where the match is strong, Oklahoma’s phrasing sometimes narrows or reframes the CSTA original. L1.AP.PD.02 asks students to evaluate software licensing schemes and their advantages and disadvantages, while CSTA’s 3A-AP-20 ties license evaluation to using libraries and similar resources. L1.DA.IM.01, on relationships between data elements, maps closely onto 3A-DA-12. These aren’t gaps — they’re the kind of light rewording you’d expect from a state adapting a national framework to its own standard-writing style.

Full Standard-by-Standard Comparison

OAS-CS Code	CSTA 2017 Code	CSTA 2026 (strong matches)	Oklahoma Standard
L1.AP.A.01	3A-AP-13	—	Create a prototype that uses algorithms (e.g., searching, sorting, or finding shortest distance) to solve a real-world problem.
L1.AP.C.01	3A-AP-15	—	Justify the selection of specific control structures when tradeoffs involve implementation, readability, and program performance, and explain the benefits and drawbacks of choices made.
L1.AP.M.01	3A-AP-17	—	Decompose problems into procedures using systematic analysis and design.
L1.AP.M.02	3A-AP-18	—	Create computational artifacts by systematically organizing, manipulating and/or processing data.
L1.AP.PD.01	3A-AP-19	—	Create software that will provide solutions to a variety of users using a software development process.
L1.AP.PD.02	3A-AP-20	—	Evaluate a variety of software licensing schemes and describe advantages and disadvantages of each.
L1.AP.PD.03	3A-AP-16	—	Working in a team, develop, test, and refine event-based programs.
L1.AP.PD.04	3A-AP-23	—	Create visual aids and/or documentation to illustrate the design elements and data flow (e.g., flowcharts, pseudocode) of the development of a complex program.
L1.AP.PD.05	3A-AP-21	HS-PRO-TR-20	Evaluate and refine computational artifacts to make them more user-friendly, efficient, and accessible.
L1.AP.V.01	3A-AP-14	HS-PRO-VD-16	Use lists (arrays) to simplify solutions, generalizing computational problems.
L1.CS.D.01	3A-CS-01	—	Model how abstractions hide the underlying implementation details of computing systems embedded in everyday objects.
L1.CS.HS.01	3A-CS-02	—	Analyze levels of abstraction and interactions between application software, system software, and hardware.
L1.CS.T.01	3A-CS-03	—	Develop and apply criteria for systematic discovery and correction of errors in computing systems.
L1.DA.CVT.01	3A-DA-11	—	Use tools and techniques to locate, collect, and create visualizations of small- and large-scale data sets.
L1.DA.IM.01	3A-DA-12	—	Illustrate and explain relationships between collected data elements using computational models.
L1.DA.S.01	3A-DA-09	—	Convert and compare different bit representations of data types (e.g., characters, numbers, images).
L1.DA.S.02	3A-DA-10	—	Evaluate trade-offs in how data is organized and stored digitally.
L1.IC.CU.01	3A-IC-24	—	Evaluate ways computing impacts personal, ethical, social, economic, and cultural practices.
L1.IC.CU.02	3A-IC-25	—	Test and refine computational artifacts to ensure access to a variety of user audiences.
L1.IC.CU.03	3A-IC-26	—	Demonstrate ways a given algorithm can help solve computational problems across disciplines.
L1.IC.SI.01	3A-IC-27	—	Demonstrate and/or debate how computing increases or decreases connectivity and communication among people of various cultures.
L1.IC.SLE.01	3A-IC-28	—	Explain the beneficial and harmful effects that intellectual property laws can have on innovation.
L1.IC.SLE.02	3A-IC-29	HS-DAT-IM-27	Explain privacy concerns related to the large-scale collection and analysis of information about individuals that may not be evident to users.
L1.IC.SLE.03	3A-IC-30	—	Evaluate the social and economic consequences of how law and ethics interact with digital privacy, data, property, information, and identity.
L1.NI.CY.01	3A-NI-07	HS-SYS-SE-31	Compare physical and cybersecurity trade-offs including usability versus security and the risks of attack.
L1.NI.CY.02	3A-NI-06	—	Recommend security measures to address various scenarios based on information security principles.
L1.NI.CY.03	3A-NI-08	—	Explain trade-offs when selecting and implementing cybersecurity recommendations from multiple perspectives (user, enterprise, government).
L1.NI.NCO.01	3A-NI-04	—	Evaluate the scalability and reliability of networks by describing the relationship between routers, switches, servers, topology, and addressing.

Get the Complete Level 1 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. Browse the full Level 1 (grades 9-10) collection 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 from the source document.