{"id":4776,"date":"2026-07-31T16:55:08","date_gmt":"2026-07-31T16:55:08","guid":{"rendered":"https:\/\/infobymattcole.com\/index.php\/2026\/07\/31\/level-2-oklahoma-cs-standards-vs-csta-comparison\/"},"modified":"2026-08-03T00:09:51","modified_gmt":"2026-08-03T00:09:51","slug":"level-2-oklahoma-cs-standards-vs-csta-comparison","status":"publish","type":"post","link":"https:\/\/infobymattcole.com\/index.php\/2026\/07\/31\/level-2-oklahoma-cs-standards-vs-csta-comparison\/","title":{"rendered":"Level 2 (Grades 11-12) Oklahoma Computer Science Standards vs. CSTA National Standards: The Full Comparison"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Level 2 covers Oklahoma&#8217;s grades 11-12 computer science standards \u2014 the CS-specialty capstone year, drawing from CSTA&#8217;s Level 3B national band. Like Level 1, this is a clean match: all 22 Level 2 standards trace directly to a CSTA 3B standard, several of them word for word. Here&#8217;s the full standard-by-standard breakdown, with a downloadable spreadsheet.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Sourcing note: as with the Level 1 comparison, every CSTA code and text below was independently verified word-for-word against the official CSTA K-12 Computer Science Standards (Revised 2017), Level 3B band \u2014 not pulled from internal build files, which proved unreliable earlier in this series.<\/em><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Download the Full Comparison Spreadsheet<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Every Level 2 OAS-CS standard, its verified CSTA code, the verbatim text of both, and a comparison note \u2014 sortable and printable.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/infobymattcole.com\/wp-content\/uploads\/2026\/07\/Level2_OK-vs-CSTA_Standards-Comparison.xlsx\">Download the Level 2 OK vs. CSTA Comparison (.xlsx) \u2192<\/a><\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\">The Headline Numbers<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>22 of 22<\/strong> Level 2 OAS-CS standards were checked against the CSTA Level 3B (grades 11-12) band.<\/li>\n<li><strong>22 standards<\/strong> have a direct CSTA match \u2014 100%, matching Level 1&#8217;s perfect alignment.<\/li>\n<li><strong>0 standards<\/strong> are Oklahoma-only additions with no CSTA equivalent.<\/li>\n<li>Four standards are <strong>word-for-word identical<\/strong> to their CSTA source: L2.AP.PD.05\/3B-AP-21, L2.AP.PD.06\/3B-AP-18, L2.AP.PD.07\/3B-AP-22, and L2.IC.SLE.01\/3B-IC-28.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">High School Stays Tightly Aligned Through Graduation<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Combined with Level 1, this means both high-school CS courses \u2014 50 standards total across grades 9-12 \u2014 map completely onto CSTA&#8217;s national framework with zero Oklahoma-only additions. That&#8217;s a sharp contrast to the 6-8 band, where every single grade included at least one standard (almost always netiquette-related) with no CSTA equivalent. Oklahoma&#8217;s CS standards diverge from the national model in middle school and converge tightly with it by high school.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Where Level 2 Gets Technical: AI, Data Structures, and Code Review<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Level 2 is where Oklahoma&#8217;s CS pathway gets noticeably more advanced. <strong>L2.AP.A.02<\/strong> has students implement an actual AI algorithm to play a game or solve a problem \u2014 CSTA&#8217;s <strong>3B-AP-09<\/strong> reads almost identically. <strong>L2.AP.PD.04<\/strong>&#8216;s code-review standard (&#8220;correctness, usability, readability, efficiency, portability, and scalability&#8221;) lifts CSTA <strong>3B-AP-23<\/strong>&#8216;s quality-review criteria nearly verbatim. This is the first grade band in the series where &#8220;compare data structures&#8221; (<strong>L2.AP.V.01<\/strong>, matching <strong>3B-AP-12<\/strong>) and recursion (<strong>L2.AP.C.01<\/strong>, matching <strong>3B-AP-13<\/strong>) show up as standalone standards \u2014 concepts that don&#8217;t appear anywhere in the K-8 comparisons.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Full Standard-by-Standard Comparison<\/h2>\n\n\n\n<figure class=\"wp-block-table is-style-stripes\"><table>\n<thead><tr><th>OAS-CS Code<\/th><th>CSTA Code<\/th><th>Oklahoma Standard<\/th><th>CSTA Standard<\/th><\/tr><\/thead>\n<tbody>\n<tr><td>L2.AP.A.01<\/td><td>3B-AP-08<\/td><td>Model and use appropriate terminology to describe how artificial intelligence algorithms drive many software and physical systems (e.g., autonomous robots, pattern recognition, text analysis).<\/td><td>Describe how artificial intelligence drives many software and physical systems.<\/td><\/tr>\n<tr><td>L2.AP.A.02<\/td><td>3B-AP-09<\/td><td>Develop an artificial intelligence algorithm to play a game against a human opponent or solve a real-world problem.<\/td><td>Implement an artificial intelligence algorithm to play a game against a human opponent or solve a real-world problem.<\/td><\/tr>\n<tr><td>L2.AP.A.03<\/td><td>3B-AP-10<\/td><td>Critically examine and trace classic algorithms (e.g., selection sort, insertion sort, binary search, linear search).<\/td><td>Use and adapt classic algorithms to solve computational problems.<\/td><\/tr>\n<tr><td>L2.AP.A.04<\/td><td>3B-AP-11<\/td><td>Evaluate algorithms (e.g., sorting, searching) in terms of their efficiency and clarity.<\/td><td>Evaluate algorithms in terms of their efficiency, correctness, and clarity.<\/td><\/tr>\n<tr><td>L2.AP.C.01<\/td><td>3B-AP-13<\/td><td>Model the execution of repetition (e.g., loops, recursion) of an algorithm, illustrating output and changes in values of named variables.<\/td><td>Illustrate the flow of execution of a recursive algorithm.<\/td><\/tr>\n<tr><td>L2.AP.M.01<\/td><td>3B-AP-14<\/td><td>Construct solutions to problems using student-created components (e.g., procedures, modules, objects).<\/td><td>Construct solutions to problems using student-created procedures, modules, and\/or objects.<\/td><\/tr>\n<tr><td>L2.AP.M.02<\/td><td>3B-AP-15<\/td><td>Design or redesign a solution to a large-scale computational problem by identifying generalizable patterns.<\/td><td>Analyze a large-scale computational problem and identify generalizable patterns that can be applied to a solution.<\/td><\/tr>\n<tr><td>L2.AP.PD.01<\/td><td>3B-AP-17<\/td><td>Create software that will provide solutions to a variety of users using multiple software development processes.<\/td><td>Plan and develop programs for diverse audiences using a software life cycle process (e.g., Agile, spiral, or waterfall).<\/td><\/tr>\n<tr><td>L2.AP.PD.02<\/td><td>3B-AP-20<\/td><td>Design software in a project team environment using integrated development environments (IDEs), versioning systems, and collaboration systems.<\/td><td>Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (code review) in a group software project.<\/td><\/tr>\n<tr><td>L2.AP.PD.04<\/td><td>3B-AP-23<\/td><td>Systematically examine code for correctness, usability, readability, efficiency, portability, and scalability through peer review.<\/td><td>Evaluate key qualities of a program through a process such as a code review (e.g., correctness, usability, readability, efficiency, portability, and scalability).<\/td><\/tr>\n<tr><td>L2.AP.PD.05<\/td><td>3B-AP-21<\/td><td>Develop and use a series of test cases to verify that a program performs according to its design specifications.<\/td><td>Develop and use a series of test cases to verify that a program performs according to its design specifications.<\/td><\/tr>\n<tr><td>L2.AP.PD.06<\/td><td>3B-AP-18<\/td><td>Explain security issues that might lead to compromised computer programs.<\/td><td>Explain security issues that might lead to compromised computer programs.<\/td><\/tr>\n<tr><td>L2.AP.PD.07<\/td><td>3B-AP-22<\/td><td>Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality).<\/td><td>Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality).<\/td><\/tr>\n<tr><td>L2.AP.V.01<\/td><td>3B-AP-12<\/td><td>Compare and contrast data structures and their uses (e.g., lists, stacks, queues).<\/td><td>Compare and contrast fundamental data structures and their uses (e.g., strings, lists, arrays, stacks, queues).<\/td><\/tr>\n<tr><td>L2.CS.HS.01<\/td><td>3B-CS-01<\/td><td>Identify and categorize the roles of a variety of operating system software.<\/td><td>Categorize the roles of operating system software.<\/td><\/tr>\n<tr><td>L2.CS.T.01<\/td><td>3B-CS-02<\/td><td>Illustrate how understanding the ways hardware components facilitate logic, input, output, and storage in computing systems will support troubleshooting.<\/td><td>Illustrate how computing systems implement logic through hardware components, such as logic gates and their interaction with electrical signals and voltage to represent information, including binary encodings.<\/td><\/tr>\n<tr><td>L2.DA.CVT.01<\/td><td>3B-DA-05<\/td><td>Use data analysis tools and techniques to identify patterns from complex real-world data.<\/td><td>Use data analysis tools and techniques to identify patterns in data representing complex systems.<\/td><\/tr>\n<tr><td>L2.DA.CVT.02<\/td><td>3B-DA-06<\/td><td>Generate data sets that use a variety of data collection tools and analysis techniques to support a claim and\/or communicate information.<\/td><td>Select data collection tools and techniques to generate data sets that support a claim or communicate information.<\/td><\/tr>\n<tr><td>L2.DA.IM.01<\/td><td>3B-DA-07<\/td><td>Use models and simulations to help plan, conduct, and refine investigations.<\/td><td>Evaluate the ability of models and simulations to test and support the refinement of hypotheses.<\/td><\/tr>\n<tr><td>L2.IC.SLE.01<\/td><td>3B-IC-28<\/td><td>Debate laws and regulations that impact the development and use of software.<\/td><td>Debate laws and regulations impacting the development and use of software.<\/td><\/tr>\n<tr><td>L2.NI.CY.01<\/td><td>3B-NI-04<\/td><td>Compare and refine ways in which software developers protect devices and information from unauthorized access.<\/td><td>Compare ways software developers protect devices and information from unauthorized access.<\/td><\/tr>\n<tr><td>L2.NI.NCO.01<\/td><td>3B-NI-03<\/td><td>Describe the issues that impact network functionality (e.g., bandwidth, load, latency, topology).<\/td><td>Describe issues that impact network functionality (e.g., bandwidth, load, delay, topology).<\/td><\/tr>\n<\/tbody>\n<\/table><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\">Get the Complete Level 2 Curriculum<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Every standard in the comparison above has a matching no-prep unit \u2014 teacher guide, activities, assessment, and answer key \u2014 built directly from the verified Oklahoma standard text. Browse the full Level 2 (grades 11-12) collection on Teachers Pay Teachers.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/www.teacherspayteachers.com\/Product\/High-School-Computer-Science-Grades-11-12-Complete-OAS-CS-Bundle-All-23-17246750\">Shop the Complete Level 2 Bundle on TpT \u2192<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Every Sooner Standards resource is built directly from the official Oklahoma Academic Standards for Computer Science (February 2023) \u2014 standard text verified against the source document, never paraphrased from memory.<\/p>\n\n","protected":false},"excerpt":{"rendered":"<p>Level 2 covers Oklahoma&#8217;s grades 11-12 computer science standards \u2014 the CS-specialty capstone year, drawing from CSTA&#8217;s Level 3B national band. Like Level 1, this is a clean match: all 22 Level 2 standards trace directly to a CSTA 3B standard, several of them word for word. Here&#8217;s the full standard-by-standard breakdown, with a downloadable&#8230;<\/p>\n","protected":false},"author":1,"featured_media":4775,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[894],"tags":[3945,3944,3411,3098,3932,3930,3927,3933,3516,3928,3931,3101,3946,3934,897,3929,3925,3926,2994],"class_list":["post-4776","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-sooner-standards","tag-11th-grade-computer-science","tag-12th-grade-computer-science","tag-computer-science","tag-computer-science-curriculum","tag-computer-science-teacher-resources","tag-computerscienceteacher-2","tag-cs-education-standards","tag-cs-standards-crosswalk","tag-csta-2","tag-csta-alignment","tag-csta-standards","tag-high-school-computer-science","tag-level-2","tag-national-cs-standards","tag-oklahoma-academic-standards","tag-oklahoma-oas-cs","tag-oklahomacs","tag-standards-comparison","tag-tpt"],"yoast_head":"<!-- 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