What's happening
This bill requires the state education commissioner to recommend the adoption of climate science instruction in New York senior high schools.
Why it matters
Ensures climate science instruction is current and comprehensive. The bill directs that recommended curriculum must cover topics like greenhouse gas impacts, emission limitations, and renewable energy targets, and use up-to-date materials and teaching methods.
Mandates broad stakeholder input. Before making any recommendations, the commissioner must consult educators, parents, students, and other interested parties, ensuring the curriculum reflects diverse perspectives and practical classroom realities.
Considers practical and financial impacts. The commissioner is required to assess how adding climate science might affect instructional time for other subjects and weigh any potential costs to schools and the state.
Establishes clear accountability and transparency. The process includes deadlines for recommendations and decisions, and—if the curriculum is rejected—a report explaining the reasons must be provided to top state officials and education committees, ensuring public oversight.
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Who cares
Headline styles
Add Climate Science in Schools
Plain English, a few words. Used as the page title.
Sponsors
1 Co-sponsor
History
- Referred to education
- Referred to rules
Companion bill
The same bill in the other chamber. A bill becomes law when one version passes both houses and the governor signs it, so either number can carry it.
Add Climate Science Classes
In Assembly Committee · Education · Sponsor Mathylde Frontus
Full text
2 pagesUnderlined is new[Struck] is removedOfficial text on nysenate.gov ↗
STATE OF NEW YORK
6877
2019-2020 Regular Sessions
IN SENATE
November 27, 2019
Introduced by Sen. MAY -- read twice and ordered printed, and when printed to be committed to the Committee on Rules
AN ACT to amend the education law, in relation to requiring the commissioner of education to make recommendations to the board of regents relating to the adoption of instruction in climate science in senior high schools
The People of the State of New York, represented in Senate and Assembly, do enact as follows:
Section 1. Section 305 of the education law is amended by adding a new subdivision 59 to read as follows:
59. a. The commissioner shall make recommendations to the board of regents relating to the adoption of instruction in climate science in senior high schools.
b. Such instruction shall include, but not be limited to:
(i) instruction on the effect and impact of greenhouse gasses on our climate, environment and planet;
(ii) the use of the most recent source materials, text books and methodologies for teaching climate science;
(iii) instruction on the limitations on greenhouse gas emissions and targets for renewable energy set forth in chapter one hundred six of the laws of two thousand nineteen; and
(iv) any other instruction or methods of instruction relating to the study of climate science the commissioner deems necessary.
c. Prior to making the recommendations to the board of regents, the commissioner shall:
(i) seek the recommendations of teachers, school administrators, teacher educators and others with educational expertise in the proposed curriculum;
(ii) seek comment from parents, students and other interested parties;
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD14329-02-9
S. 6877 2
(iii) consider the amount of instructional time such curriculum will require and whether such time would detract from other mandated courses of study;
(iv) consider the fiscal impact, if any, on the state and school districts; and
(v) consider any additional factors the commissioner deems relevant.
d. No later than one hundred eighty days after the effective date of this subdivision, the commissioner shall provide a recommendation to the board of regents to either adopt and promulgate appropriate rules and regulations implementing such curriculum or reject the implementation of such curriculum. Upon receiving a recommendation from the commissioner, pursuant to this subdivision, the board of regents shall vote to either accept or reject the commissioner's recommendation no later than sixty days after receiving such recommendation.
e. If the board of regents adopts such curriculum, the curriculum requirement shall take effect no later than the next school year after such curriculum has been adopted.
f. If the board of regents rejects such curriculum, the commissioner shall provide a report as to the determination of the board to the governor, the temporary president of the senate, the speaker of the assembly and the chairs of the senate and assembly committees on education providing the reasons for such rejection not later than thirty days after the board of regents rejects such curriculum.
§ 2. This act shall take effect immediately.
Reflowed for reading: line numbers and page breaks removed. Cite the official text.
Sponsor's memo
Title of bill
An act to amend the education law, in relation to requiring the commis- sioner of education to make recommendations to the board of regents relating to the adoption of instruction in climate science in senior high schools
Purpose or general idea of bill
The purpose of the bill is to ensure that New York's high school students learn the science behind climate change including the green house gas cycle and the state's new commitment to reducing greenhouse gas emissions.
Summary of specific provisions
This bill amends section 305 of the Education Law by adding a new subdi- vision 59 requiring the Commissioner of Education to make recommenda- tions to the Board of Regents in regard the adoption of climate science instruction in senior high schools.
Justification
The Climate Leadership and Community Protection Act, Ch. 106 Laws of 2019, sets ambitious goals for reducing our state's greenhouse gas emis- sions and sets aggressive targets for clean energy use. As our state's high school students quickly become adults they will play a role in helping achieve this goal. As consumers their energy choices will be guided by the principles behind this legislation. Therefore, it is imperative that the State take on the challenge of teaching its students about climate change from a scientific perspective. This bill is designed to provide a foundation in understanding of the greenhouse gas cycle and the science behind climate change and it will offer help to educators as they strive to incorporate the topic into their classes.
Prior legislative history
New bill
Fiscal implications
To be determined
Effective date
Immediately
Summaries, headlines and scores are AI-generated from the official bill text. How we score bills. Source: NYS Open Legislation.