State Laws

The rules for skipping math, state by state

In most states, whether a student can skip a math course is up to the district. Eleven states give every student a way to earn math credit by passing an exam, and a growing number now require schools to move high scorers into advanced math automatically. Here is what each state and DC say, with the sources, so you know which door to knock on.

VT NH WA ID MT ND MN IL MI

NY MA

OR NV WY SD IA IN OH PA NJ CT RI CA UT CO NE MO KY WV VA MD DE

AZ NM KS AR TN NC SC DC

OK LA MS AL GA

Credit by exam 11A statewide rule lets a student earn math credit by passing an exam, without sitting through the course.

State sets rules 14The state requires an acceleration policy, a way to earn credit by mastery, or automatic placement for high scorers, but the district runs it.

District decides 23The state leaves acceleration and credit to each district.

Unconfirmed 3We could not confirm a statewide rule. Ask the district for its written policy.

This is general information, not legal advice. Rules change, and districts add their own steps, so ask the district for its written policy before you plan around it.

Alabama

State sets rules

Math credit: A high school may award a credit when a student demonstrates mastery of the Alabama course-of-study standards, with no set seat time (Ala. Admin. Code r. 290-3-1-.02(9)). How mastery is shown is up to the local district, and no statewide test-out score was found.
Placement: No auto-placement law. HB 353 (2026), which would have auto-enrolled proficient students in grades 5 to 8 in an advanced math pathway, passed the House but died in the Senate.
Good to know: Every district must have a state-approved procedure for considering requests for subject or grade acceleration, and it must be written into the district's gifted plan. Ask the district for that written procedure and put your request in writing.
The law: Ala. Admin. Code r. 290-8-9-.12 (gifted; acceleration procedures); r. 290-3-1-.02(9) (credit by mastery)
Sources: admincode.legislature.state.al.us admincode.legislature.state.al.us billtrack50.com waff.com accelerationinstitute.orgNewest source: 2026

Alaska

District decides

Math credit: District decides. The state rule defines a unit of credit as passing a course that meets content standards set by the local school board (4 AAC 06.075), so any test-out option is a local policy.
Good to know: Alaska requires three math credits to graduate. Ask the district for its gifted services plan and any credit-by-exam policy.
The law: AS 14.30.352 (districts must serve gifted children; no acceleration rule)
Sources: law.cornell.edu law.justia.com accelerationinstitute.orgNewest source: 2025

Arizona

Credit by exam

Math credit: Statewide right: if the student asks, the district or charter school must let the student show competency in required subjects, including math, instead of sitting in the class (A.A.C. R7-2-302). The school's own teachers of that subject write and grade the exam, and a passing score must be accepted as course credit (A.R.S. 15-701.01).
Placement: Under HB 2423 (Laws 2026, ch. 92, signed June 4, 2026; A.R.S. 15-708), schools must place 6th, 7th, and 8th graders who show the highest proficiency on the state math test, or on an aligned school benchmark test, into an advanced math course, if one is offered, unless a parent objects.
Good to know: Grade skipping and other acceleration are left to districts and charters. Math courses finished before 9th grade can count toward the four required math credits.
The law: A.R.S. 15-701.01; A.A.C. R7-2-302; A.R.S. 15-708 (as amended by Laws 2026, ch. 92)
Sources: azleg.gov law.cornell.edu azleg.gov accelerationinstitute.orgNewest source: 2026

Arkansas

District decides

Math credit: District option: a district with a state-approved Credit by Demonstrated Mastery plan can award high school course credit without the course. The student must reach the minimum score on a standard exam covering the course standards, then submit at least one work sample that a district committee reviews (6 CAR § 96-301).
Placement: No statewide auto-placement law found.
Good to know: Not every district has an approved mastery plan, so ask first. State gifted rules list acceleration of content classes or grade levels as a program option and strongly recommend a written, board-approved policy, but do not require one.
The law: ADE Gifted and Talented Program Approval Standards (acceleration option; board policy strongly recommended); 6 CAR § 96-301 (Credit by Demonstrated Mastery)
Sources: codeofarrules.arkansas.gov dese.ade.arkansas.gov dese.ade.arkansas.gov accelerationinstitute.orgNewest source: 2021

California

State sets rules

Math credit: District decides. State law requires each district to adopt other ways to complete required courses, which may include a practical demonstration of skills and competencies (Educ. Code 51225.3), but there is no statewide test-out exam.
Placement: No auto-enrollment law. The Mathematics Placement Act (Educ. Code 51224.7) requires every district serving 9th graders to post a board-adopted math placement policy that uses several objective measures (such as state test scores, placement tests, and grades), rechecks placement within the first month of school, and gives parents a clear way to challenge a placement.
Good to know: SB 1410 (2024, Educ. Code 33547.5) only asks the state to consider offering Algebra I in grade 8 in its next math framework; it does not require districts to offer it. Read your district's posted placement policy and use its appeal process if you disagree.
The law: Cal. Educ. Code 51224.7 (California Mathematics Placement Act of 2015); 51225.3
Sources: codes.findlaw.com codes.findlaw.com leginfo.legislature.ca.gov accelerationinstitute.orgNewest source: 2024

Colorado

District decides

Math credit: District decides; no statewide test-out route found.
Placement: None required. A voluntary state grant for schools that auto-enrolled students in advanced courses (SB19-059) was repealed after the 2024-25 school year (SB25-315).
Good to know: State gifted rules name acceleration as a service option but leave it to each district. Districts may choose to offer early access (kindergarten at 4 or first grade at 5) only for highly advanced gifted children, based on a body of evidence.
The law: 1 CCR 301-8, Rule 12.00 (gifted services; early access); C.R.S. 22-20-204.5 (early access)
Sources: coloradosos.gov ed.cde.state.co.us accelerationinstitute.orgNewest source: 2025

Connecticut

State sets rules

Math credit: District option: a local board may grant high school credit when a student demonstrates mastery of the subject under state content standards and State Board guidelines (C.G.S. 10-221a). There is no statewide test-out right.
Placement: No auto-enrollment. Since July 1, 2022, every board must have a policy that gives several ways to qualify for advanced high school courses (not prior grades alone) and an academic plan that aims each student at one or more advanced courses (Public Act 21-199).
Good to know: Grade skipping and subject acceleration are district decisions.
The law: C.G.S. 10-221a (credit by demonstrated mastery); Public Act 21-199 (advanced course eligibility policy)
Sources: codes.findlaw.com portal.ct.gov portal.ct.gov accelerationinstitute.orgNewest source: 2024

Delaware

District decides

Math credit: District option: a district or charter board may award credit for a course through demonstrated mastery, but only if it has adopted a policy approving that option (14 Del. Admin. Code 505-8.0). There is no statewide test-out.
Placement: No auto-placement law found.
Good to know: Acceleration and grade skipping are local decisions; ask the district whether it has a mastery-credit policy.
The law: 14 Del. Admin. Code 505-8.0 (options for awarding credit)
Sources: law.cornell.edu law.cornell.edu accelerationinstitute.orgNewest source: 2021

District of Columbia

Unconfirmed

Math credit: No route for an individual student found. A school can award competency-based units only after DCPS or the Public Charter School Board approves a school-level waiver of the seat-time rule (5-A DCMR 2203).
Placement: No law found. A 2023 local newsletter reported that DCPS was making the track that ends in Algebra I in 8th grade its default middle school path; this could not be confirmed on the DCPS website.
Good to know: Each local agency (DCPS or each charter school) sets its own acceleration practices, so ask the school directly.
The law: 5-A DCMR 2203 (Carnegie unit; competency-based unit waiver)
Sources: osse.dc.gov osse.dc.gov dcschools.substack.com accelerationinstitute.orgNewest source: 2025

Florida

Credit by exam

Math credit: Statewide right: the district must award high school credit to a student who passes the state end-of-course exam (Algebra 1 or Geometry; passing is the lowest Level 3 score), an AP exam, or a CLEP exam, even if the student never took the course. Public and home-education students may sit the exam during the regular testing window (Fla. Stat. 1003.4295(3)).
Placement: No auto-enrollment law found.
Good to know: Every school must offer whole-grade and midyear promotion, subject acceleration, virtual instruction in a higher grade, and the Credit Acceleration Program. If a parent asks for one of these and the student meets the principal's eligibility rules, the school must let the student take part (Fla. Stat. 1002.3105). Every school with middle grades must offer at least one high school math course for credit (Fla. Stat. 1003.4156).
The law: Fla. Stat. 1002.3105 (ACCEL); Fla. Stat. 1003.4295(3) (Credit Acceleration Program)
Sources: flsenate.gov flsenate.gov flsenate.gov fldoe.org accelerationinstitute.orgNewest source: 2025

Georgia

Credit by exam

Math credit: Statewide rule: the district must award credit when a student shows subject-area competency with a preset score on an approved exam, up to three units in total (Rule 160-5-1-.15). In practice, a student can test out of a course that has a Georgia Milestones end-of-course test, including the Algebra course, by scoring at the top (Distinguished) level before enrolling; parent permission is required.
Placement: The Math Matters Act (HB 1030, signed May 5, 2026) requires districts to offer advanced math in grades 6 to 10 starting in 2027-28 and to automatically enroll students who show high proficiency on state math tests, with a parent opt-out.
Good to know: Whole-grade acceleration is a local decision. Some districts say a course earned by testing out cannot be retaken later for a grade, so ask before testing.
The law: Ga. Comp. R. & Regs. 160-5-1-.15 (subject area competency); HB 1030, Math Matters Act (2026)
Sources: apps.gadoe.org paulding.k12.ga.us gov.georgia.gov billtrack50.com accelerationinstitute.orgNewest source: 2026

Hawaii

Unconfirmed

Math credit: No statewide test-out found for Algebra 1 or Geometry. Board Policy 102-15 lets the third required math credit be a proficiency-based equivalent approved through a Department process.
Good to know: Hawaii is one statewide school district, so the Department and the school decide on acceleration. The gifted policy sets goals but no acceleration procedure.
The law: Hawaii BOE Policy 105-5 (gifted and talented); Policy 102-15 (graduation requirements)
Sources: boe.hawaii.gov boe.hawaii.gov hawaiipublicschools.org accelerationinstitute.orgNewest source: 2016

Idaho

District decides

Math credit: District option: a student may earn credit by demonstrating mastery of a subject's content standards as defined and approved by the local district (IDAPA 08.02.03.105.01.b), for example through a course challenge. A high school math course passed in middle school with a C or better counts if it meets high school standards and has a qualified teacher, and parents can choose to keep it off the transcript (IDAPA 08.02.03.105.08).
Good to know: Idaho law requires districts to serve gifted students but leaves grade skipping and subject acceleration to each district.
The law: Idaho Code 33-2003 (gifted services); IDAPA 08.02.03.105
Sources: adminrules.idaho.gov legislature.idaho.gov accelerationinstitute.orgNewest source: 2025

Illinois

State sets rules

Math credit: District option: a district may waive a required course when a student demonstrates mastery of its content, and must record how that was assessed (ISBE guidance). There is no statewide test-out exam.
Placement: High schools must automatically enroll a student who exceeds state standards in math on the state test in the next most rigorous math course the following year (policies in place for 2025-26 scores, applied in 2026-27). By 2027-28, students who meet standards also become automatically eligible. Parents get written notice and may choose other courses instead.
Good to know: Every district must have an accelerated placement policy that is open to all high-ability students, not only those labeled gifted, uses several measures, includes parents in the decision, and gives written notice of decisions. Accelerated placement covers early entrance to kindergarten or first grade, acceleration in one subject, and whole-grade acceleration. ISBE says districts may not charge fees for acceleration testing.
The law: 105 ILCS 5/14A-17 and 14A-32 (Accelerated Placement Act)
Sources: ilga.gov ilga.gov isbe.netNewest source: 2025

Indiana

Credit by exam

Math credit: Statewide right: a student must receive graduation credit for a required course, even without taking it, by showing proficiency. Accepted ways include a qualifying score on a college-accepted subject exam (such as CLEP), a high score on a state end-of-course exam where one exists, an AP score of 3 or higher, an IB score of 4 or higher, a Cambridge exam, or a comparable college course (IC 20-36-5-1).
Placement: Under HEA 1634 (2025), starting in 2026-27, middle school students who score above proficient on the ILEARN math test and earned at least a C in math must be automatically placed in an advanced math course, unless a parent opts out.
Good to know: Every district must run a high-ability program, but grade skipping is a local decision. A student who earns credit by proficiency cannot be required to attend a minimum number of semesters to graduate (IC 20-36-5-2).
The law: IC 20-36-5-1 (credit by proficiency); IC 20-36-2 (high ability programs); HEA 1634 (2025)
Sources: codes.findlaw.com law.justia.com ecs.org billtrack50.com accelerationinstitute.orgNewest source: 2025

Iowa

State sets rules

Math credit: District option: Iowa rules let a district award credit in a competency-based system when a student demonstrates proficiency in the course competencies (281 IAC 12.2 and 12.5). There is no statewide test-out.
Placement: Starting in 2027-28 (SF 2220), students in grade 4 or higher who score Advanced on the state math test and show academic readiness must be automatically enrolled in the next most rigorous course or program the next year, with a family opt-out. Districts must also build middle school pathways so students can take Algebra I as early as the start of middle school and no later than the end of 9th grade.
Good to know: SF 2220 also requires every district to set procedures for subject acceleration and whole-grade acceleration starting in 2027-28; until then these stay local decisions. Students in an accelerated course may take the state test that matches the course level.
The law: 2026 Iowa Acts, SF 2220 (acceleration, advanced math pathway, automatic enrollment; applies from July 1, 2027); 281 IAC 12.5 (competency-based credit)
Sources: educate.iowa.gov legis.iowa.gov governor.iowa.gov legis.iowa.govNewest source: 2026

Kansas

District decides

Math credit: District decides. State rules define credit as the local board's recognition of criteria-based accomplishment and require three math units, but set no statewide test-out.
Good to know: Acceleration is a local decision; ask the district for its written policy.
The law: K.A.R. 91-31-31 (credit defined by local board); K.A.R. 91-31-35 (graduation requirements)
Sources: law.cornell.edu sos.ks.gov accelerationinstitute.orgNewest source: 2025

Kentucky

State sets rules

Math credit: District option. Under 704 KAR 3:305, a local school board may choose to award performance-based credit when a student shows mastery of a course's standards, including for high school courses taken in grades 5 to 8 if the district judges the student ready. There is no statewide right to test out.
Placement: Optional only. HB 190 (2025) lets, but does not require, districts automatically enroll students who score Distinguished on the state test in advanced coursework in that subject. A 2026 rewrite that passed the legislature (HB 257) kept this optional, and a 2026 bill to require a path to Algebra I by 8th grade (HB 789) died.
Good to know: Every district had to adopt, by December 1, 2025, and post on its website a plan for advanced coursework or accelerated learning in math and other core subjects for grades 4 to 12. For identified gifted students, services can include grade-skipping and subject acceleration, and districts must have a grievance procedure parents can use.
The law: KRS 158.6453 (HB 190, 2025); 704 KAR 3:285 (gifted services)
Sources: apps.legislature.ky.gov education.ky.gov apps.legislature.ky.gov legiscan.com law.cornell.edu law.cornell.eduNewest source: 2026

Louisiana

District decides

Math credit: District option. School systems may let a student earn Carnegie credit by demonstrating proficiency, with no seat-time requirement; for a course with a state end-of-course test (Algebra I, Geometry), proficiency must be shown on that test. The credit is recorded as Pass on the transcript.
Placement: None found.
Good to know: Gifted students in Louisiana receive an IEP under the state's exceptional-children law, so a parent of an identified gifted child can request acceleration through the IEP team. For students entering 9th grade in 2026-27, Louisiana is replacing the separate Algebra I and Geometry end-of-course tests with one 10th-grade math exam, which may change how proficiency credit works; check with the district.
The law: Bulletin 741, La. Admin. Code tit. 28, pt. CXV, §2314 (credit by proficiency)
Sources: law.cornell.edu doe.louisiana.gov doe.louisiana.gov accelerationinstitute.orgNewest source: 2025

Maine

District decides

Math credit: District decides. State law lets students meet diploma standards through multiple pathways, including exams, portfolios, performances, and projects, but each school unit sets its own rules. No statewide test-out score was found.
Placement: None found.
Good to know: Maine's gifted rule (Chapter 104) says identified gifted children should move at their own rate regardless of age or grade placement, which parents can cite when asking for acceleration; the decision itself is made locally.
The law: 05-071 CMR ch. 104 (gifted programs); 20-A M.R.S. §4722
Sources: mainelegislature.org law.cornell.edu maine.gov accelerationinstitute.orgNewest source: 2026

Maryland

State sets rules

Math credit: Statewide rule, district-made test. COMAR allows high school credit to be earned by passing an exam on the local school system's course objectives, and requires districts to give a middle schooler high school credit for a course when the student meets the same requirements as a high schooler.
Placement: Yes, being phased in. The State Board's math policy requires every school to offer an accelerated math path starting in grade 3 that leads to Integrated Algebra 1 by grade 8, and requires districts to automatically place students who score at the top level on the state math test in grades 3 to 6 on that path (in grade 5, all proficient students). Rollout begins in 2027-28, with full implementation expected by about 2028-29 to 2029-30.
Good to know: Under the same policy, every student entering grades 3 to 7 is to be reviewed for math acceleration at least once a year using several kinds of evidence, including parent observations. Maryland is also moving from Algebra 1, Geometry, and Algebra 2 to Integrated Algebra 1 and 2. Whole-grade skipping is left to districts.
The law: Maryland State Board PreK-12 Mathematics Policy (adopted March 2025, revised 2026); COMAR 13A.03.02.04
Sources: marylandpublicschools.org marylandpublicschools.org conduitstreet.mdcounties.org regs.maryland.govNewest source: 2026

Massachusetts

District decides

Math credit: District decides. No statewide credit-by-exam or test-out rule was found; each district sets its own course credit and placement policies.
Placement: None found. Bills to create a statewide acceleration and gifted framework (H.621, H.622, and H.661) were heard in 2025 but were not found to have passed.
Good to know: A 2019 state report to the legislature recommended a state acceleration policy, but none has been adopted, so decisions rest with each district. No state appeal process for acceleration decisions was found.
Sources: malegislature.gov citizenportal.ai accelerationinstitute.orgNewest source: 2025

Michigan

Credit by exam

Math credit: Statewide right. Any high school student may take the final exam in any course without enrolling, and the district must grant credit for a C+ or better (or for mastery on the course's main assessment if there is no final). The credit is a Pass, is not counted in GPA, and counts toward required math credits such as Algebra I; afterward the student cannot earn credit for a lower course in that sequence. A middle schooler who earns a high school credit must get graduation credit if the district certifies high school-level proficiency.
Placement: None found.
Good to know: Whole-grade skipping and other acceleration decisions are made by the local district.
The law: MCL 380.1279b (testing out); MCL 380.1278a(4)(c)
Sources: legislature.mi.gov michigan.gov accelerationinstitute.orgNewest source: 2023

Minnesota

State sets rules

Math credit: District decides. State law says a course credit can be earned by mastering the subject matter as determined by the local district, but it sets no statewide test-out rule or passing score.
Placement: None in law. A 2025 bill for an automatic-enrollment pilot (HF 1589) died in committee.
Good to know: Every district must adopt written procedures for academically accelerating gifted students that assess the student's readiness and motivation and match the pace of the curriculum to the student, plus procedures for early admission to kindergarten or first grade. Ask the district for its acceleration procedure.
The law: Minn. Stat. 120B.15 (amended 2023); Minn. Stat. 120B.024
Sources: revisor.mn.gov revisor.mn.gov revisor.mn.gov billtrack50.comNewest source: 2026

Mississippi

District decides

Math credit: No statewide route found. State Board policy awards a Carnegie unit only when a course's core objectives are mastered, and Algebra I may be taken in 8th grade for high school credit, but no statewide test-out or credit-by-exam rule was found.
Placement: No automatic placement. A 2026 law (SB 2294) creates a grade 5 Algebra-Readiness Indicator, a cut score on the state math test that districts are to use when making placement and acceleration decisions before middle school.
Good to know: Grade-skipping and subject acceleration are decided by the district.
Sources: billstatus.ls.state.ms.us mississippifreepress.org law.cornell.edu accelerationinstitute.orgNewest source: 2026

Missouri

State sets rules

Math credit: District option. Districts may award proficiency (competency)-based high school credit when a student shows mastery of a course's competencies; if the course has a state end-of-course exam, such as Algebra I, that exam must be part of the decision. High school courses like Algebra I passed in middle school go on the transcript as advanced standing.
Placement: None found.
Good to know: Every district must have a school-board-approved policy that allows both subject acceleration and whole-grade acceleration for students who show advanced performance (or potential) and social and emotional readiness. The law is not limited to students labeled gifted. Ask the district for its acceleration policy.
The law: RSMo 162.722 (2018)
Sources: revisor.mo.gov dese.mo.gov resources.finalsite.net dese.mo.govNewest source: 2025

Montana

District decides

Math credit: District decides. Montana's rule lets a credit be earned through equivalent proficiency without regard to time, lists challenges to current courses as acceptable coursework, and lets the local board waive specific course requirements based on a student's needs and performance. There is no statewide passing score.
Placement: None found.
Good to know: Since 2021 (SB 109), districts must identify and serve gifted students, but acceleration decisions remain local.
The law: ARM 10.55.906 (amended 2023)
Sources: law.cornell.edu mtagate.org accelerationinstitute.orgNewest source: 2023

Nebraska

District decides

Math credit: No statewide route found. Districts may adopt a policy giving high school credit for a middle school course that is equivalent to the high school course, but the state sets no test-out rule.
Placement: None found.
Good to know: Nebraska's high ability learner rule lists grade skipping, content acceleration, early entrance, curriculum compacting, early graduation, and course waivers as options districts may use, and the rule has an appeals section; the choice belongs to the district.
The law: 92 NAC 3 (high ability learners); 92 NAC 10 §003.05B
Sources: law.cornell.edu education.ne.gov education.ne.govNewest source: 2025

Nevada

Credit by exam

Math credit: Statewide route. A student may apply to earn credit for a course without attending it by passing an exam. Each district must list eligible courses, which must include Algebra I, Algebra II, geometry, and trigonometry, and must set a passing score of at least 70. An exam the principal finds at least as rigorous, such as an AP exam, or a portfolio can also qualify.
Placement: Yes. Since 2020, every public school must identify students in grades 3 to 12 for more rigorous math (and other core) courses using state tests or national tests, and an identified student must be placed in the more rigorous course if the school offers it, unless a parent objects in writing.
Good to know: Schools do not have to create a new advanced course if there are too few students or not enough money. Whole-grade skipping is left to districts.
The law: NRS 389.171; NAC 389.670 (amended 2024); NRS 389.0095 (2019)
Sources: leg.state.nv.us leg.state.nv.us edtrust.orgNewest source: 2024

New Hampshire

State sets rules

Math credit: Statewide rule. High school credit is awarded for showing mastery of course competencies, not for time spent. A student can earn credit through a district-approved assessment (or a state-approved one if the district has none), a collection of evidence, or prior learning, and districts must have a policy for awarding high school credit regardless of age. Learn Everywhere programs approved by the State Board also issue credit that districts must accept.
Placement: None found.
Good to know: This is a competency-based rule rather than a gifted acceleration policy. Districts must also have a policy on promoting students from one grade or level to the next based on achievement of competencies, which is the basis for asking to move ahead in math.
The law: N.H. Admin. Rules Ed 306.04(b)(18)-(19) and Ed 306.27 (effective Dec. 13, 2024); Ed 1400 (Learn Everywhere)
Sources: gc.nh.gov law.cornell.edu education.nh.govNewest source: 2024

New Jersey

District decides

Math credit: District option. Local boards may adopt policies letting students earn credit through individualized learning opportunities that include a demonstration of competency approved by certified teachers, including experiences that replace required courses if the district documents they are substantially equivalent. No statewide test-out score was found.
Placement: None found.
Good to know: The 2020 gifted law requires districts to identify gifted students from kindergarten through grade 12 and to adapt instruction so they can learn at their instructional level, not just their grade level, which parents can cite when asking for math acceleration.
The law: N.J.S.A. 18A:35-34 to -39 (Strengthening Gifted and Talented Education Act, 2020); N.J.A.C. 6A:8-5.1(a)2
Sources: pub.njleg.gov nj.gov nj.govNewest source: 2021

New Mexico

District decides

Math credit: No statewide test-out route found. Under the 2024 graduation law (HB 171), Algebra 1 and geometry credits earned before high school count toward the diploma.
Placement: None found. A 2023 bill to require automatic gifted identification from high state test scores (HB 483) died.
Good to know: Gifted students in New Mexico get a Gifted IEP written by a team that includes the parent, and state guidance lists subject acceleration and whole-grade acceleration as services the team can choose, so the IEP process is the route to request it.
The law: 6.31.3 NMAC (gifted IEPs); NMSA 22-13-1.1 as amended by HB 171 (2024)
Sources: nmlegis.gov web.ped.nm.gov web.ped.nm.gov nmlegis.govNewest source: 2024

New York

Credit by exam

Math credit: Statewide rule. A student can earn up to 6.5 high school credits without taking the courses by scoring at least 85 on the Regents (or state-approved) exam and passing an oral exam or special project, if the superintendent decides the student will benefit. Each math Regents passed this way earns one credit. Separately, 8th graders who show readiness can take high school courses for diploma credit.
Placement: None found. Since July 2024 (Chapter 355 of 2023), districts must notify families each year, starting by the end of 5th grade, about the advanced courses they offer.
Good to know: The superintendent or a designee decides readiness for grade 8 acceleration and whether credit by exam is allowed, so the request goes to the district.
The law: 8 NYCRR 100.5(d)(1) (credit by examination); 8 NYCRR 100.4(d) (grade 8 acceleration)
Sources: nysed.gov p12.nysed.gov nysed.govNewest source: 2024

North Carolina

Credit by exam

Math credit: Statewide option. Under State Board policy CCRE-001, students in grades 9 to 12, and in grades 6 to 8 for high school courses taught in middle school such as NC Math 1, can earn credit by demonstrated mastery without taking the course: first score above 563 on the NC Math 1 or NC Math 3 end-of-course test, then complete a project (artifact) and any other steps the district requires. Retesting is not allowed, and the transcript shows CDM.
Placement: Yes. G.S. 115C-81.36 (2018, amended 2019): where advanced math is offered, a student who scores at the top level on the math end-of-grade or end-of-course test must be placed in the advanced course the next year (advanced learning opportunities in grades 3 to 5), and a 7th grader at the top level must be placed in a high school math course in 8th grade. The student cannot be removed without a parent's written consent.
Good to know: Districts must offer advanced math when practicable. For gifted identification or services, parents can use the district's AIG disagreement procedure and, if unresolved, file a case with a state administrative law judge. A 2025 bill (SB 507) would extend automatic enrollment to English. CDM is optional for charter schools.
The law: G.S. 115C-150.5 to -150.8 (local AIG plans); G.S. 115C-81.36; SBE policy CCRE-001
Sources: ncleg.gov ncleg.gov dpi.nc.gov dpi.nc.gov dashboard.ncleg.govNewest source: 2025

North Dakota

District decides

Math credit: District decides. A district may adopt a mastery framework policy and award high school units for mastering the matching parts of the North Dakota Learning Continuum instead of seat time; no statewide test-out right was found.
Good to know: Children who turn 5 before December 1 may start kindergarten early if they show superior academic ability and social and emotional readiness. Whole-grade and subject acceleration are otherwise up to the district.
The law: No state acceleration policy; N.D.C.C. 15.1-21-02(3) and 15.1-21-03 (optional district mastery framework); N.D.C.C. 15.1-06-01 (early entrance)
Sources: ndlegis.gov accelerationinstitute.orgNewest source: 2025

Ohio

Credit by exam

Math credit: Under Ohio's Credit Flexibility plan, a student can earn high school credit by showing subject-area competency, including testing out of a course, and grades 7 and 8 are covered too. The district sets the test, which usually has at least two parts (for example, two semester exams).
Placement: Students who score advanced (or accomplished with A or B grades) on the state math test must get advanced math the next year: grades 3 to 5 get advanced learning opportunities, and starting July 1, 2027 qualifying 6th graders go into a combined 7th and 8th grade course and then Algebra I in 8th grade. Parents can opt out in writing.
Good to know: Every district must use the state model acceleration policy or an approved equivalent. Under the model policy, a parent can refer a child for whole-grade or single-subject acceleration, the district must evaluate the child and send results in writing within 45 days, a parent may appeal to the superintendent within 30 days, and the child can be referred again at the next opportunity.
The law: Ohio Rev. Code 3324.10 (district acceleration policy required); ORC 3313.603 (Credit Flexibility); ORC 3313.6032 (advanced math placement, HB 96 of 2025 as amended by SB 19 of 2026)
Sources: codes.ohio.gov codes.ohio.gov education.ohio.gov education.ohio.gov education.ohio.gov codes.ohio.govNewest source: 2026

Oklahoma

Credit by exam

Math credit: Statewide right: a student, parent, or teacher can ask for a chance to show proficiency, and districts must offer it at least twice a year. For a state-tested course such as Algebra I, the student needs a Proficient score or higher on the matching state test; for other elementary, middle, or high school courses, the district picks a test that also requires a proficient score.
Placement: The Math Achievement and Proficiency Act (SB 140, 2025) requires math screening in grades 2 to 5, and students found above grade level must get advanced learning opportunities. The state now lists the start as the 2027-28 school year.
Good to know: A failed attempt is not put on the transcript. Before promoting a child to a higher grade, the school must meet with the parents and consider the child's social, emotional, and academic needs.
The law: 70 O.S. 11-103.6; Okla. Admin. Code 210:35-27-2 (proficiency-based promotion and credit by examination)
Sources: law.cornell.edu law.justia.com oklahoma.gov oklegislature.govNewest source: 2026

Oregon

District decides

Math credit: District decides. Oregon rules let a district give credit for showing proficiency, for example by passing a suitable exam, a body of work, or proof of learning done outside school, but the district is not required to offer this for any given course.
Good to know: For students identified as talented and gifted, state rule says instruction must fit their assessed level and faster rate of learning. That is a lever to ask for, but it does not guarantee a course skip. Parents can file a complaint under OAR 581-002.
The law: OAR 581-022-2025 (credit options); OAR 581-022-2500 (instruction for talented and gifted students); ORS 343.409
Sources: oregon.public.law oregon.public.law oregon.public.law accelerationinstitute.orgNewest source: 2025

Pennsylvania

District decides

Math credit: District option. A district may give course credit, without the student taking the course, to a student who scores Advanced on the Keystone Exam (for example, Algebra I) before taking the course. Other credit by exam is up to the district.
Good to know: For students identified as gifted, districts must offer acceleration, enrichment, or both through a written gifted plan (GIEP). Parents who disagree can ask for a due process hearing under Chapter 16.
The law: 22 Pa. Code 4.24 (graduation and Keystone credit); 22 Pa. Code 16.41 (gifted: acceleration or enrichment required)
Sources: pacodeandbulletin.gov law.cornell.edu pacodeandbulletin.govNewest source: 2022

Rhode Island

District decides

Math credit: District decides. State rules say seat time may not be a factor in awarding credit, and credit rests on showing proficiency as the district defines it, but no statewide test-out right for math was found.
Good to know: State guidance says Algebra I taken in middle school can count as high school math credit.
The law: No state acceleration policy; 200-RICR-20-10-2.3 (credit based on proficiency, not seat time)
Sources: law.cornell.edu ride.ri.gov accelerationinstitute.orgNewest source: 2023

South Carolina

District decides

Math credit: District decides. A school can award credit based on proficiency instead of seat time only if the district has a proficiency-based system approved by the state education department; otherwise one credit normally takes 120 hours of instruction.
Good to know: Early entrance to kindergarten or first grade is not allowed; the child must be 5 (or 6) by September 1.
The law: No state acceleration policy; S.C. Code Regs. 43-234 (proficiency-based credit only in state-approved district systems)
Sources: law.cornell.edu accelerationinstitute.orgNewest source: 2023

South Dakota

District decides

Math credit: District option: a district that has state approval can give a course equivalency exam, and the student must score at least 85% on the first try to get credit. The credit goes on the transcript, and failed attempts do not.
Good to know: The legislature removed statewide gifted education requirements, so acceleration is up to each district. Only one attempt counts, so prepare fully before testing.
The law: No state acceleration policy; ARSD 24:43:11:09 (course equivalency exam)
Sources: sdlegislature.gov accelerationinstitute.orgNewest source: 2019

Tennessee

State sets rules

Math credit: Very limited. High school students may earn up to 4 credits by credit exam, and each eligible course may be tried only once, but as of February 2025 the only math course on the state's eligible list is Pre-Calculus (not Algebra I, Geometry, or Algebra II). Districts set the passing score. High school courses finished before 9th grade do count for graduation credit.
Placement: Starting in 2027-28, students who score Exceeds Expectations on the 7th grade state math test must be placed in Algebra I in 8th grade unless a parent asks otherwise (Public Chapter 901, signed May 18, 2026). Since 2021-22, every district must also have an acceleration policy for advanced math in grades 7 to 12, based on state test scores and grades.
Good to know: Once a child is in an advanced course, the school cannot remove the child unless a parent asks in writing, or unless after at least 30 days the teacher recommends it and the principal approves. 'Intellectually gifted' is a Tennessee special education category, so an identified student gets an IEP where acceleration can be written in.
The law: Tenn. Code Ann. 49-6-1012 (academic acceleration policy, grades 7-12); State Board High School Policy 2.103 (credit exams, Public Chapter 269 of 2023); Public Chapter 901 of 2026 (SB 2375 / HB 2276)
Sources: codes.findlaw.com tn.gov wapp.capitol.tn.gov publications.tnsosfiles.comNewest source: 2026

Texas

Credit by exam

Math credit: Statewide right. A student in grade 6 or above who has not taken the course gets credit by scoring at least 80 on a district-approved credit by exam, 3 or higher on an AP exam, or 50 or higher on a CLEP exam; districts may set the bar higher, but no higher than 90. Districts must offer testing windows at least four times a year, and a student gets at most two tries per subject.
Placement: Students who score in the top 40% on the 5th grade STAAR math test (or on an approved local measure) are automatically placed in advanced 6th grade math, aimed at Algebra I by 8th grade. Parents get written notice at least 14 days before school starts and can opt out (in effect since 2024-25).
Good to know: In grades K to 5, a whole-grade skip requires scoring at least 80 on each section (reading/language arts, math, science, and social studies), a district recommendation, and parent approval. In grades 6 to 8, scoring 80 or higher on a math credit by exam requires the district to accelerate the child in that subject.
The law: Tex. Educ. Code 28.023 (credit by examination and acceleration); 19 TAC 74.24; TEC 28.029 and 19 TAC 74.2101 (SB 2124 of 2023)
Sources: texas.public.law tea.texas.gov tea.texas.gov ecs.orgNewest source: 2025

Utah

State sets rules

Math credit: Every district must offer some way to earn credit by showing competency (tests, portfolios, and similar), but the district sets the standard and has the final say. A 7th or 8th grader can earn high school credit for a Secondary Math course by one of four routes, including being identified as gifted in math or passing the state competency test the summer before 9th grade.
Good to know: State math guidance (August 2023) says accelerated courses 'must not skip any content' and calls skipping a grade-level math course 'no longer necessary', so expect compacted courses rather than straight skips. A student who finishes a high school math course early still needs 3 more high school math credits.
The law: No state acceleration policy; Utah Admin. Code R277-705-3 (LEA credit policy incl. demonstrated competency); R277-700-6 (math credit before 9th grade)
Sources: law.cornell.edu law.cornell.edu schools.utah.gov accelerationinstitute.orgNewest source: 2024

Vermont

District decides

Math credit: District decides. Graduation is based on showing proficiency, and when credits are used they must reflect proficiencies shown rather than time spent, so a district can let a student move ahead by showing mastery. No statewide test-out procedure for math was found.
Good to know: Every student in grades 7 to 12 has a personalized learning plan written with the student, the school, and the parent. That plan is the natural place to request math acceleration. The state was reviewing graduation requirements in 2026.
The law: No state acceleration policy; 16 V.S.A. 941 (flexible pathways, personalized learning plans); Education Quality Standards, State Board Rule 2120.8 (proficiency-based graduation)
Sources: education.vermont.gov education.vermont.gov accelerationinstitute.orgNewest source: 2026

Virginia

State sets rules

Math credit: District option. The law calls for a way for qualified students, with the division superintendent's recommendation, to earn course credit without the 140-hour class by showing mastery and passing the matching end-of-course SOL test; each division needs a written policy to waive seat time.
Placement: Students in grades 5 to 8 who score in the statewide top quarter on the spring SOL math test are automatically enrolled in advanced or accelerated math the next year, if the course is offered. Parents can opt out, and districts must also offer other routes in (teacher or parent recommendation, student preference, grades, other tests, or portfolios). Divisions could start in 2025-26 and must be running by 2026-27.
Good to know: Local gifted rules also require access to advanced courses at a pace suited to gifted students' needs.
The law: Va. Code 22.1-207.9 (advanced math enrollment, HB 2686 of 2025); Va. Code 22.1-253.13:4(D)(11); 8VAC20-132 (credit without the 140 clock hours)
Sources: law.lis.virginia.gov law.lis.virginia.gov law.lis.virginia.gov legiscan.comNewest source: 2025

Washington

State sets rules

Math credit: District option. A district with a written mastery-based credit policy may award high school math credit for showing mastery, including on the state math test. Passing a higher course in a sequence (for example, Algebra II) can also count as proof of mastery of the earlier course.
Placement: Every district must automatically enroll students who meet or exceed standard on the 8th grade or high school state math test into the next most rigorous level of advanced math (high school). Parents can opt out.
Good to know: High school math taken in middle school can count, so a student does not have to repeat it, but the student still needs 3 high school math credits.
The law: RCW 28A.320.195 (academic acceleration policy, 2013 c 184, 2019 c 252); RCW 28A.185 (highly capable); WAC 180-51-051 (mastery-based credit)
Sources: app.leg.wa.gov apps.leg.wa.gov sbe.wa.gov edtrust.orgNewest source: 2025

West Virginia

Unconfirmed

Math credit: District decides. State policy lets middle schoolers earn high school credit by mastering a high school course's standards, and county boards may give credit for a second course whose standards were mastered inside another course ('embedded credit'). A statewide credit-by-exam rule for math was not found.
Good to know: West Virginia treats giftedness (grades 1 to 8) as a special education category, so an identified student gets an IEP, the IEP team must consider acceleration, and parents have IEP due process rights.
The law: No state acceleration policy; WVBE Policy 2510 (high school credit before 9th grade, embedded credit); WVBE Policy 2419 (gifted students served under IEPs)
Sources: wvde.us files.neola.com static.k12.wv.us accelerationinstitute.orgNewest source: 2025

Wisconsin

District decides

Math credit: District option. A school board may pass a resolution letting high schoolers earn credit by showing proficiency or through a portfolio, for up to half of the credits needed to graduate. A 7th or 8th grade course can count for high school credit if the student tests as ready, the teacher is licensed for high school, and the course matches the high school version.
Good to know: A 2025 math bill (AB 615) failed in March 2026, and no advanced-math placement law was found. Whether to skip a grade or course is up to each district.
The law: No state acceleration policy; Wis. Stat. 118.33(1)(em) and (1)(es)
Sources: docs.legis.wisconsin.gov docs.legis.wisconsin.gov accelerationinstitute.orgNewest source: 2026

Wyoming

District decides

Math credit: District decides. State rules let students meet graduation coursework by passing grades or by passing district 'competency-based equivalency examinations', and every district's policy must describe how that works. Check your district's graduation policy for the process and the passing score.
Good to know: The state's gifted law is broad, so whether to skip a grade or course is left to each district.
The law: No state acceleration policy; Wyoming Dept. of Education Rules Chapter 31 (Graduation Requirements), under W.S. 21-2-304
Sources: edu.wyoming.gov accelerationinstitute.orgNewest source: 2018

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