Effective 1/24/2018
Part 2
Standards

53E-4-201 Definitions.
Reserved

Enacted by Chapter 1, 2018 General Session

53E-4-202 Core standards for Utah public schools -- Notice and hearing requirements.
(1)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:
(a)communicate effectively, both verbally and through written communication;
(b)apply mathematics;
(c)access, analyze, and apply information; and
(d)understand history and government as described in Section 53G-10-302.
(2)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:
(a)a particular curriculum or instructional material; or
(b)a model curriculum or instructional material.
(3)The state board shall, in establishing the core standards for Utah public schools:
(a)identify the basic knowledge, skills, and competencies each student is expected to acquire or master as the student advances through the public education system;
(b)include artificial intelligence standards in core computer science standards that educate a student on:
(i) artificial intelligence generally; and
(ii)the appropriate use of artificial intelligence as a tool;
(c)adopt computer science standards and objectives that address:
(i)digital skills concepts;
(ii)age-appropriate social media literacy and healthy usage strategies, including recognition of social media’s impact on mental health and civic discourse;
(iii)artificial intelligence awareness and ethical interaction, including understanding artificial intelligence’s role in information filtering and decision-making;
(iv)screen-time management and mental health considerations in digital environments;
(v)technology that relates to digital responsibility, privacy, and security; and
(vi)critical evaluation of digital information sources and media literacy skills necessary for informed digital responsibility; and
(d)align with each other the core standards for Utah public schools and the assessments described in Section 53E-4-303.
(4)The basic knowledge, skills, and competencies identified in accordance with Subsection (3)(a) shall increase in depth and complexity from year to year and focus on consistent and continual progress within and between grade levels and courses in the basic academic areas of:
(a)English, including explicit phonics, spelling, grammar, reading, writing, vocabulary, speech, and listening;
(b)mathematics, including basic computational skills; and
(c)beginning with the 2028-2029 school year, social studies, including history and government as described in Section 53G-10-302.
(5)Before adopting core standards for Utah public schools, the state board shall:
(a)publicize draft core standards for Utah public schools for the state, as a class A notice under Section 63G-30-102, for at least 90 days;
(b)invite public comment on the draft core standards for Utah public schools for a period of not less than 90 days; and
(c)conduct three public hearings that are held in different regions of the state on the draft core standards for Utah public schools.
(6)LEA governing boards shall design their school programs, that are supported by generally accepted scientific standards of evidence, to focus on the core standards for Utah public schools with the expectation that each program will enhance or help achieve mastery of the core standards for Utah public schools.
(7)Except as provided in Sections 53G-10-103 and 53G-10-402, each school may select instructional materials and methods of teaching, that are supported by generally accepted scientific standards of evidence, that the school considers most appropriate to meet the core standards for Utah public schools.
(8)The state may exit any agreement, contract, memorandum of understanding, or consortium that cedes control of the core standards for Utah public schools to any other entity, including a federal agency or consortium, for any reason, including:
(a)the cost of developing or implementing the core standards for Utah public schools;
(b)the proposed core standards for Utah public schools are inconsistent with community values; or
(c)the agreement, contract, memorandum of understanding, or consortium:
(i)was entered into in violation of Chapter 3, Part 8, Implementing Federal or National Education Programs, or Title 63J, Chapter 5, Federal Funds Procedures Act;
(ii)conflicts with Utah law;
(iii)requires Utah student data to be included in a national or multi-state database;
(iv)requires records of teacher performance to be included in a national or multi-state database; or
(v)imposes curriculum, assessment, or data tracking requirements on home school or private school students.
(9)The state board shall:
(a)submit a report in accordance with Section 53E-1-203 on the development and implementation of the core standards for Utah public schools, including the time line established for the review of the core standards for Utah public schools; and
(b)ensure that the report described in Subsection (9)(a) includes the time line established for the review of the core standards for Utah public schools by a standards advisory committee and the recommendations of a standards advisory committee established under Section 53E-4-203.

Amended by Chapter 120, 2026 General Session
Amended by Chapter 413, 2026 General Session

53E-4-203 Standards review committee.
(1) Subject to Subsection (4), the state board shall establish:
(a) a time line for the review by a standards review committee of the core standards for Utah public schools for:
(i) English language arts;
(ii) mathematics;
(iii) science;
(iv) social studies;
(v) fine arts;
(vi) physical education and health; and
(vii) early childhood education; and
(b) a separate standards review committee for each subject area described in Subsection (1)(a) to review, and recommend to the state board revisions to, the core standards for Utah public schools for the subject area.
(2)
(a) At least one year before the state board takes formal action to adopt new core standards for Utah public schools, the state board shall establish a standards review committee.
(b) The state board shall notify the speaker of the House of Representatives and the president of the Senate at least 30 business days before establishing a standards review committee.
(3) A standards review committee shall meet at least twice during the time period described in Subsection (2)(a).
(4) In establishing a time line for the review of core standards for Utah public schools by a standards review committee, the state board shall give priority to establishing a standards review committee to review, and recommend revisions to, the mathematics core standards for Utah public schools.
(5)
(a) The membership of a standards review committee consists of:
(i) seven individuals, with expertise in the subject of the core standards being reviewed, appointed by the state board chair, including teachers, business representatives, faculty of higher education institutions in Utah, and others as determined by the state board chair;
(ii) except as provided in Subsection (5)(b)(i), five parents of public education students appointed by the speaker of the House of Representatives; and
(iii) except as provided in Subsection (5)(b)(ii), five parents of public education students appointed by the president of the Senate.
(b) The state board chair may appoint a parent of a public education student to a standards review committee in place of:
(i) an appointment described in Subsection (5)(a)(ii), if the speaker of the House of Representatives does not make the appointment within 30 days of the state board providing the notification described in Subsection (2)(b); or
(ii) an appointment described in Subsection (5)(a)(iii), if the president of the Senate does not make the appointment within 30 days of the state board providing the notification described in Subsection (2)(b).
(6) The state board shall provide staff support to a standards review committee.
(7) A member of a standards review committee may not receive compensation or benefits for the member’s service on the standards review committee.
(8) Among the criteria a standards review committee shall consider when reviewing the core standards for Utah public schools is giving students an adequate foundation to successfully pursue college, technical education, a career, or other life pursuits.
(9) A standards review committee shall submit, to the state board, comments and recommendations for revision of the core standards for Utah public schools.
(10) The state board shall take into consideration the comments and recommendations of a standards review committee in adopting the core standards for Utah public schools.
(11)
(a) Nothing in this section prohibits the state board from amending or adding individual core standards for Utah public schools as the need arises in the state board’s ongoing responsibilities.
(b) If the state board makes changes as described in Subsection (11)(a), the state board shall include the changes in the annual report the state board submits to the Education Interim Committee described in Section 53E-4-202.

Amended by Chapter 296, 2021 General Session

53E-4-204 Standards and graduation requirements.
(1)The state board shall establish rigorous core standards for Utah public schools and graduation requirements under Section 53E-3-501 for grades 9 through 12 that:
(a)are consistent with state law and federal regulations;
(b)use competency-based standards and assessments;
(c)include instruction that stresses general financial literacy from basic budgeting to financial investments, including bankruptcy education and a general financial literacy test-out option;
(d)include graduation requirements in language arts, mathematics, and science that exceed:
(i)3.0 units in language arts including up to 0.5 units emphasizing verbal communication completed in a course or a school sponsored activity;
(ii)2.0 units in mathematics; and
(iii)and 2.0 units in science;
(e)include a graduation requirement in social studies that is equal to or exceeds 3.5 units, including:
(i)at least 1.0 unit in American constitutional government and citizenship as described in Section 53E-4-205.2, consisting of two distinct semester courses that may not be duplicated to satisfy the requirement; and
(ii)at least 1.0 unit in United States history, consisting of two distinct semester courses that may not be duplicated to satisfy the requirement; and
(f)ensure up to 0.5 units of the 1.0 unit in American constitutional government and citizenship described in Subsection (1)(e)(i) may be earned by:
(i)completing a course or a school sponsored activity emphasizing verbal communication provided that a significant portion of the course or activity is dedicated to civic education, including:
(A)policy analysis;
(B)governmental systems; and
(C)civic engagement; or
(ii)participation in the Junior Reserve Officers’ Training Corps described in 10 U.S.C. Sec. 2031.
(2)The state board shall establish competency-based standards and assessments for elective courses.
(3)The state board shall study requiring all LEAs to issue a high school diploma to students who receive:
(a)an associate’s degree with at least 60 credit hours from an accredited post-secondary institution; or
(b)an industry certification with at least 500 hours of instruction from a business, trade association, or other industry group in accordance with Section 53E-3-501.

Amended by Chapter 413, 2026 General Session

53E-4-205.2 American constitutional government and citizenship course standards.
(1)Beginning in the 2026-2027 school year, except as provided in Subsection (2)(e), and as part of the social studies requirement established under Section 53E-4-204, the state board shall require instruction on American constitutional government and citizenship.
(2)In accordance with Subsections (3) and (4), the state board shall create standards for the course required under Subsection (1) that:
(a)examine American founding principles, including:
(i)classical republicanism, natural rights, and colonial religious traditions; and
(ii)the text and principles of the Declaration of Independence and relationship to the United States Constitution;
(b)examine the text of the United States Constitution, including:
(i)structure, powers, and limits of the legislative, executive, and judicial branches; and
(ii)the principles and operation of federalism and the state constitutional tradition;
(c)examine the development of the United States Constitution through amendments, including:
(i)the creation and application of the Bill of Rights;
(ii)the adoption and enforcement of the Civil War and Reconstruction Amendments; and
(iii)the adoption and enforcement of the voting rights amendments;
(d)examine the practice of self-government at the state and local level, including:
(i)the Utah Constitution and local government, including counties, municipalities, and tribal governments;
(ii)state and local elections, including the current candidate nomination and selection processes; and
(iii)the responsibilities of citizenship and participation in civil society; and
(e)beginning no later than the 2027-2028 school year, examine the fundamental role of religion in United States history and the primacy of religious liberty to American constitutional government, including the optional topics described in Section 53E-4-205.4.
(3)The course described in this section shall prioritize a close reading of the following primary source documents:
(a)the Mayflower Compact;
(b)the Declaration of Independence;
(c)the Iroquois Constitution;
(d)the United States Constitution;
(e)George Washington’s Farewell Address;
(f)selected passages from the Federalist and Antifederalist Papers;
(g)the Articles of Confederation;
(h)speeches of Frederick Douglass;
(i)the Lincoln-Douglas Debates;
(j)speeches of Abraham Lincoln;
(k)the Seneca Falls Declaration;
(l)the Letter from Birmingham Jail;
(m)the Utah Constitution; and
(n)other essential documents from American constitutional history.
(4)The state board shall, in collaboration with the Civic Thought and Leadership Initiative within the Center for Constitutional Studies at Utah Valley University, develop standards that fulfill the requirements of this section.

Amended by Chapter 435, 2026 General Session

53E-4-205.3 Elementary social studies education.
(1)As used in this section:
(a)”Elementary grades” or “elementary grade level” means kindergarten through grade 6.
(b)”Integrated instruction” means teaching that purposefully connects social studies content with other subject areas.
(c)”Social studies” means the integrated study of history, geography, civics, and economics as outlined in the state board’s standards for social studies.
(2)The board shall make rules in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, establishing standards to ensure that LEAs provide regular social studies instruction in each elementary grade level.
(3)The state superintendent shall:
(a)develop guidelines for integrating, where appropriate, social studies instruction with English language arts and mathematics;
(b)develop and maintain a repository of social studies instructional materials and resources;
(c)establish criteria for qualifying integrated instruction; and
(d)develop methods to measure student progress in social studies learning.
(4)An LEA shall:
(a)ensure that students in elementary grades receive regular social studies instruction required in Subsection (2);
(b)in accordance with Section 53G-10-304, adopt social studies curricula that meet state standards;
(c)ensure all elementary students have access to appropriate social studies materials;
(d)provide resources to support integrated instruction;
(e)ensure that elementary teachers receive ongoing professional development in social studies instruction, including integrated instruction;
(f)regularly assess student progress in social studies; and
(g)use data to inform instruction and support.
(5)An LEA shall implement all requirements of this section by July 1, 2031.
(6)Upon request, the board shall report to the Education Interim Committee on implementation progress and initial outcomes.

Enacted by Chapter 413, 2026 General Session

53E-4-205.4 Religious liberty instruction -- Optional topics.
(1)In accordance with Section 53E-4-205.2, the state board standards for the course on American constitutional government and citizenship may instruct an educator that the educator may examine the fundamental role of religion on the following topics:
(a)foundational documents and speeches in United States history, including the primary source documents described in Subsection 53E-4-205.2(3);
(b)exploration and colonization of the Americas;
(c)early settlement of the North American colonies by religious refugees, including Puritans, Catholics, Quakers, and Jews;
(d)education and literacy, including early colleges;
(e)concepts of the consent of the governed, including covenantal concepts in the Mayflower Compact and early New England church and civil government;
(f)the American Revolution, including the influence of the First Great Awakening and of religious sermons and pamphlets on liberty and tyranny;
(g)concepts of moral equality and natural rights, including in the Declaration of Independence and other American declarations of rights;
(h)the debates in the Constitutional Convention and state ratifying conventions on the United States Constitution, especially the First Amendment;
(i)the abolition of slavery in the United States;
(j)social welfare and reform movements, including:
(i)the temperance;
(ii)women’s suffrage;
(iii)freedmen’s aid;
(iv)child labor;
(v)immigrant aid; and
(vi)anti-lynching movements;
(k)United States opposition to totalitarianism, fascism, and communism;
(l)United States reconstruction of former World War II enemies;
(m)the 1950s and 1960s nonviolent Civil Rights Movement; and
(n)religious pluralism in contemporary America.
(2)An LEA shall ensure that the topics enumerated in Subsection 53E-4-205.4(1) are optional.

Enacted by Chapter 435, 2026 General Session

53E-4-206 Career and college readiness mathematics competency standards.
(1) As used in this section, “qualifying score” means a score established as described in Subsection (4), that, if met by a student, qualifies the student to receive college credit for a mathematics course that satisfies the state system of higher education quantitative literacy requirement.
(2) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules that:
(a)
(i) establish the mathematics competency standards described in Subsection (3) as a graduation requirement beginning with the 2016-17 school year; and
(ii) include the qualifying scores described in Subsection (4); and
(b) establish systematic reporting of college and career ready mathematics achievement.
(3) In addition to other graduation requirements established by the state board, a student shall fulfill one of the following requirements to demonstrate mathematics competency that supports the student’s future college and career goals as outlined in the student’s college and career plan:
(a) for a student pursuing a college degree after graduation:
(i) receive a score that at least meets the qualifying score for:
(A) an Advanced Placement calculus or statistics exam;
(B) an International Baccalaureate higher level mathematics exam;
(C) a college-level math placement test described in Subsection (5);
(D) a College Level Examination Program precalculus or calculus exam; or
(E) the ACT Mathematics Test; or
(ii) receive at least a “C” grade in a concurrent enrollment mathematics course that satisfies the state system of higher education quantitative literacy requirement;
(b) for a non college degree-seeking student, the student shall complete appropriate math competencies for the student’s career goals as described in the student’s college and career plan;
(c) for a student with an individualized education program prepared in accordance with the Individuals with Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq., the student shall meet the mathematics standards described in the student’s individualized education program; or
(d) for a senior student with special circumstances as described in state board rule made in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the student shall fulfill a requirement associated with the student’s special circumstances, as established in state board rule.
(4) The Utah Board of Higher Education shall, in consultation with the state board, determine qualifying scores for the tests and exams described in Subsection (3)(a)(i).
(5) The Utah Board of Higher Education shall make a policy to select at least two tests for college-level math placement.
(6) The Utah Board of Higher Education shall, in consultation with the state board, make policies to:
(a) develop mechanisms for a student who completes a math competency requirement described in Subsection (3)(a) to:
(i) receive college credit; and
(ii) satisfy the state system of higher education quantitative literacy requirement;
(b) allow a student, upon completion of required high school mathematics courses with at least a “C” grade, entry into a mathematics concurrent enrollment course;
(c) increase access to a range of mathematics concurrent enrollment courses;
(d) establish a consistent concurrent enrollment course approval process; and
(e) establish a consistent process to qualify high school teachers with an upper level mathematics endorsement to teach entry level mathematics concurrent enrollment courses.

Amended by Chapter 365, 2020 General Session
Amended by Chapter 408, 2020 General Session

53E-4-207 Firearm safety minimum standards and instruction.
(1)As used in this section:
(a)”Firearm” means the same as that term is defined in Section 76-11-101.
(b)”On or about school premises” means the same as that term is defined in Section 76-11-205.
(2)An LEA shall, in accordance with state board standards, provide an instructional session on firearm safety to each grade level as described in Subsection (3).
(3)An LEA shall present firearm safety instruction:
(a)to a grade, at least three times, while a student is attending kindergarten through grade 6;
(b)to a grade, at least twice, once while a student is attending middle school and once while a student is attending high school;
(c)in a manner that is developmentally appropriate to the grade level receiving the instruction; and
(d)emphasizing the best practices and guidelines for the safe handling and storage of a firearm to prevent accidents and ensure personal safety.
(4)An LEA providing the instruction described in Subsection (3):
(a)may provide the instruction:
(i)in a public school using live instruction, a video, or online materials;
(ii)with an existing hunter safety course;
(iii)with the health education curriculum; or
(iv)with the physical education curriculum;
(b)may use firearm safety curricula and materials the attorney general’s office previously created; and
(c)shall ensure that any statement regarding a firearm is politically neutral.
(5)If a firearm safety instruction under this section entails the display or functionality of an actual firearm on or about school premises, the LEA shall ensure that the individual who provides the firearm safety instruction is a person exempt from certain weapons laws as described in Subsections 53-5a-108(1)(a) through (f).
(6)
(a)A school shall, before providing firearm safety instruction, notify a student’s parent or legal guardian of the instruction and provide details on how to opt out.
(b)A school may provide an alternative educational activity to a student whose parent or legal guardian opts the student out of firearm safety instruction.

Enacted by Chapter 517, 2025 General Session

53E-4-208 Citizenship grading standards.
(1)As used in this section, “citizenship grade” means a grade or evaluation that reflects a student’s demonstration of college and career readiness.
(2)In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules to establish consistent statewide standards for citizenship grading policies that:
(a)develop state-specific definitions for durable skills and skills related to college and career readiness, including:
(i)attendance;
(ii)meeting deadlines;
(iii)class participation and personal engagement; and
(iv)teacher communication;
(b)establish uniform criteria and methods for assessing citizenship;
(c)provide guidance for an LEA on implementing citizenship grading policies; and
(d)specify how citizenship grades may be recorded and reported on a student’s transcripts.
(3)Beginning with the 2027-2028 school year, an LEA may adopt a citizenship grading policy in accordance with the standards established by the state board under this section.
(4)In accordance with this section, to participate in the citizenship scholarship program described in Section 53H-11-416, an LEA shall adopt citizenship grading policies.
(5)An LEA that adopts the citizenship grading policies under Subsection (5) may make additions beyond the standards the state board establishes under Subsection (2).
(6)
(a)A parent of a student enrolled in an LEA that has adopted citizenship grading policies under this section may request that the student opt out of receiving a citizenship grade.
(b)An LEA shall:
(i)annually notify parents of students of the option to opt out of citizenship grading under this Subsection (6);
(ii)establish a procedure for a parent to submit a request to opt out under Subsection (6)(a); and
(iii)ensure that a student who opts out of citizenship grading under this Subsection (6) receives a grade in a course based solely on the student’s demonstration of academic content mastery.
(c)A student who opts out of citizenship grading under this Subsection (6) is not eligible for the citizenship scholarship program described in Section 53H-11-416.

Enacted by Chapter 206, 2026 General Session

53E-4-209 Test-out option for core classes.
(1) As used in this section, “core class” means a course in English language arts, mathematics, science, or social studies and other courses required for high school graduation as described in Section 53E-4-204.
(2)Beginning with the 2027-2028 school year, the state board shall establish statewide test-out options for core classes that allow students in grades 9 through 12 to demonstrate proficiency in the content of a core class without attending or enrolling in the course.
(3)In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules to:
(a)establish clear academic proficiency standards for each test-out option aligned with the state core standards;
(b)develop standardized assessments or portfolio-based demonstrations of mastery;
(c)establish procedures for grading or providing a pass or fail designation for transcript and grade point average purposes;
(d)create procedures to notify students and parents of test-out opportunities; and
(e)ensure consistency with graduation standards.
(4)An LEA shall:
(a)offer students the statewide test-out options established by the state board under this section; and
(b)administer the test-out options in accordance with state board rules.
(5)A student who earns credit through the test-out process is not required to attend the course and is exempt from any attendance-based grading policy under Section 53G-6-213.
(6)If a student enrolls in a core class, the LEA shall require compliance with any applicable course attendance requirements described in Section 53G-6-213 as part of the student’s grade.

Enacted by Chapter 206, 2026 General Session

53E-4-210 Digital skills education and course standards.
(1)As used in this section:
(a)”Digital skills activities” include activities related to the topics listed in Subsection 53E-4-210(1)(b).
(b)”Digital skills concepts” include concepts related to the following topics:
(i)digital protection and online ethics as foundational principles for participation in digital society;
(ii)social media awareness and healthy usage patterns, including short-form video platforms and understanding the impact of social media on mental health, relationships, and civic discourse;
(iii)artificial intelligence literacy, including understanding artificial intelligence capabilities, limitations, ethical considerations, and societal implications;
(iv)digital privacy and data protection rights and responsibilities;
(v)cybersecurity fundamentals and safe online practices for personal and civic security;
(vi)identifying and evaluating digital information credibility, misinformation, and media manipulation across digital and traditional media formats;
(vii)digital footprint awareness and reputation management in personal and professional contexts;
(viii)online communication skills, digital etiquette, and constructive digital discourse;
(ix)understanding algorithms and the algorithms’ influence on digital experiences and information access;
(x)screen time management for physical and mental health, including understanding the symptoms of problematic or addictive media use;
(xi)cyberbullying prevention, response, and the promotion of positive digital communities;
(xii)intellectual property rights, fair use, and creative commons in digital environments;
(xiii)critical thinking in digital environments and information evaluation;
(xiv)digital content creation and responsible sharing practices;
(xv)traditional and digital media literacy, including critical evaluation of television, film, music, streaming content, and short-form video platforms; and
(xvi)economic and career implications of digital literacy in a technology-driven society.
(c)”Digital skills course” means a course offered in grade 7 or 8 that incorporates digital skills concepts.
(2)Beginning with the 2027-2028 school year, the state board shall have established standards for a digital skills course that an LEA offers in grade 7 or 8.
(3)
(a)The state superintendent may establish an advisory tech council to provide guidance and recommendations on technology education in the state’s public education system.
(b)The advisory tech council established under Subsection 53E-4-210(3)(a) shall include membership the state superintendent selects.
(c)The advisory tech council may:
(i)review and recommend standards and objectives for the digital skills course and other technology related education;
(ii)identify effective digital skills curriculum and instructional resources;
(iii)recommend professional development opportunities for educators teaching digital skills;
(iv)advise on emerging technologies and trends that should be incorporated into digital skills education;
(v)coordinate with interested public, private, and nonprofit entities to improve digital skills education; and
(vi)make recommendations to the state board on methods to assess student proficiency in digital skills.

Enacted by Chapter 114, 2026 General Session