Florida Senate - 2026 SB 920
By Senator Gaetz
1-01217A-26 2026920__
1 A bill to be entitled
2 An act relating to mathematics education; amending s.
3 1003.4282, F.S.; providing requirements for
4 mathematics pathways established by a certain
5 workgroup; requiring that certain courses for the
6 mathematics pathways be identified by specified dates;
7 requiring the workgroup to submit identified
8 mathematics pathways to the Governor and the
9 Legislature; creating s. 1003.4936, F.S.; providing
10 legislative findings; requiring the Department of
11 Education to develop applied algebra courses;
12 providing requirements for the applied algebra
13 courses; requiring the department to develop the
14 courses on specified timelines; requiring the
15 department to collaborate with the Board of Governors
16 of the State University System to ensure the courses
17 are accepted as mathematics credits for state
18 university admissions; requiring the department to
19 collaborate with the Lastinger Center for Learning at
20 the University of Florida to make specified
21 recommendations to the Legislature; providing
22 requirements for the recommendations; requiring the
23 department to submit its recommendations to the
24 Governor and the Legislature by a specified date;
25 providing an effective date.
26
27 Be It Enacted by the Legislature of the State of Florida:
28
29 Section 1. Paragraph (b) of subsection (10) of section
30 1003.4282, Florida Statutes, is amended to read:
31 1003.4282 Requirements for a standard high school diploma.—
32 (10) CAREER AND TECHNICAL EDUCATION CREDIT.—The Department
33 of Education shall convene a workgroup, no later than December
34 1, 2024, to:
35 (b) Establish three mathematics pathways for students
36 enrolled in secondary grades by aligning mathematics courses to
37 programs, postsecondary education, and careers. The workgroup
38 shall collaborate to identify the three mathematics pathways and
39 the mathematics course sequence within each pathway which align
40 to the mathematics skills needed for success in the
41 corresponding academic programs, postsecondary education, and
42 careers.
43 1. The mathematics pathways must incorporate the applied
44 algebra courses established under s. 1003.4936 which align the
45 Florida Standards for Algebra 1 with the career and technical
46 education standards and benchmarks for each designated career
47 cluster.
48 2. Each mathematics pathway must include at least one
49 course sequence beginning with an applied algebra course aligned
50 to a specific career cluster. The workgroup shall identify
51 additional mathematics courses that follow each applied algebra
52 course and build on the algebraic reasoning, modeling, and
53 quantitative skills introduced through industry-relevant
54 applications. The mathematics pathways may include a plan to
55 create new mathematics courses to complete a pathway.
56 3. Each mathematics pathway must offer flexibility and the
57 ability to move between pathways if necessary.
58 4. Mathematics pathways must create clear links between
59 precollege mathematics and college-level math pathways, and
60 support student progression into postsecondary academic
61 programs, state college career and technical education programs,
62 career center programs, industry certification programs, and
63 high-skill, high-wage occupations.
64 5. The mathematics pathways that incorporate applied
65 algebra courses created under s. 1003.4936(3)(a)1. must be
66 identified no later than September 1, 2027. The mathematics
67 pathways that incorporate applied algebra courses created under
68 s. 1003.4936(3)(a)2. must be identified no later than September
69 1, 2028. The workgroup shall submit identified mathematics
70 pathways to the Governor, the President of the Senate, and the
71 Speaker of the House of Representatives.
72 Section 2. Section 1003.4936, Florida Statutes, is created
73 to read:
74 1003.4936 Applied algebra for career and technical
75 education.—
76 (1) The Legislature finds that algebra is an important step
77 in a student’s mathematics pathway. Algebra is a prerequisite
78 for higher level mathematics courses, and success in algebra is
79 strongly connected with later mathematics success. Establishing
80 an applied algebra course that integrates career and technical
81 education standards equips students with mathematical skills
82 directly connected to real industry practices and increases the
83 relevance of algebra instruction. By contextualizing algebraic
84 concepts within authentic occupational problems, such applied
85 algebra courses improve student engagement, strengthen
86 understanding of core math standards, and better prepare
87 students for high-skill, high-wage careers. Such a course will
88 enable students to pass the Algebra 1 end-of-course assessment,
89 but also develop practical skills that support success in
90 Florida’s workforce and postsecondary pathways.
91 (2) The Department of Education shall develop an applied
92 algebra course for each of the established career and technical
93 education career clusters. Each applied algebra course must:
94 (a) Integrate the career and technical education program
95 standards and benchmarks for the relevant career cluster with
96 the Florida Standards for Algebra 1.
97 (b) Provide students with rigorous, career-relevant
98 mathematical applications that demonstrate the use of algebraic
99 concepts in authentic industry problems, processes, or settings.
100 (c) Prepare students to take the statewide, standardized
101 Algebra 1 end-of-course assessment required under s. 1008.22.
102 (d) Meet all requirements for a mathematics credit required
103 for high school graduation under s. 1003.4282(3)(b) or for
104 middle grades promotion pursuant to s. 1003.4156(1)(b).
105 (3)(a) The department shall develop the courses on the
106 following timelines:
107 1. Applied algebra courses in the following career clusters
108 must be developed and available for district adoption in the
109 2027-2028 school year:
110 a. Agriculture, food, and natural resources.
111 b. Architecture and construction.
112 c. Business management and administration.
113 d. Energy.
114 e. Engineering and technology education.
115 f. Finance.
116 g. Health science.
117 h. Information technology.
118 i. Manufacturing.
119 j. Transportation and distribution logistics.
120 2. Applied algebra courses in the following career clusters
121 must be developed and available for district adoption in the
122 2028-2029 school year:
123 a. Arts, AV technology, and communications.
124 b. Education and training.
125 c. Government and public administration.
126 d. Hospitality and tourism.
127 e. Human services.
128 f. Law, public safety, and security.
129 g. Marketing, sales, and service.
130 (b) In grades 6 through 12, school districts may offer one
131 or more applied algebra courses in lieu of Algebra 1, and
132 successful completion of the course will satisfy the Algebra 1
133 credit requirement for high school graduation or middle grades
134 promotion.
135 (c) The department shall collaborate with the Board of
136 Governors of the State University System to ensure that each
137 applied algebra course is accepted as a mathematics credit for
138 state university admissions.
139 (d) The department shall provide professional development,
140 instructional resources, and technical assistance to support
141 district implementation.
142 Section 3. (1) The Department of Education shall
143 collaborate with the Lastinger Center for Learning at the
144 University of Florida to recommend to the Legislature an
145 individualized, adaptive artificial intelligence tool to support
146 mathematics instruction in kindergarten through grade 12. The
147 recommendations must:
148 (a) Ensure that recommended tools align to the Florida
149 academic standards and prepare students for state assessments.
150 (b) Consider alternate mathematics sequencing and grade
151 level progression, and alternate funding models to support
152 individualized progression through content.
153 (c) Evaluate the extent to which tools provide real-time
154 diagnostic assessments, individualized learning pathways,
155 adaptive sequencing of content, and immediate, personalized
156 feedback to students.
157 (d) Evaluate the applicability of the tool to progress
158 monitoring tools, district learning management systems,
159 suggested interventions, small-group instructional supports, and
160 professional development that enables teachers to integrate the
161 tools into classroom instruction.
162 (e) Provide for student data privacy and transparency in
163 data collection and retention.
164 (f) Consider statewide and district-level costs.
165 (2) The department shall submit its recommendations to the
166 Governor, the President of the Senate, and the Speaker of the
167 House of Representatives by December 1, 2026.
168 Section 4. This act shall take effect July 1, 2026.