_________________________________ 2015-02-01_OK_HB3045_introduced.txt STATE OF OKLAHOMA 2nd Session of the 55th Legislature (2016) HOUSE BILL 3045 By: Kern AS INTRODUCED An Act relating to schools; creating the Scientific Education and Academic Freedom Act; providing short title; stating legislative findings; directing State Board of Education, district boards of education and certain administrators to create certain environment within schools; permitting teachers to help students understand certain information about scientific theories; disallowing State Board of Education, district boards of education and certain administrators from prohibiting teachers from helping students understand certain information about scientific theories; providing for evaluation of students based on understanding of course materials; prohibiting penalizing of students for holding certain position on scientific theories; prohibiting certain construction; stating intent; directing State Department of Education to provide certain notification; directing superintendents to disseminate certain information; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-121 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the "Scientific Education and Academic Freedom Act" SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-122 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The Oklahoma Legislature finds that an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills they need in order to become intelligent, productive and scientifically informed citizens. The Legislature further finds that the teaching of some scientific concepts including but not limited to premises in the areas of biology, chemistry, meteorology, bioethics and physics can cause controversy, and that some teachers may be unsure of the expectations concerning how they should present information on some subjects such as, but not limited to, biological evolution, the chemical origins of life, global warming and human cloning. B. The State Board of Education, district boards of education, district superintendents and administrators and public school principals and administrators shall endeavor to create an environment within public elementary and secondary schools that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. Educational authorities in this state shall also endeavor to assist teachers to find more effective ways to present the science curriculum where it addresses scientific controversies. Toward this end, teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories pertinent to the course being taught. C. The State Board of Education, a district board of education, district superintendent or administrator or public school principal or administrator shall not prohibit any teacher in a school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories pertinent to the course being taught. D. Students may be evaluated based upon their understanding of course materials, but no student in any public school or institution shall be penalized in any way because the student may subscribe to a particular position on scientific theories. Nothing in this subsection shall be construed to exempt students from learning, understanding and being tested on curriculum as prescribed by state and local education standards. E. The provisions of the Scientific Education and Academic Freedom Act shall only protect the teaching of scientific information and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or nonbeliefs or promote discrimination for or against religion or nonreligion. The intent of the provisions of the act is to create an environment in which both the teacher and students can openly and objectively discuss the facts and observations of science and the assumptions that underlie their interpretation. F. By no later than the start of the 2016-2017 school year, the State Department of Education shall notify all district superintendents of the provisions of the Scientific Education and Academic Freedom Act. Each superintendent shall then disseminate to all employees within the district a copy of the provisions of the act. SECTION 3. This act shall become effective July 1, 2016. SECTION 4. It being immediately necessary for the preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. _________________________________ 2016-01-18_OK_HB3077_shell_bill.txt STATE OF OKLAHOMA 2nd Session of the 55th Legislature (2016) HOUSE BILL 3077 By: Nelson AS INTRODUCED An Act relating to schools; creating the Oklahoma Academic Freedom Act of 2016; providing for noncodification; and providing an effective date. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law not to be codified in the Oklahoma Statutes reads as follows: This act shall be known and may be cited as the "Oklahoma Academic Freedom Act of 2016" SECTION 2. This act shall become effective November 1, 2016. _________________________________ 2016-01-25_SD_SB83_introduced.txt State of South Dakota NINETY-FIRST SESSION LEGISLATIVE ASSEMBLY, 2016 294X0360 SENATE BILL NO. 83 Introduced by: Senators Monroe, Holien, Jensen (Phil), Olson, and Van Gerpen and Representatives Campbell, DiSanto, Heinemann (Leslie), Latterell, Qualm, Stalzer, and Zikmund FOR AN ACT ENTITLED, An Act to protect the teaching of certain scientific information. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF SOUTH DAKOTA: Section 1. That chapter 13-1 be amended by adding a NEW SECTION to read: No teacher may be prohibited from helping students understand, analyze, critique, or review in an objective scientific manner the strengths and weaknesses of scientific information presented in courses being taught which are aligned with the content standards established pursuant to § 13-3-48. Section 2. That chapter 13-1 be amended by adding a NEW SECTION to read: The provisions of this Act only protect the teaching of scientific information and may not be construed to promote any religious or nonreligious doctrine, nor may these provisions be construed to promote discrimination against any religion, religious belief, nonreligion, or nonbelief. _________________________________ 2016-02-01_OK_SB1322_introduced.txt STATE OF OKLAHOMA 2nd Session of the 55th Legislature (2016) SENATE BILL 1322 By: Brecheen AS INTRODUCED An Act relating to school curriculum; creating the Oklahoma Science Education Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the promotion of religious or nonreligious beliefs; providing for certain notification; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the "Oklahoma Science Education Act." SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.13 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. B. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught. C. Neither the State Board of Education, nor any school district board of education, school district superintendent or school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught. D. This section only protects the teaching of scientific information and shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs or promote discrimination for or against religion or non-religion. E. By no later than the start of the 2016-2017 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in the state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. SECTION 3. This act shall become effective July 1, 2016. SECTION 4. It being immediately necessary for the preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. _________________________________ 2016-02-08_MS_HB50_introduced.txt MISSISSIPPI LEGISLATURE 2016 Regular Session To: Education By: Representatives Formby, Carpenter, Currie, Moore House Bill 50 AN ACT TO REQUIRE THE STATE BOARD OF EDUCATION, SCHOOL SUPERINTENDENTS AND OTHER PUBLIC SCHOOL DISTRICT ADMINISTRATORS AND PRINCIPALS TO CREATE AN ENVIRONMENT THAT ENCOURAGES STUDENTS TO EXPLORE SCIENTIFIC QUESTIONS, LEARN ABOUT SCIENTIFIC EVIDENCE AND DEVELOP CRITICAL THINKING SKILLS ABOUT SCIENTIFIC SUBJECTS REQUIRED TO BE TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; TO REQUIRE THESE ENTITIES TO ASSIST TEACHERS IN FINDING EFFECTIVE METHODS OF PRESENTING THE SCIENCE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION AS IT ADDRESSES SCIENTIFIC SUBJECTS THAT MAY CAUSE DEBATE AND DISPUTATION; TO PROHIBIT THESE ENTITIES FROM PROHIBITING TEACHERS FROM HELPING STUDENTS UNDERSTAND, ANALYZE, CRITIQUE AND REVIEW THE SCIENTIFIC STRENGTHS AND WEAKNESSES OF ALL EXISTING SCIENTIFIC THEORIES TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; AND FOR RELATED PURPOSES. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MISSISSIPPI: SECTION 1. (1) (a) The Legislature finds that an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive and scientifically informed citizens. The teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause debate and disputation, including, but not limited to: (i) Biological evolution; (ii) The chemical origins of life; (iii) Global warming; and (iv) Human cloning. Some teachers may be unsure of the expectations concerning how they should present information when debate and disputation occur on these subjects. (b) The State Board of Education, local school boards, public school superintendents of schools, public school administrators and principals and public school teachers shall endeavor to create an environment within public K-12 schools that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education. (c) The State Board of Education, local school boards, public school superintendents and public school administrators and principals shall endeavor to assist teachers to find effective ways to present the science curriculum framework developed by the State Board of Education as it addresses scientific subjects that may cause debate and disputation. Toward this end, teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education. (d) Neither the State Board of Education, nor any local school board, public school superintendent, public school administrator or principal shall prohibit any teacher of a public school system from helping students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of all existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education. (e) This section only protects the teaching of scientific information, and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or promote discrimination for or against religion. SECTION 2. No later than the start of the 2016-2017 school year, the State Department of Education shall notify all public school superintendents of the provisions of this act. Each public school superintendent shall notify all employees within the director's school system of the provisions of this act. SECTION 3. This act shall take effect and be in force from and after its passage. _________________________________ 2016-02-12_ID_SB1321_USE_OF_BIBLE.txt LEGISLATURE OF THE STATE OF IDAHO Sixty-third Legislature Second Regular Session - 2016 IN THE SENATE SENATE BILL NO. 1321 BY EDUCATION COMMITTEE AN ACT RELATING TO PUBLIC SCHOOL INSTRUCTION; REPEALING SECTION 33-1604, IDAHO 3 CODE, RELATING TO BIBLE READING IN THE PUBLIC SCHOOLS; AND AMENDING 4 CHAPTER 16, TITLE 33, IDAHO CODE, BY THE ADDITION OF A NEW SECTION 5 33-1604, IDAHO CODE, TO PROVIDE WHEN THE BIBLE IS PERMITTED TO BE USED IN 6 THE PUBLIC SCHOOLS. Be It Enacted by the Legislature of the State of Idaho: SECTION 1. That Section 33-1604, Idaho Code, be, and the same is hereby repealed. SECTION 2. That Chapter 16, Title 33, Idaho Code, be, and the same is hereby amended by the addition thereto of a NEW SECTION, to be known and designated as Section 33-1604, Idaho Code, and to read as follows: 33-1604. USE OF THE BIBLE IN PUBLIC SCHOOLS. The Bible is expressly permitted to be used in Idaho public schools for reference purposes to further the study of literature, comparative religion, English and foreign languages, United States and world history, comparative government, law, philosophy, ethics, astronomy, biology, geology, world geography, archaeology, music, sociology, and other topics of study where an understanding of the Bible may be useful or relevant. No student will be required to use any religious texts for reference purposes if the student or parents of the student object. _________________________________ 2016-02-17_ID_SB1342_USE_OF_BIBLE.txt LEGISLATURE OF THE STATE OF IDAHO Sixty-third Legislature Second Regular Session - 2016 IN THE SENATE SENATE BILL NO. 1342 BY STATE AFFAIRS COMMITTEE AN ACT RELATING TO PUBLIC SCHOOL INSTRUCTION; REPEALING SECTION 33-1604, IDAHO 3 CODE, RELATING TO BIBLE READING IN THE PUBLIC SCHOOLS; AND AMENDING 4 CHAPTER 16, TITLE 33, IDAHO CODE, BY THE ADDITION OF A NEW SECTION 5 33-1604, IDAHO CODE, TO PROVIDE WHEN THE BIBLE IS PERMITTED TO BE USED IN 6 THE PUBLIC SCHOOLS, WITH EXCEPTIONS. Be It Enacted by the Legislature of the State of Idaho: SECTION 1. That Section 33-1604, Idaho Code, be, and the same is hereby repealed. SECTION 2. That Chapter 16, Title 33, Idaho Code, be, and the same is hereby amended by the addition thereto of a NEW SECTION, to be known and designated as Section 33-1604, Idaho Code, and to read as follows: 33-1604. USE OF THE BIBLE IN PUBLIC SCHOOLS. The Bible is expressly permitted to be used in Idaho public schools for reference purposes to further the study of literature, comparative religion, English and foreign languages, United States and world history, comparative government, law, philosophy, ethics, astronomy, biology, geology, world geography, archaeology, music, sociology, and other topics of study where an understanding of the Bible may be useful or relevant. No student will be required to use any religious texts for reference purposes if the student or parents of the student object. This section shall not be construed to permit religious or doctrinal instruction. _________________________________ 2017-01-11_SD_SB55_introduced.txt State of South Dakota NINETY-SECOND SESSION LEGISLATIVE ASSEMBLY, 2017 933Y0258 SENATE BILL NO. 55 Introduced by: Senators Monroe, Ewing, Jensen (Phil), Nelson, Stalzer, and Wiik and Representatives Campbell, Frye-Mueller, Goodwin, Heinemann, and Howard FOR AN ACT ENTITLED, An Act to protect the teaching of certain scientific information. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF SOUTH DAKOTA: Section 1. That chapter 13-1 be amended by adding a NEW SECTION to read: No teacher may be prohibited from helping students understand, analyze, critique, or review in an objective scientific manner the strengths and weaknesses of scientific information presented in courses being taught which are aligned with the content standards established pursuant to § 13-3-48. _________________________________ 2017-01-19_OK_SB393_introduced.txt STATE OF OKLAHOMA 1st Session of the 56th Legislature (2017) SENATE BILL 393 By: Brecheen AS INTRODUCED An Act relating to school curriculum; creating the Oklahoma Science Education Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the promotion of religious or non-religious beliefs; providing for certain notification; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the "Oklahoma Science Education Act" SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.13 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. B. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught. C. Neither the State Board of Education, nor any school district board of education, school district superintendent or school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught. D. This section only protects the teaching of scientific information and shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs or promote discrimination for or against religion or non-religion. E. By no later than the start of the 2017-2018 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in the state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. SECTION 3. This act shall become effective July 1, 2017. SECTION 4. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. _________________________________ 2017-01-23_IN_SR0017.02_nonbinding_resolution.txt February 24, 2017 SENATE RESOLUTION No. 17 DIGEST OF RESOLUTION A SENATE RESOLUTION urging the Department of Education to reinforce support of teachers who choose to teach a diverse curriculum. Raatz, Kruse January 23, 2017, read first time and referred to Committee on Education and Career Development. February 23, 2017, reported favorably — Do Pass. February 24, 2017 First Regular Session 120th General Assembly (2017) SENATE RESOLUTION No. 17 MADAME PRESIDENT: I offer the following resolution and move its adoption: A SENATE RESOLUTION urging the Department of Education to reinforce support of teachers who choose to teach a diverse curriculum. Whereas, The Indiana General Assembly understands that an important purpose of science education is to inform students about scientific evidence and to help students develop the critical thinking skills they need in order to become intelligent, productive, and scientifically informed citizens; Whereas, The Indiana General Assembly further understands the recommendation by the U.S. Congress, as stated in the report language of the 2001 No Child Left Behind Act, namely, "Where topics are taught that may generate controversy (such as biological evolution), that the curriculum should help students to understand the full range of scientific views that exist, why such topics can generate controversy, and how scientific discoveries can profoundly affect society"; Whereas, The Indiana General Assembly further understands that the ACLU and like organizations agree in principle that any genuinely scientific evidence for or against any explanation of life may be taught; Whereas, The Indiana General Assembly urges in principle the recommendation by U.S. Congress as stated above; Whereas, The Indiana General Assembly understands that neither recommendations, nor endorsements, nor implications by the courts have the force of law, but to avoid legal or other conflicts, teachers should not be intimidated, fired, or restricted from following the recommendation named herein or students penalized for holding differing positions based on the evidence objectively presented, as long as they meet specified curriculum requirements otherwise; Whereas, the Indiana General Assembly understands that neither the specified recommendation nor endorsement extends to the promotion of any religious or non-religious doctrine, or to the promotion or discrimination for or against a particular set of religious beliefs or non-beliefs, or the promotion or discrimination for or against religion or non-religion; and Whereas, The Indiana General Assembly urges the Department of Education to notify all public school system superintendents of the provisions herein that they might disseminate copies to all their employees within their district: Therefore, Be it resolved by the Senate of the General Assembly of the State of Indiana: SECTION 1. That the Indiana Senate urges the Department of Education to reinforce support of teachers who choose to teach a diverse curriculum. SECTION 2. The Secretary of the Senate is hereby directed to transmit a copy of this Resolution to the Indiana Department of Education. COMMITTEE REPORT Madam President: The Senate Committee on Education and Career Development, to which was referred Senate Resolution No. 17, has had the same under consideration and begs leave to report the same back to the Senate with the recommendation that said resolution DO PASS. (Reference is to SR 17 as introduced.) KRUSE, Chairperson Committee Vote: Yeas 7, Nays 3 _________________________________ 2017-02-02_TX_HB1485_introduced.txt By: Swanson H.B. No. 1485 A BILL TO BE ENTITLED AN ACT relating to academic freedom for public school teachers providing science instruction. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: SECTION 1. The legislature finds that: (1) an important purpose of science education is to inform students about scientific evidence and help students develop critical thinking skills necessary to become intelligent, productive, and scientifically informed citizens; (2) the teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause controversy, including climate change, biological evolution, the chemical origins of life, and human cloning; (3) some teachers may be unsure of expectations concerning how to present information when controversy arises concerning a scientific subject; and (4) the protection of a teacher's academic freedom is necessary to enable the teacher to provide effective instruction that serves the purpose stated in Subdivision (1) of this section. SECTION 2. Subchapter A, Chapter 28, Education Code, is amended by adding Section 28.0162 to read as follows: Sec. 28.0162. ACADEMIC FREEDOM FOR TEACHERS. (a) The State Board of Education, school district boards of trustees, and school district administrators, including school principals, shall endeavor to: (1) create an environment within public elementary and secondary schools that encourages students to: (A) explore scientific questions; (B) learn about scientific evidence; (C) develop critical thinking skills; and (D) respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education; and (2) assist teachers in finding effective ways to present scientific subjects required to be taught under the curriculum framework developed by the State Board of Education that may cause controversy. (b) The State Board of Education, a school district board of trustees, or a school district administrator, including a school principal, may not prohibit a teacher from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of existing scientific theories included in a course taught in accordance with the curriculum framework developed by the State Board of Education. (c) This section applies only to teaching scientific subjects included within the curriculum framework developed by the State Board of Education. This section may not be construed to promote: (1) any religious or nonreligious doctrine; or (2) discrimination for or against religion or irreligion or a particular set of religious beliefs or nonbeliefs. SECTION 3. (a) Not later than August 1, 2017, the Texas Education Agency shall notify the State Board of Education and the board of trustees and superintendent of each school district in this state of the provisions of this Act. (b) Not later than August 15, 2017, each superintendent shall notify each district administrator, including a school principal, and district teacher of the provisions of this Act. SECTION 4. This Act applies beginning with the 2017-2018 school year. SECTION 5. This Act takes effect immediately if it receives a vote of two-thirds of all the members elected to each house, as provided by Section 39, Article III, Texas Constitution. If this Act does not receive the vote necessary for immediate effect, this Act takes effect September 1, 2017. _________________________________ 2017-02-23_AL_HJR78_nonbinding_resolution.txt HJR78 181658-1 By Representatives Butler, Mooney, Farley, Standridge, Moore (B), Rich, Ledbetter, Brown, Wingo, Drake, Clouse, Greer, Gaston, Faust, Ainsworth, Whorton (I), Wood, Wilcox, Patterson, Pettus, Ball, Williams (P), Fridy, South, Treadaway, Sessions, Weaver, Blackshear and Shedd RFD: Rules First Read: 23-FEB-17 URGING TEACHER ACADEMIC FREEDOM REGARDING SCIENTIFIC EVIDENCE SUBJECTS. WHEREAS, an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive, and scientifically informed citizens; and WHEREAS, the teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause controversy including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning; and WHEREAS, some teachers may be unsure of the expectation concerning how they should present information when controversy occurs on such subjects; now therefore, BE IT RESOLVED BY THE LEGISLATURE OF ALABAMA, BOTH HOUSES THEREOF CONCURRING, That we strongly urge: (a) The State Board of Education, public elementary and secondary school governing authorities, directors of schools, school system administrators, and public elementary and secondary school principals and administrators and teachers should endeavor to create an environment within public elementary and secondary schools that encourages students to explore scientific questions, develop critical thinking skills, analyze the scientific strengths and weaknesses of scientific explanations, and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education. (b) The State Board of Education, public elementary or secondary school governing authorities, directors of schools, school system administrators, and public elementary or secondary school principals and administrators should refrain from prohibiting any teacher in a public school system of this state from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education. BE IT FURTHER RESOLVED, That this resolution is intended to support the teaching of scientific information and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs, or promote discrimination for or against religion or non-religion. _________________________________ 2017-03-01_IA_HF480_introduced.txt House File 480 - Introduced HOUSE FILE 480 BY WHEELER, SHEETS, WATTS, R. TAYLOR, SALMON, GASSMAN, and BAXTER A BILL FOR An Act relating to science education in school districts. BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA: TLSB 1713YH (7) 87 kh/sc H.F. 480 Section 1. NEW SECTION. 279.54 Science education. 1. The board of directors of each school district shall authorize and assist teachers, principals, and other school administrators to create and foster an environment within the school district’s elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories. If a teacher provides instruction relating to evolution, the origins of life, global warming, or human cloning, the teacher shall include opposing points of view or beliefs relating to the instruction. 2. A teacher employed by the school district shall use textbooks adopted by the school district, but may supplement the information in those textbooks with other instructional materials, including other textbooks, as permitted by the board of directors of the school district, to help students understand, analyze, critique, and review scientific theories in an objective manner. 3. This section shall not be construed to promote any religious doctrine, promote discrimination for or against a particular set of religious beliefs, or promote discrimination for or against religion or nonreligion. EXPLANATION The inclusion of this explanation does not constitute agreement with the explanation’s substance by the members of the general assembly. This bill creates new Code section 279.54 directing the board of directors of each school district to authorize and assist the district’s teachers and administrators to create and foster an environment within the district’s elementary and secondary schools that promotes critical thinking skills, logical analysis, and open and objective discussion of scientific theories. If a teacher provides instruction relating to evolution, the origins of life, global warming, or human cloning, the teacher must include opposing points of view or beliefs relating to the instruction. LSB 1713YH (7) 87 kh/sc H.F. 480 A teacher shall use textbooks adopted by the school district, but may supplement the information in those textbooks with other instructional materials, as permitted by the board of directors of the school district. The bill provides that new Code section 279.54 shall not be construed to promote any religious doctrine, promote discrimination for or against a particular set of religious beliefs, or promote discrimination for or against religion or nonreligion. _________________________________ 2017-03-06_AR_HB2050_shell_bill.txt State of Arkansas 91st General Assembly A Bill Regular Session, 2017 HOUSE BILL 2050 By: Representative Bentley For An Act To Be Entitled AN ACT TO AMEND THE ARKANSAS CODE TO ALLOW PUBLIC SCHOOL TEACHERS TO TEACH CREATIONISM AND INTELLIGENT DESIGN AS THEORIES ALONGSIDE THE TEACHING OF THE ORIGINS OF THE EARTH AND THE THEORY OF EVOLUTION; AND FOR OTHER PURPOSES. Subtitle TO AMEND THE ARKANSAS CODE TO ALLOW PUBLIC SCHOOL TEACHERS TO TEACH CREATIONISM AND INTELLIGENT DESIGN AS THEORIES ALONGSIDE THE TEACHING OF THE ORIGINS OF THE EARTH AND THE THEORY OF EVOLUTION. BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: SECTION 1. The purpose of this act is to amend the Arkansas Code to allow public school teachers to teach creationism and intelligent design as theories alongside the teaching of the origins of the earth and the theory of evolution. _________________________________ 2017-05-02_AL_HJR78_nonbinding_resolution_ENROLLED.txt HJR78 181658-2 By Representatives Butler, Mooney, Farley, Standridge, Moore (B), Rich, Ledbetter, Brown, Wingo, Drake, Clouse, Greer, Gaston, Faust, Ainsworth, Whorton (I), Wood, Wilcox, Patterson, Pettus, Ball, Williams (P), Fridy, South, Treadaway, Sessions, Weaver, Blackshear and Shedd RFD: Rules First Read: 23-FEB-17 HJR78 ENROLLED, House Joint Resolution, URGING TEACHER ACADEMIC FREEDOM REGARDING SCIENTIFIC EVIDENCE SUBJECTS. WHEREAS, an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive, and scientifically informed citizens; and WHEREAS, the teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause controversy including, but not limited to, biological evolution, the chemical origins of life, global warming, and human cloning; and WHEREAS, some teachers may be unsure of the expectation concerning how they should present information when controversy occurs on such subjects; now therefore, BE IT RESOLVED BY THE LEGISLATURE OF ALABAMA, BOTH HOUSES THEREOF CONCURRING, That we strongly urge: (a) The State Board of Education, public elementary and secondary school governing authorities, directors of schools, school system administrators, and public elementary and secondary school principals and administrators and teachers should endeavor to create an environment within public elementary and secondary schools that encourages students to explore scientific questions, develop critical thinking skills, analyze the scientific strengths and weaknesses of scientific explanations, and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education. (b) The State Board of Education, public elementary or secondary school governing authorities, directors of schools, school system administrators, and public elementary or secondary school principals and administrators should refrain from prohibiting any teacher in a public school system of this state from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education. BE IT FURTHER RESOLVED, That this resolution is intended to support the teaching of scientific information and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs, or promote discrimination for or against religion or non-religion. Speaker of the House of Representatives President and Presiding Officer of the Senate House of Representatives I hereby certify that the within Act originated in and was adopted by the House 06-APR-17. Jeff Woodard Clerk Senate 02-MAY-17 Adopted _________________________________ 2017-11-17_FL_SB966_introduced.txt Florida Senate - 2018 SB 966 By Senator Baxley 12-00763-18 2018966__ A bill to be entitled An act relating to educational standards for K-12 public schools; amending s. 1003.41, F.S.; revising the Next Generation Sunshine State Standards; providing that such standards are the minimum baseline core content standards for K-12 public schools; requiring each school district to adopt standards equivalent to or better than these standards; revising the content requirements for such standards; amending s. 1006.283, F.S.; revising the requirements for instructional materials that a district school superintendent annually certifies; amending s. 1000.21, F.S.; conforming a provision to changes made by the act; providing an effective date. Be It Enacted by the Legislature of the State of Florida: Section 1. Subsections (1) and (2) of section 1003.41, Florida Statutes, are amended to read: 1003.41 Next Generation Sunshine State Standards.— (1) Next Generation Sunshine State Standards establish the minimum baseline standards for core content of the curricula to be taught in the state and specify the core knowledge and skills that K-12 public school students are expected to acquire. The standards adopted by each school district must meet all of the following requirements: (a) Be equivalent to or more rigorous than the Next Generation Sunshine State Standards, or courses offered in the district for the International Baccalaureate program. Instructional materials adopted pursuant to these standards must be consistent with school district goals and objectives and the course descriptions established in rule by the State Board of Education. (b) Be rigorous and relevant and provide for the logical, sequential progression of core curricular content that incrementally increases a student’s core knowledge. Curricular content for all subjects must integrate knowledge-based learning, critical-thinking, and problem-solving; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology literacy skills; information and media-literacy skills; and the demonstrable, in-depth understanding of the founding values and principles of the United States as required by s. 1003.42. (c) Include distinct grade-level expectations for the core knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 8. The standards for grades 9 through 12 may be organized by grade clusters of more than one grade level except as otherwise provided for visual and performing arts, physical education, health, and foreign language standards. (2) Whether a school district chooses to adopt the Next Generation Sunshine State Standards or standards that are more rigorous than these minimum state standards, all such standards must meet the following requirements: (a) English Language Arts standards must establish specific curricular content for, at a minimum, reading, writing, speaking and listening, and language which significantly improves student outcomes. (b) Science standards must establish specific curricular content for, at a minimum, the nature of science, earth and space science, physical science, and life science. Controversial theories and concepts must be taught in a factual, objective, and balanced manner. (c) Mathematics standards must establish specific curricular content for, at a minimum, algebra, geometry, statistics and probability, number and quantity, functions, and modeling. (d) Social Studies standards must establish specific curricular content for, at a minimum, geography, United States and world history, government, civics, humanities, and economics, including financial literacy. Financial literacy includes the knowledge, understanding, skills, behaviors, attitudes, and values that will enable a student to make responsible and effective financial decisions on a daily basis. Government and civics content must strictly adhere to the founding values and principles of the United States as required under s. 1003.42. Financial literacy instruction must be an integral part of instruction throughout the entire economics course to include the study of at least Keynesian and Hayekian economic theories, in addition to understanding the basics of earning income; buying goods and services; saving and financial investing; taxes; the use of credit and credit cards; budgeting and debt management, including student loans and secured loans; banking and financial services; planning for one’s financial future, including higher education and career planning; credit reports and scores; and fraud and identity theft prevention. (e) Visual and performing arts, physical education, health, and foreign language standards must establish specific curricular content and include distinct grade level expectations for the core content knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 5. The standards for grades 6 through 12 may be organized by grade clusters of more than one grade level. Section 2. Subsection (4) of section 1006.283, Florida Statutes, is amended to read: 1006.283 District school board instructional materials review process.— (4) Instructional materials that have been reviewed by the district instructional materials reviewers and approved must have been determined to align with all applicable state standards pursuant to s. 1003.41 and the requirements in s. 1006.31. The district school superintendent shall annually certify to the department that all instructional materials for core courses used by the district are aligned with all applicable state standards, including those that are equivalent to or more rigorous than the applicable state standards or are aligned with courses offered in the district for the International Baccalaureate program; and have been reviewed, selected, and adopted by the district school board in accordance with the school board hearing and public meeting requirements of this section. Section 3. Subsection (7) of section 1000.21, Florida Statutes, is amended to read: 1000.21 Systemwide definitions.—As used in the Florida K-20 Education Code: (7) “Next Generation Sunshine State Standards” means the state’s minimum baseline public K-12 curricular standards adopted under s. 1003.41. Section 4. This act shall take effect July 1, 2018. _________________________________ 2017-11-28_FL_HB825_introduced.txt FLORIDA HOUSE OF REPRESENTATIVES HB 825 2018 A bill to be entitled An act relating to educational standards for K-12 public schools; amending s. 1003.41, F.S.; revising the Next Generation Sunshine State Standards; providing that such standards are the minimum baseline core content standards for K-12 public schools; requiring each school district to adopt standards equivalent to or better than these standards; revising the content requirements for such standards; amending s. 1006.283, F.S.; revising the requirements for instructional materials that a district school superintendent annually certifies; amending s. 1000.21, F.S.; conforming a provision to changes made by the act; providing an effective date. Be It Enacted by the Legislature of the State of Florida: Section 1. Subsections (1) and (2) of section 1003.41, Florida Statutes, are amended to read: 1003.41 Next Generation Sunshine State Standards.— (1) Next Generation Sunshine State Standards establish the minimum baseline standards for core content of the curricula to be taught in the state and specify the core content knowledge and skills that K-12 public school students are expected to acquire. The standards adopted by each school district must meet all of the following requirements: (a) Be equivalent to or more rigorous than the Next Generation Sunshine State Standards, or courses offered in the district for the International Baccalaureate Program. Instructional materials adopted pursuant to these standards must be consistent with school district goals and objectives and the course descriptions established in rule by the State Board of Education. (b) Be rigorous and relevant and provide for the logical, sequential progression of core curricular content that incrementally increases a student's core knowledge. Curricular content for all subjects must integrate knowledge-based learning, critical- thinking, and problem-solving; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and the demonstrable, in-depth understanding of the founding values and principles of the United States as required by s. 1003.42. (c) Include distinct grade-level expectations for the core knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 8. The standards for grades 9 through 12 may be organized by grade clusters of more than one grade level except as otherwise provided for visual and performing arts, physical education, health, and foreign language standards. (2) Whether a school district chooses to adopt the Next Generation Sunshine State Standards or standards that are more rigorous than these minimum state standards, all such standards must meet the following requirements: (a) English Language Arts standards must establish specific curricular content for, at a minimum, reading, writing, speaking and listening, and language which significantly improves student outcomes. (b) Science standards must establish specific curricular content for, at a minimum, the nature of science, earth and space science, physical science, and life science. Controversial theories and concepts must be taught in a factual, objective, and balanced manner. (c) Mathematics standards must establish specific curricular content for, at a minimum, algebra, geometry, statistics and probability, number and quantity, functions, and modeling. (d) Social Studies standards must establish specific curricular content for, at a minimum, geography, United States and world history, government, civics, humanities, and economics, including financial literacy. Financial literacy includes the knowledge, understanding, skills, behaviors, attitudes, and values that will enable a student to make responsible and effective financial decisions on a daily basis. Government and civics content must strictly adhere to the founding values and principles of the United States as required under s. 1003.42. Financial literacy instruction must be an integral part of instruction throughout the entire economics course to include the study of at least Keynesian and Hayekian economic theories, in addition to understanding the basics of earning income; buying goods and services; saving and financial investing; taxes; the use of credit and credit cards; budgeting and debt management, including student loans and secured loans; banking and financial services; planning for one's financial future, including higher education and career planning; credit reports and scores; and fraud and identity theft prevention. (e) Visual and performing arts, physical education, health, and foreign language standards must establish specific curricular content and include distinct grade level expectations for the core content knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 5. The standards for grades 6 through 12 may be organized by grade clusters of more than one grade level. Section 2. Subsection (4) of section 1006.283, Florida Statutes, is amended to read: 1006.283 District school board instructional materials review process.— (4) Instructional materials that have been reviewed by the district instructional materials reviewers and approved must have been determined to align with all applicable state standards pursuant to s. 1003.41 and the requirements in s. 1006.31. The district school superintendent shall annually certify to the department that all instructional materials for core courses used by the district are aligned with all applicable state standards, including those that are equivalent to or more rigorous than the applicable state standards or are aligned with courses offered in the district for the International Baccalaureate Program, and have been reviewed, selected, and adopted by the district school board in accordance with the school board hearing and public meeting requirements of this section. Section 3. Subsection (7) of section 1000.21, Florida Statutes, is amended to read: 1000.21 Systemwide definitions.—As used in the Florida K- 20 Education Code: (7) "Next Generation Sunshine State Standards" means the state's minimum baseline public K-12 curricular standards adopted under s. 1003.41. Section 4. This act shall take effect July 1, 2018. _________________________________ 2018-01-18_AL_HB258_Introduced.txt HB258 188434-1 By Representative Hurst RFD: Education Policy First Read: 18-JAN-18 SYNOPSIS: This bill would enable public school teachers who teach kindergarten through 12th grade to include, as a portion of instruction regarding the scientific origins of man and the Earth, instruction regarding the Biblical theory of creation, so long as evolution is also taught. This bill would further allow any teacher who desires to instruct students regarding the Biblical theory of creation to read passages from the Bible in class which he or she deems necessary to propel the instruction forward. This bill would allow a student receiving instruction on both the Biblical theory of creation and evolution to make a determination as to which theory to accept. A student would be permitted credit on course exams if he or she chooses to adhere to the Biblical theory of creation instead of evolution and then answers exam questions according to that system of belief. Relating to education; to permit the teaching of the Biblical theory of creation in public K-12 schools under certain conditions. BE IT ENACTED BY THE LEGISLATURE OF ALABAMA: Section 1. (a) In any public K-12 school instruction concerning the theories of the creation of man and the Earth, and which involves the theory commonly known as evolution, any teacher may include as a portion of instruction the theory of creation as presented in the Bible, and may read passages in the Bible as deemed necessary for instruction on the theory of creation, thereby affording students a choice as to which theory to accept. (b) For those students receiving instruction as described in subsection (a), and who accept the Bible theory of creation, credit shall be permitted on any examination in which the student provides a response in adherence to the theory, provided the response is correct according to the instruction received. (c) A teacher in a public K-12 school may not stress any particular denominational religious belief. Section 2. This act shall become effective on the first day of the third month following its passage and approval by the Governor, or its otherwise becoming law. _________________________________ 2018-03-20_LA_SR33_ORIGINAL.txt SLS 18RS-745 ORIGINAL 2018 Regular Session SENATE RESOLUTION NO. 33 BY SENATOR MILKOVICH COMMENDATIONS. Commends former Louisiana state Senator Bill Keith upon his support and endorsement of teaching creationism in public schools. A RESOLUTION To commend former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. WHEREAS, Bill Keith served as a Louisiana state senator from 1980 until the expiration of his term in 1984, representing District Thirty-nine in Caddo Parish; and WHEREAS, born in 1934 in Oklahoma, Bill Keith was a journalist who worked for the now defunct Shreveport Journal as an investigative reporter; and WHEREAS, upon being elected to the Louisiana Senate as a resident of Mooringsport, Louisiana, in Caddo Parish, Bill Keith, a Democrat, was a particular proponent of a state law requiring balanced treatment in the instruction of creationism and evolution in public schools; and WHEREAS, Mr. Keith received national attention for legislation he introduced which required equal emphasis in public school science instruction to creation science and to evolution; and WHEREAS, Bill Keith recalled that his interest in the matter developed in 1978 when his then thirteen year old son came home from school to report that a teacher had ridiculed the teen's belief in God as the creator of human life; and WHEREAS, the bill passed both houses of the legislature, was signed by then Governor David Treen, and was entitled the "Balanced Treatment for Creation-Science and Evolution-Science Act;" and WHEREAS, the act required that scientific evidence for creation-science, the view of abrupt appearance of organisms in the fossil records, whenever related material on evolution was presented in science class instruction; and WHEREAS, Senator Keith's legislation did not require or allow instruction in any religious doctrine; and WHEREAS, Keith's legislation was subsequently overruled by the United States Supreme Court in a 1987 decision in Edwards v. Aguillard with the court holding that the law was specifically intended to advance a particular religious doctrine; and WHEREAS, in 1983 Senator Keith was defeated for a second term for the District Thirty-nine seat by Democrat and owner of J. S. Williams Funeral Home and insurance companies, Gregory Tarver; and WHEREAS, Mr. Keith left Louisiana shortly after his term ended and moved to east Texas where he published a weekly newspaper in Marshall, Texas, and he began his career as a writer of fiction and nonfiction, including his 2009 book "The Commissioner: A True Story of Deceit, Dishonor, and Death", a study of Shreveport Public Safety Commissioner George W. D'Artois who held office in the city until his death in 1977. THEREFORE, BE IT RESOLVED that the Senate of the Legislature of Louisiana does hereby commend former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. BE IT FURTHER RESOLVED that a copy of this Resolution be transmitted to Bill Keith of Longview, Texas. The original instrument and the following digest, which constitutes no part of the legislative instrument, were prepared by Mary Dozier O'Brien. DIGEST SR 33 Original 2018 Regular Session Milkovich Commends former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. _________________________________ 2018-05-29_LA_SCR17_nonbinding_resolution_ORIGINAL.txt SLS 182ES-49 ORIGINAL 2018 Second Extraordinary Session SENATE CONCURRENT RESOLUTION NO. 17 BY SENATOR MILKOVICH COMMENDATIONS. Commends former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. A CONCURRENT RESOLUTION To commend former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. WHEREAS, Bill Keith served as a Louisiana state senator from 1980 until the expiration of his term in 1984, representing District Thirty-nine in Caddo Parish; and WHEREAS, born in 1934 in Oklahoma, Bill Keith was a journalist who worked for the now defunct Shreveport Journal as an investigative reporter; and WHEREAS, upon being elected to the Louisiana Senate as a resident of Mooringsport, Louisiana, in Caddo Parish, Bill Keith, a democrat, was a particular proponent of a state law requiring balanced treatment in the instruction of creationism and evolution in public schools; and WHEREAS, Mr. Keith received national attention for legislation he introduced which required equal emphasis in public school science instruction to creation science and to evolution; and WHEREAS, Bill Keith recalled that his interest in the matter developed in 1978 when his then thirteen year old son came home from school to report that a teacher had ridiculed the teen's belief in God as the creator of human life; and WHEREAS, the bill passed both houses of the legislature, was signed by then Governor David Treen, and was entitled the "Balanced Treatment for Creation-Science and Evolution-Science Act"; and WHEREAS, the act required that scientific evidence for creation-science, the view of abrupt appearance of organisms in the fossil records, whenever related material on evolution was presented in science class instruction; and WHEREAS, throughout his legislative career, Bill Keith courageously advocated for the view that the Biblical belief that God created the entire world and human life should be taught in Louisiana's schools; and WHEREAS, Mr. Keith left Louisiana shortly after his term ended and moved to east Texas where he published a weekly newspaper in Marshall, Texas, and he began his career as a writer of fiction and nonfiction, including his 2009 book The Commissioner: A True Story of Deceit, Dishonor, and Death, a study of Shreveport Public Safety Commissioner George W. D'Artois who held office in the city for decades until his death in 1977; and WHEREAS, Bill Keith bravely argued that a belief in the God of the Bible and the message of redemption offered through Christ should not be withheld from the school children of Louisiana and the United States, as these beliefs are foundational for a just and moral society in this generation and the generations to come. THEREFORE, BE IT RESOLVED that the Legislature of Louisiana does hereby commend former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. BE IT FURTHER RESOLVED that a copy of this Resolution be transmitted to Bill Keith of Longview, Texas. The original instrument and the following digest, which constitutes no part of the legislative instrument, were prepared by Mary Dozier O'Brien. DIGEST SCR 17 Original 2018 Second Extraordinary Session Milkovich Commends former Louisiana state Senator Bill Keith on his support and endorsement of teaching creationism in the public schools. _________________________________ 2018-11-30_OK_SB14_introduced.txt STATE OF OKLAHOMA 1st Session of the 57th Legislature (2019) SENATE BILL 14 By: Bullard AS INTRODUCED An Act relating to school curriculum; creating the Oklahoma Science Education Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the advancement or inhibition of religious doctrine; providing for certain notification; providing for certain immunity from liability; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the "Oklahoma Science Education Act" SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.13 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. B. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught. C. Neither the State Board of Education, nor any school district board of education, school district superintendent nor school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught. D. This section only protects the teaching of scientific information and shall not be construed to advance or inhibit any religious doctrine, promote discrimination for or against a particular set of religious beliefs or nonbeliefs or promote discrimination for or against religion or nonreligion. E. By no later than the start of the 2019-2020 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in the state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. F. A teacher as defined in Title 70 of the Oklahoma Statutes who complies with the provisions of this act shall be granted immunity from civil liability or termination of employment for acts described in subsection B of this section. SECTION 3. This act shall become effective July 1, 2019. SECTION 4. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. _________________________________ 2019-01-10_IN_SB373_introduced.txt Introduced Version SENATE BILL No. 373 DIGEST OF INTRODUCED BILL Citations Affected: IC 20-30; IC 20-33. Synopsis: Education matters. Provides that each school corporation and charter school shall place a durable poster or framed picture representing: (1) the national motto of the United States, "In God We Trust"; (2) an accurate representation of the United States flag; and (3) an accurate representation of the Indiana state flag; in each school library and classroom within the school corporation or charter school. Provides that the poster or framed picture may be acquired as follows: (1) Donated to the school corporation or charter school. (2) Purchased with funds made available to the school corporation or charter school through voluntary contributions. (3) Purchased directly by the school corporation or charter school. Specifies the size requirements for the poster or framed picture and the national motto and flags of the United States and state of Indiana. Provides that each school corporation that offers as an elective in the school corporation's high school curriculum a course surveying religions of the world (survey course) may also include as part of the survey course's curriculum the study of the Bible. Provides that the governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science. Provides that a public secondary school student may receive not more than two elective academic credits for released time religious instruction classes if: (1) the governing body of the school corporation adopts a policy that allows the awarding of credit; and (2) certain conditions are met. Specifies that the liberty of parents to direct the education of their child is a fundamental right. Prohibits a public school, including a charter school, an accredited nonpublic school, an (Continued next page) Effective: July, 2019. Kruse January 10, 2019, read first time and referred to Committee on Education and Career Development. Digest Continued eligible school, and a nonaccredited nonpublic school (school) from infringing on that right without demonstrating that the school's interest as applied to the person is of the highest order and not otherwise served. Establishes the application of these provisions to resolutions of a school's governing body. Introduced First Regular Session of the 121st General Assembly (2019) SENATE BILL No. 373 A BILL FOR AN ACT to amend the Indiana Code concerning education. Be it enacted by the General Assembly of the State of Indiana: SECTION 1. IC 20-30-3-5 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2019]: Sec. 5. (a) Subject to subsection (b), each school corporation and charter school shall place a durable poster or framed picture representing: (1) the national motto of the United States, "In God We Trust"; and (2) an accurate representation of the: (A) United States flag; and (B) Indiana state flag; which shall be positioned under the national motto described in subdivision (1); in each school library and classroom within the school corporation or charter school. (b) The durable poster or framed picture described in subsection (a) must be at least eleven (11) inches in height by seventeen (17) inches in width. The dimensions of the national motto, United States flag, and Indiana state flag described in subsection (a) must be as follows: (1) The national motto described in subsection (a)(1) must be at least four (4) inches in height by fifteen (15) inches in width and include print large enough to fill the dimensions established by this subdivision. (2) Each of the flags described in subsection (a)(2) must be at least five (5) inches in height by five (5) inches in width. (c) The durable poster or framed picture described in subsection (a) may be acquired as follows: (1) Donated to the school corporation or charter school. (2) Purchased with funds made available to the school corporation or charter school through voluntary contributions. (3) Purchased directly by the school corporation or charter school. SECTION 2. IC 20-30-6.1-1, AS ADDED BY P.L.220-2017, SECTION 1, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2019]: Sec. 1. (a) Each school corporation may include as an elective in the school corporation's high school curriculum a course surveying religions of the world. The course must include as part of the course's curriculum: (1) the historical study of religion; (2) the cultural study of religion; and (3) a literary study of writings, documents, or records relating to various religions, including the study of the Bible. (b) The curriculum described in subsection (a) must be neutral, objective, and balanced. It may not encourage or promote acceptance of any particular religion. SECTION 3. IC 20-30-6.1-3 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2019]: Sec. 3. The governing body of a school corporation may require the teaching of various theories concerning the origin of life, including creation science, within the school corporation. SECTION 4. IC 20-33-2-19, AS ADDED BY P.L.1-2005, SECTION 17, IS AMENDED TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2019]: Sec. 19. (a) When the parent of a student who is enrolled in a public school makes a written request, the principal may allow the student to attend a school for religious instruction that is conducted by a church, an association of churches, or an association that is organized for religious instruction and incorporated under Indiana law. (b) If a principal grants permission under subsection (a), the principal shall specify a period or periods, not to exceed one hundred twenty (120) minutes in total in any week, for the student to receive religious instruction. The permission is valid only for the year in which it is granted. Decisions made by a principal under this section may be reviewed by the superintendent. (c) A school for religious instruction that receives students under this section: (1) shall maintain attendance records and allow inspection of these records by attendance officers; and (2) may not be supported, in whole or in part, by public funds. (d) A student who attends a school for religious instruction under this section shall receive the same attendance credit that the student would receive for attendance in the public schools for the same length of time. (e) A public secondary school may award academic credit to a student who attends religious instruction under this section if the governing body of the school corporation adopts a policy that allows the awarding of credit. A policy adopted under this subsection must provide the following: (1) Classes in religious instruction are evaluated on the basis of purely secular criteria in substantially the same manner as similar classes taken by a student at a nonpublic secondary school who transfers to a public secondary school are evaluated to determine whether the student receives transfer credit for the classes. Secular criteria may include the following in addition to other secular criteria established by the governing body: (A) The number of hours of classroom instructional time. (B) A review of the course syllabus that reflects the course requirements and materials. (C) Methods of assessment used in the course. (D) Whether the course is taught by a licensed teacher. (2) The decision of whether to award academic credit is neutral as to, and does not involve any test for, religious content or denominational affiliation. A student may be awarded a total of not more than two (2) elective academic credits under this subsection. SECTION 5. IC 20-33-13 IS ADDED TO THE INDIANA CODE AS A NEW CHAPTER TO READ AS FOLLOWS [EFFECTIVE JULY 1, 2019]: Chapter 13. Parental Rights Protected Sec. 1. This chapter applies to any resolution of a governing body (or the equivalent for a charter school or a nonpublic school described in section 2(2) through 2(4) of this chapter) and the implementation of that resolution, whether enacted, adopted, or effective before, on, or after July 1, 2019. Sec. 2. As used in this chapter, "school" refers to any of the following: (1) A public school, including a charter school. (2) An accredited nonpublic school. (3) An eligible school (as defined in IC 20-51-1-4.7). (4) A nonaccredited nonpublic school. Sec. 3. The liberty of a parent to direct the education of the parent's child is a fundamental right. Sec. 4. A school may not infringe on the right described under section 3 of this chapter without demonstrating that the school's interest as applied to the person is of the highest order and not otherwise served. Sec. 5. A statute enacted after July 1, 2019, is subject to this chapter. _________________________________ 2019-01-14_FL_SB330_introduced.txt Florida Senate - 2019 SB 330 By Senator Baxley A bill to be entitled An act relating to educational standards for K-12 public schools; amending s. 1003.41, F.S.; revising the Next Generation Sunshine State Standards; providing that such standards are the minimum baseline core content standards for K-12 public schools; requiring each school district to adopt standards equivalent to or more rigorous than these standards; revising the content requirements for such standards; amending s. 1006.283, F.S.; revising the requirements for instructional materials that a district school superintendent annually certifies; amending s. 1000.21, F.S.; conforming a provision to changes made by the act; providing an effective date. Be It Enacted by the Legislature of the State of Florida: Section 1. Subsections (1) and (2) of section 1003.41, Florida Statutes, are amended to read: 1003.41 Next Generation Sunshine State Standards. (1) Next Generation Sunshine State Standards establish the minimum baseline standards for core content of the curricula to be taught in the state and specify the core content knowledge and skills that K-12 public school students are expected to acquire. The standards adopted by each school district must meet all of the following requirements: (a) Be equivalent to or more rigorous than the Next Generation Sunshine State Standards or the standards established for courses offered in the district for the International Baccalaureate program. Instructional materials adopted pursuant to these standards must be consistent with school district goals and objectives and the course descriptions established in rule by the State Board of Education. (b) Be rigorous and relevant and provide for the logical, sequential progression of core curricular content that incrementally increases a student’s core knowledge. Curricular content for all subjects must integrate knowledge-based learning, critical-thinking, and problem-solving; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology- literacy skills; information and media-literacy skills; and the demonstrable, deep understanding of the founding values and principles of the United States in accordance with s. 1003.42. (c) Include distinct grade-level expectations for the core knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 8. The standards for grades 9 through 12 may be organized by grade clusters of more than one grade level except as otherwise provided for visual and performing arts, physical education, health, and foreign language standards. (2) Regardless of whether a school district chooses to adopt the Next Generation Sunshine State Standards or standards that are more rigorous than these minimum state standards, all such standards must meet the following requirements: (a) English Language Arts standards must establish specific curricular content for, at a minimum, reading, writing, speaking and listening, and language which significantly improves student outcomes. (b) Science standards must establish specific curricular content for, at a minimum, the nature of science, earth and space science, physical science, and life science. Controversial theories and concepts shall be taught in a factual, objective, and balanced manner. (c) Mathematics standards must establish specific curricular content for, at a minimum, algebra, geometry, statistics and probability, number and quantity, functions, and modeling. (d) Social Studies standards must establish specific curricular content for, at a minimum, geography, United States and world history, government, civics, humanities, and economics, including financial literacy. Financial literacy includes the knowledge, understanding, skills, behaviors, attitudes, and values that will enable a student to make responsible and effective financial decisions on a daily basis. Government and civics content shall strictly adhere to the founding values and principles of the United States in accordance with s. 1003.42. Financial literacy instruction must shall be an integral part of instruction throughout the entire economics course and include the study of at least Keynesian and Hayekian economic theories, in addition to understanding the basics of earning income; buying goods and services; saving and financial investing; taxes; the use of credit and credit cards; budgeting and debt management, including student loans and secured loans; banking and financial services; planning for one’s financial future, including higher education and career planning; credit reports and scores; and fraud and identity theft prevention. (e) Visual and performing arts, physical education, health, and foreign language standards must establish specific curricular content and include distinct grade level expectations for the core content knowledge and skills that a student is expected to have acquired by each individual grade level from kindergarten through grade 5. The standards for grades 6 through 12 may be organized by grade clusters of more than one grade level. Section 2. Subsection (4) of section 1006.283, Florida Statutes, is amended to read: 1006.283 District school board instructional materials review process.— (4) Instructional materials that have been reviewed by the district instructional materials reviewers and approved must have been determined to align with all applicable state standards pursuant to s. 1003.41 and the requirements in s. 1006.31. The district school superintendent shall annually certify to the department that all instructional materials for core courses used by the district are aligned with, or are more rigorous than, all applicable state standards, as provided in s. 1003.41, and have been reviewed, selected, and adopted by the district school board in accordance with the school board hearing and public meeting requirements of this section. Section 3. Subsection (7) of section 1000.21, Florida Statutes, is amended to read: 1000.21 Systemwide definitions.—As used in the Florida K-20 Education Code: (7) “Next Generation Sunshine State Standards” means the state’s minimum baseline public K-12 curricular standards adopted under s. 1003.41. Section 4. This act shall take effect July 1, 2019. _________________________________ 2019-01-14_ND_HB1538_introduced.txt HOUSE BILL NO. 1538 Sixty-sixth Legislative Assembly of North Dakota Introduced by Representatives Hoverson, Johnston, K. Koppelman, Paulson, Simons A BILL for an Act to create and enact a new section to chapter 15.1-21 of the North Dakota Century Code, relating to the freedom to teach students the strengths and weaknesses of scientific theories and controversies. BE IT ENACTED BY THE LEGISLATIVE ASSEMBLY OF NORTH DAKOTA: SECTION 1. A new section to chapter 15.1-21 of the North Dakota Century Code is created and enacted as follows: Freedom to teach strengths and weaknesses of scientific theories and controversies. The state board of public school education, superintendent of public instruction, board of a school district, each public school, administrators, teachers, and ancillary staff: 1. May encourage students to explore scientific questions, learn about scientific evidence, and develop critical thinking skills regarding controversial issues; 2. May help students understand, analyze, critique, and review the scientific strengths and weaknesses of existing scientific theories and controversies; and 3. May not prohibit teachers from helping students understand, analyze, critique, and review the scientific strengths and weaknesses of existing scientific theories and controversies. _________________________________ 2019-01-30_SD_HB1270_introduced.txt State of South Dakota NINETY-FOURTH SESSION LEGISLATIVE ASSEMBLY, 2019 794B0457 HOUSE BILL NO. 1270 Introduced by: Representatives Randolph, Dennert, Frye-Mueller, Howard, Johnson (Chris), Livermont, Marty, Peterson (Sue), and Rasmussen and Senators Jensen (Phil) and DiSanto FOR AN ACT ENTITLED, An Act to protect the teaching of certain scientific information. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF SOUTH DAKOTA: Section 1. That chapter 13-1 be amended by adding a NEW SECTION to read: No teacher may be prohibited from helping students understand, analyze, critique, or review in an objective scientific manner the strengths and weaknesses of scientific information presented in courses being taught which are aligned with the content standards established pursuant to § 13-3-48. _________________________________ 2019-01-31_SC_HB3826_introduced.txt A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 59-28-115 SO AS TO ESTABLISH THAT PARENTS HA VE THE FUNDAMENTAL RIGHT OF LIBERTY TO DIRECT THE EDUCATION OF THEIR CHILDREN, AND TO PROVIDE PUBLIC SCHOOLS MAY NOT INFRINGE ON THIS RIGHT WITHOUT MEETING CERTAIN CRITERIA; BY ADDING SECTION 59- 29-115 SO AS TO PROVIDE SCHOOL DISTRICTS MAY INCLUDE ELECTIVE COURSEWORK SURVEYING RELIGIONS OF THE WORLD IN HIGH SCHOOL CURRICULA, TO PROVIDE REQUIREMENTS FOR THE CONTENT OF THE COURSEWORK, TO PROVIDE DISTRICTS ALSO MAY REQUIRE TEACHING V ARIOUS THEORIES CONCERNING THE ORIGIN OF LIFE; TO PROVIDE PUBLIC SCHOOL PRINCIPALS MAY ALLOW STUDENTS TO ATTEND CERTAIN SCHOOLS FOR RELIGIOUS INSTRUCTION, TO RECEIVE RELIGIOUS INSTRUCTION AT THE WRITTEN REQUEST OF A PARENT, TO PROVIDE REQUIREMENTS FOR SUCH SCHOOLS OF RELIGIOUS INSTRUCTION, TO PROVIDE TIME LIMITS AND ATTENDANCE REQUIREMENTS, TO PROVIDE PUBLIC SECONDARY SCHOOLS MAY AWARD ACADEMIC CREDIT IF THE DISTRICT ADOPTS CERTAIN RELATED POLICIES, AND TO PROVIDE STUDENTS MAY RECEIVE NO MORE THAN TWO ELECTIVE UNITS FOR COMPLETING THIS COURSEWORK; AND TO AMEND SECTION 59-1-320, RELATING TO THE REQUIRED DISPLAY OF THE UNITED STATES FLAG AND THE FLAG OF THIS STATE, SO AS TO ALSO REQUIRE DISPLAY OF THE MOTTO OF THE UNITED STATES, TO SPECIFY THE MANNER OF DISPLAYING THESE FLAGS AND THIS MOTTO, AND TO PROVIDE OPTIONS FOR THE ACQUISITION OF THESE DISPLAYS. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Chapter 28, Title 59 of the 1976 Code is amended by adding: "Section 59-28-115. The liberty of parents to direct the education of their child is a fundamental right. A school may not infringe on this right without demonstrating that the interest of the school as applied to the person is of the highest order and not otherwise served." SECTION 2. Article 1, Chapter 29, Title 59 of the 1976 Code is amended by adding: "Section 59-29-115. (A)(1) A school district may include as an elective in the curriculum of the high schools in the district a course surveying religions of the world. The course must include as part of the its content curriculum: (a) the historical study of religion; (b) the cultural study of religion; and (c) a literary study of writings, documents, or records relating to various religions, including the study of the Christian Bible. (2) The curriculum described in item (1) must be neutral, objective, and balanced. It may not encourage or promote acceptance of any particular religion. (3) In addition to the provisions of item (1), a school district may require the teaching of various theories concerning the origin of life, including creation science as part of the course content. (B)(1) When the parent of a student who is enrolled in a public school makes a written request, the principal of the school in which the student is enrolled may allow the student to attend a school for religious instruction that is conducted by a church, an association of churches, or an association that is organized for religious instruction and incorporated under the laws of this State. (2) If a principal grants permission under item (1), the principal shall specify a period or periods, not to exceed one hundred twenty minutes in total in any week, for the student to receive religious instruction. The permission is valid only for the year in which it is granted. Decisions made by a principal under this section may be reviewed by the district superintendent. (C) A school for religious instruction that receives students under this section: (1) shall maintain attendance records and allow inspection of these records by attendance officers; and (2) may not be supported, in whole or in part, by public funds. (D) A student who attends a school for religious instruction under this section must receive the same attendance credit that the student would receive for attendance in the public schools for the same length of time. (E) A public secondary school may award academic credit to a student who attends religious instruction under this section if the school district adopts a policy that allows the awarding of credit. A policy adopted under this subsection must provide: (1) classes in religious instruction are evaluated on the basis of purely secular criteria in substantially the same manner as similar classes taken by a student at a nonpublic secondary school who transfers to a public secondary school are evaluated to determine whether the student receives transfer credit for the classes. Secular criteria may include the following in addition to other secular criteria established by the district: (a) the number of hours of classroom instructional time; (b) a review of the course syllabus that reflects the course requirements and materials; (c) methods of assessment used in the course; and (d) whether the course is taught by a teacher licensed in this State. (2) The decision of whether to award academic credit is neutral as to, and does not involve any test for, religious content or denominational affiliation. A student may be awarded a total of no more than two elective academic units under this subsection." SECTION 3. Section 59-1-320 of the 1976 Code is amended to read: "Section 59-1-320. (A) The State Board of Education shall make such rules and regulations,: (1) for the display of the flag of the United States of America and for the display of the flag of the State at public schools, not inconsistent with the National Flag Code; and (2) the motto of the United States, 'In God We Trust'. (B) Subject to subsection (C) and rules and regulations of the State Board of Education created pursuant to subsection (A), each school district and charter school shall place in each classroom and library durable posters or framed pictures representing the national motto and the flags of this State and the United States. (C) The durable posters or framed pictures described in subsection (B) must be at least eleven inches in height by seventeen inches in width. The dimensions of the national motto, United States flag, and South Carolina state flag described in subsection (A) must be as follows: (1) the national motto described in subsection (A)(1) must be at least four inches in height by fifteen inches in width and include print large enough to fill the dimensions established by this section; and (2) each of the flags described in subsection (A)(2) must be at least five inches in height by five inches in width. (D) The durable poster or framed picture described in subsection (A) may be acquired by: (1) donation to the school district or charter school; (2) purchase with funds made available to the school district or charter school through voluntary contributions; or (3) purchase directly by the school district or charter school." SECTION 4. This act takes effect upon approval by the Governor. _________________________________ 2019-05-31_LA_SR224_nonbinding_resolution_ENROLLED.txt 2019 Regular Session ENROLLED SENATE RESOLUTION NO. 224 BY SENATORS MILKOVICH, ALARIO, CORTEZ, FANNIN, GATTI, HEWITT, LAMBERT, LONG, MARTINY, MILLS, MIZELL, PEACOCK, RISER, WALSWORTH, WARD AND WHITE A RESOLUTION To commend Gene Mills as president of the Louisiana Family Forum. WHEREAS, the Louisiana Family Forum (LFF) is a socially conservative nonprofit advocacy group based in Baton Rouge, Louisiana; and WHEREAS, the organization supports Louisiana's covenant marriage law and opposes abortion and same-sex marriage; and WHEREAS, its stated mission is to persuasively present biblical principles in the centers of influence on issues affecting the family through research, communication, and networking; and WHEREAS, LFF maintains a close working relationship with Focus on the Family and Family Research Council and is part of a network of individual state Family Policy Councils; and WHEREAS, Theogene Anthony "Gene" Mills III is president and director of LFF, which he cofounded in 1998 with Tony Perkins; and WHEREAS, he is a devoted husband and father, an ordained Pentecostal Assemblies of God minister, a legislative lobbyist, and a Christian who worked closely with former governor Piyush "Bobby" Jindal from 2008 until 2016 to advance the policies and causes of LFF; and WHEREAS, Mr. Mills has cultivated relationships with elected officials and other figures at the national level with the goal of educating and promoting traditional family values; and WHEREAS, he was the driving force behind the Louisiana Science Education Act in 2008, school vouchers in 2012, and every abortion restriction enacted in Louisiana; and WHEREAS, under his direction and leadership, LFF has cosponsored the Louisiana Life March, been instrumental in reforming the criminal justice system in Louisiana, fought for parental choice in education, secured forty-five key legislative victories, and awarded fifty-nine legislators for pro-family votes. THEREFORE, BE IT RESOLVED that the Senate of the Legislature of Louisiana does hereby commend Gene Mills on his leadership and direction as president of the Louisiana Family Forum. BE IT FURTHER RESOLVED that a copy of this Resolution be transmitted to Gene Mills. _________________________________ 2020-01-21_SD_SB59_introduced.txt 2020 South Dakota Legislature Senate Bill 59 Introduced by: Senator Monroe An Act to to protect the teaching of certain scientific information. Be it enacted by the Legislature of the State of South Dakota: Section 1. That a NEW SECTION be added: 13-33-1.2. Scientific information - Teachers to assist students. No teacher may be prohibited from assisting students to understand, analyze, critique, or review, in an objective scientific manner, the strengths and weaknesses of scientific information presented in courses being taught, which are aligned with the content standards established pursuant to § 13-3-48. _________________________________ 2021-01-21_OK_SB613_introduced.txt STATE OF OKLAHOMA 1st Session of the 58th Legislature (2021) SENATE BILL 613 By: Bullard AS INTRODUCED An Act relating to school curriculum; creating the Academic Freedom Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the promotion of religious or non- religious beliefs; providing for certain notification; providing for certain immunity; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the "Academic Freedom Act". SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.13 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. B. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. C. Neither the State Board of Education, nor any school district board of education, school district superintendent or school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. D. This section only protects the teaching of scientific information and shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs or promote discrimination for or against religion or non-religion. E. By no later than the start of the 2021-2022 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in this state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. SECTION 3. A new section of law to be codified in the Oklahoma Statutes as Section 11-103.14 of Title 70, unless there is created a duplication in numbering, reads as follows: A teacher as defined in Title 70 of the Oklahoma Statutes who complies with the provisions of this act shall be granted immunity from civil liability or termination of employment for acts described in subsection B of Section 2 of this act. SECTION 4. This act shall become effective July 1, 2021. SECTION 5. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 58-1-35 EB 1/21/2021 8:38:28 AM _________________________________ 2021-01-21_OK_SB662_introduced.txt STATE OF OKLAHOMA 1st Session of the 58th Legislature (2021) SENATE BILL 662 By: Dahm AS INTRODUCED An Act relating to school curriculum; creating the Oklahoma Science Education Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the promotion of religious or non-religious beliefs; providing for certain notification; providing for certain immunity; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.12 of Title 70, unless there is created a duplication in numbering, reads as follows: This act shall be known and may be cited as the “Oklahoma Science Education Act”. SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.13 of Title 70, unless there is created a duplication in numbering, reads as follows: A. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about controversial issues. B. The State Board of Education, school district boards of education, school district superintendents and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. C. Neither the State Board of Education, nor any school district board of education, school district superintendent or school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. D. This section only protects the teaching of scientific information and shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs or promote discrimination for or against religion or non-religion. E. By no later than the start of the 2021-2022 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in this state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. F. A teacher as defined by Section 1-116 of Title 70 of the Oklahoma Statutes who complies with the provisions of this act shall be granted immunity from civil liability or termination of employment for acts described in subsection B of this section. SECTION 3. This act shall become effective July 1, 2021. SECTION 4. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 58-1-1266 EB 1/21/2021 10:35:06 AM _________________________________ 2021-03-11_AR_HB1701_introduced.txt State of Arkansas 93rd General Assembly A Bill Regular Session, 2021 HOUSE BILL 1701 By: Representative Bentley By: Senator G. Stubblefield For An Act To Be Entitled AN ACT TO ALLOW CREATIONISM AS A THEORY OF HOW THE EARTH CAME TO EXIST TO BE TAUGHT IN KINDERGARTEN THROUGH GRADE TWELVE CLASSES IN PUBLIC SCHOOLS AND OPEN-ENROLLMENT PUBLIC CHARTER SCHOOLS; AND FOR OTHER PURPOSES. Subtitle TO ALLOW CREATIONISM AS A THEORY OF HOW THE EARTH CAME TO EXIST TO BE TAUGHT IN KINDERGARTEN THROUGH GRADE TWELVE CLASSES IN PUBLIC SCHOOLS AND OPEN-ENROLLMENT PUBLIC CHARTER SCHOOLS. BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: SECTION 1. Arkansas Code Title 6, Chapter 16, Subchapter 1, is amended to add an additional section to read as follows: 6-16-152. Creationism. (a) A teacher of a kindergarten through grade twelve (K-12) science class at a public school or open-enrollment public charter school may teach creationism as a theory of how the earth came to exist. (b) This section is permissive and does not require a teacher to teach creationism as a theory of the earth came to exist. _________________________________ 2022-01-24_MN_SF2779_introduced.txt A bill for an act relating to education; requiring instruction to advance critical thinking skills; proposing coding for new law in Minnesota Statutes, chapter 120B. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: Section 1. [120B.028] CRITICAL THINKING SKILLS. To advance critical thinking skills in history and science, a school district must provide instruction to students in grades 9 to 12 exploring the contrast between the scientific facts on how sickness, disease, pain, suffering, and death relate to the existence of complex living organisms, and how sickness, disease, pain, suffering, and death are a consequence imposed by the Creator of complex living organisms. EFFECTIVE DATE. This section is effective July 1, 2022. _________________________________ 2023-01-06_OK_SB140_introduced.txt STATE OF OKLAHOMA 1st Session of the 59th Legislature (2023) SENATE BILL 140 By: Dahm AS INTRODUCED An Act relating to school curriculum; creating the Oklahoma Science Education Act; providing short title; providing for the creation of a school environment that encourages the exploration of scientific theories; allowing teachers to help students analyze certain scientific strengths and weaknesses; prohibiting the promotion of religious or non-religious beliefs; providing for certain notification; providing for certain immunity; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.15 of Title 70, unless there is created a duplication in numbering, reads as follows: A. This act shall be known and may be cited as the “Oklahoma Science Education Act”. B. The State Board of Education, school district boards of education, school district superintendents, and school principals shall endeavor to create an environment within public school districts that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills, and respond appropriately and respectfully to differences of opinion about controversial issues. C. The State Board of Education, school district boards of education, school district superintendents, and school principals shall endeavor to assist teachers to find effective ways to present the science curriculum as it addresses scientific controversies. Teachers shall be permitted to help students understand, analyze, critique, and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. D. Neither the State Board of Education, nor any school district board of education, school district superintendent, or school principal shall prohibit any teacher in a public school district in this state from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of existing scientific theories covered in the course being taught using evidence-based, peer-reviewed material. E. The provisions of this section shall only protect the teaching of scientific information and shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs, or promote discrimination for or against religion or non-religion. F. By no later than the start of the 2023-2024 school year, the State Department of Education shall notify school district boards of education and school district superintendents of public schools in this state of the provisions of this act. Each school district board of education and school district superintendent shall notify all employees within the school district of the provisions of this act. G. A teacher as defined by Section 1-116 of Title 70 of the Oklahoma Statutes who complies with the provisions of this act shall be granted immunity from civil liability or termination of employment for acts described in subsection C of this section. SECTION 2. This act shall become effective July 1, 2023. SECTION 3. It being immediately necessary for the preservation of the public peace, health, or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 59-1-832 EB 1/4/2023 3:18:57 PM _________________________________ 2023-01-23_MN_SF517_introduced.txt SENATE STATE OF MINNESOTA NINETY-THIRD SESSION S.F. No. 517 (SENATE AUTHORS: GRUENHAGEN) DATE 01/23/2023 D-PG 330 OFFICIAL STATUS Introduction and first reading Referred to Education Policy A bill for an act relating to education; requiring instruction to advance critical thinking skills; proposing coding for new law in Minnesota Statutes, chapter 120B. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: Section 1. [120B.028] CRITICAL THINKING SKILLS. To advance critical thinking skills in history and science, a school district must provide instruction to students in grades 9 to 12 exploring the contrast between the scientific facts on how sickness, disease, pain, suffering, and death relate to the existence of complex living organisms, and how sickness, disease, pain, suffering, and death are a consequence imposed by the Creator of complex living organisms. EFFECTIVE DATE. This section is effective July 1, 2023. _________________________________ 2023-01-30_MT_SB235_introduced.txt SENATE BILL NO. 235 INTRODUCED BY D. EMRICH, S. HINEBAUCH, T. MCGILLVRAY A BILL FOR AN ACT ENTITLED: “AN ACT ESTABLISHING REQUIREMENTS FOR SCIENCE INSTRUCTION IN PUBLIC SCHOOLS; DEFINING "SCIENTIFIC FACT"; AND PROVIDING AN IMMEDIATE EFFECTIVE DATE.” WHEREAS, the purpose of K-12 education is to educate children in the facts of our world to better prepare them for their future and further education in their chosen field of study, and to that end children must know the difference between scientific fact and scientific theory; and WHEREAS, a scientific fact is observable and repeatable, and if it does not meet these criteria, it is a theory that is defined as speculation and is for higher education to explore, debate, and test to ultimately reach a scientific conclusion of fact or fiction. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MONTANA: NEW SECTION. Section 1. Requirements for science instruction in schools. (1) Science instruction may not include subject matter that is not scientific fact. (2) The board of public education may not include in content area standards any standard requiring curriculum or instruction in a scientific topic that is not scientific fact. (3) The superintendent of public instruction shall ensure that any science curriculum guides developed by the office of public instruction include only scientific fact. (4) (a) The trustees of a school district shall ensure that science curriculum and instructional materials, including textbooks, used in the district include only scientific fact. (b) Beginning July 1, 2025, a parent may appeal the trustees' lack of compliance to subsection (4)(a) to the county superintendent and, subsequently, to the superintendent of public instruction under the provisions for the appeal of controversies in this title pursuant to 20-3-107 and 20-3-210. (5) The legislature intends for this section to be strictly enforced and narrowly interpreted. (6) natural phenomenon. As used in this section, "scientific fact" means an indisputable and repeatable observation of a NEW SECTION. Section 2. Transition. The board of public education, the superintendent of public instruction, and school district boards of trustees shall fully implement the requirements of [section 1] no later than July 1, 2025. NEW SECTION. Section 3. Codification instruction. [Section 1] is intended to be codified as an integral part of Title 20, chapter 7, part 1, and the provisions of Title 20, chapter 7, part 1, apply to [section 1]. NEW SECTION. Section 4. Effective date. [This act] is effective on passage and approval. _________________________________ 2023-01-30_TX_HB1804_introduced.txt A BILL TO BE ENTITLED AN ACT relating to the instructional material list and supplemental instructional materials adopted by the State Board of Education. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: SECTION 1. Section 31.023, Education Code, is amended by amending Subsection (b) and adding Subsection (c) to read as follows: (b) Each instructional material on the list: (1) must: (A) be free from factual errors; (B) be suitable for the subject and grade level for which the instructional material was submitted; (C) be reviewed by academic experts in the subject and grade level for which the instructional material was submitted; (D) present a scientific theory in an objective educational manner that: (i) clearly distinguishes the theory from fact; and (ii) includes evidence for both the scientific strengths and scientific weaknesses of the theory; (E) present violence, if it appears, in the context of the causes and consequences of the violence and not for unwholesome excitement or sensationalism; (F) present positive aspects of the United States and its heritage, if the instructional material discusses the United States or its heritage; (G) present contrasting points of view regarding significant political or social movements in history in a balanced and factual manner; (H) treat all groups fairly and avoid biases or stereotypes regarding any particular individual, group, or type of work to reflect the positive contributions of all individuals and groups to the American way of life; and (I) include information needed to develop mutual respect and understanding among all persons; and (2) may not: (A) include selections or works that condone civil disorder, social strife, or disregard for the law; (B) include blatantly offensive language or illustrations; (C) encourage lifestyles that deviate from generally accepted standards of society; (D) contain a concept described by Section 28.0022(a)(4)(A); or (E) be authored by an employee of the agency. (c) If the State Board of Education determines that an instructional material being considered for adoption under this section contains content that does not comply with the standards under Subsection (b), the board may not adopt the instructional material unless the publisher removes the content or modifies the content in a manner that complies with the standards under that subsection. SECTION 2. Section 31.035, Education Code, is amended by amending Subsection (a) and adding Subsection (a-1) to read as follows: (a) Notwithstanding any other provision of this subchapter, the State Board of Education may adopt supplemental instructional materials that are not on the list adopted under Section 31.023. The State Board of Education may adopt supplemental instructional material under this section only if the instructional material: (1) contains material covering one or more primary focal points or primary topics of a subject in the required https://capitol.texas.gov/tlodocs/88R/billtext/html/HB01804I.htm 1/2 23/09/2025, 14:34 88(R) HB 1804 - Introduced version - Bill Text curriculum under Section 28.002, as determined by the State Board of Education; (2) is not designed to serve as the sole instructional material for a full course; (3) meets applicable physical specifications adopted by the State Board of Education; and (4) complies with the standards under Section 31.023(b) (a-1) If the State Board of Education determines that an instructional material being considered for adoption under this section contains content that does not comply with the standards under Subsection (a), the board may not adopt the instructional material unless the publisher removes the content or modifies the content in a manner that complies with the standards under that subsection. SECTION 3. Sections 31.023 and 31.035, Education Code, as amended by this Act, apply only to an instructional material list or supplemental instructional material adopted on or after the effective date of this Act. An instructional material list or supplemental instructional material adopted before the effective date of this Act is governed by the law in effect when the instructional material list or supplemental instructional material was adopted, and the former law is continued in effect for that purpose. SECTION 4. This Act takes effect September 1, 2023. _________________________________ 2023-02-14_WV_SB619_introduced.txt WEST VIRGINIA LEGISLATURE 2023 REGULAR SESSION Introduced Senate Bill 619 By Senators Grady and Taylor [Introduced February 14, 2023; referred to the Committee on Education] A BILL to amend and reenact §18-5-46 of the Code of West Virginia, 1931, as amended, relating to allowing teachers in public schools that include any one or more of grades kindergarten through 12 to teach intelligent design as a theory of how the universe and/or humanity came to exist. Be it enacted by the Legislature of West Virginia: ARTICLE 5. COUNTY BOARD OF EDUCATION. §18-5-46. Requiring teacher to change grade prohibited; teacher recommendation relating to promotion; allowing teaching of intelligent design. (a) No teacher may be required by a principal or any other person to change a student’s grade on either an individual assignment or a report card unless there is clear and convincing evidence that there was a mathematical error in calculating the student’s grade. (b) The teacher’s recommendation relating to whether a student should be promoted to the next grade level shall be a primary consideration when making such a determination. (c) Teachers in public schools, including public charter schools, that include any one or more of grades kindergarten through 12, may teach intelligent design as a theory of how the universe and/or humanity came to exist. _________________________________ 2023-03-09_TX_SB2089_introduced.txt 88R4801 CXP-D By: Creighton S.B. No. 2089 A BILL TO BE ENTITLED AN ACT relating to the instructional material list and supplemental instructional materials adopted by the State Board of Education. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: SECTION 1. Section 31.023, Education Code, is amended by amending Subsection (b) and adding Subsection (c) to read as follows: (b) Each instructional material on the list: (1) must: (A) be free from factual errors; (B) be suitable for the subject and grade level for which the instructional material was submitted; (C) be reviewed by academic experts in the subject and grade level for which the instructional material was submitted; (D) present a scientific theory in an objective educational manner that: (i) clearly distinguishes the theory from fact; and (ii) includes evidence for both the strengths and weaknesses of the theory; (E) present violence, if it appears, in the context of the causes and consequences of the violence and not for unwholesome excitement or sensationalism; (F) present positive aspects of the United States and its heritage, if the instructional material discusses the United States or its heritage; (G) present contrasting points of view regarding significant political or social movements in history in a balanced and factual manner; (H) treat all groups fairly and avoid biases or stereotypes regarding any particular individual, group, or type of work to reflect the positive contributions of all individuals and groups to the American way of life; and (I) include information needed to develop mutual respect and understanding among all persons; and (2) may not: (A) include selections or works that condone civil disorder, social strife, or disregard for the law; (B) include blatantly offensive language or illustrations; (C) encourage lifestyles that deviate from generally accepted standards of society; or (D) be authored by an employee of the agency. (c) If the State Board of Education determines that an instructional material being considered for adoption under this section contains content that does not comply with the standards under Subsection (b), the board may not adopt the instructional material unless the publisher removes the content or modifies the content in a manner that complies with the standards under that subsection. SECTION 2. Section 31.035, Education Code, is amended by amending Subsection (a) and adding Subsection (a-1) to read as follows: (a) Notwithstanding any other provision of this subchapter, the State Board of Education may adopt supplemental instructional materials that are not on the list adopted under Section 31.023. The State Board of Education may adopt supplemental instructional material under this section only if the instructional material: (1) contains material covering one or more primary focal points or primary topics of a subject in the required curriculum under Section 28.002, as determined by the State Board https://capitol.texas.gov/tlodocs/88R/billtext/html/sB02089I.htm 1/2 23/09/2025, 13:49 88(R) SB 2089 - Introduced version - Bill Text of Education; (2) is not designed to serve as the sole instructional material for a full course; (3) meets applicable physical specifications adopted by the State Board of Education; and (4) complies with the standards under Section 31.023(b) (a-1) If the State Board of Education determines that an instructional material being considered for adoption under this section contains content that does not comply with the standards under Subsection (a), the board may not adopt the instructional material unless the publisher removes the content or modifies the content in a manner that complies with the standards under that subsection. SECTION 3. Sections 31.023 and 31.035, Education Code, as amended by this Act, apply only to an instructional material list or supplemental instructional material adopted on or after the effective date of this Act. An instructional material list or supplemental instructional material adopted before the effective date of this Act is governed by the law in effect when the instructional material list or supplemental instructional material was adopted, and the former law is continued in effect for that purpose. SECTION 4. This Act takes effect September 1, 2023. _________________________________ 2024-01-03_NH_HB1206_introduced.txt HB 1206 - AS INTRODUCED 2024 SESSION 24-2662 10/02 HOUSE BILL 1206 AN ACT relative to prohibiting educator indoctrination. SPONSORS: Rep. A. Lekas, Hills. 38; Rep. O. Ford, Rock. 3 COMMITTEE: Education ANALYSIS This bill prohibits educators and school administrators from pushing or asserting, advocating for, or otherwise compelling belief in, any particular theory or ideology. STATE OF NEW HAMPSHIRE In the Year of Our Lord Two Thousand Twenty Four AN ACT relative to prohibiting educator indoctrination. Be it Enacted by the Senate and House of Representatives in General Court convened: 1 Chapter Heading Amended; Teacher's Loyalty; Education Not Indoctrination. Amend the Chapter heading of RSA 191 to read as follows: CHAPTER 191 EDUCATION NOT INDOCTRINATION 2 New Section; Indoctrination Prohibited. Amend RSA 191 by inserting after section 1 the following new section: 191:1-a Indoctrination Prohibited. I. Educators shall not present unproved theories as fact. In order to further discussion and thought by students, freeing them to form and argue for their own belief systems, an educator shall not push or assert, advocate for, or compel students to express belief in or support for, any particular theory or ideology. II. Administrators likewise shall not require teachers to push or assert, advocate for, or compel students to express belief in or support for, any particular theory or ideology. Nor shall administrators push or assert, advocate for, or compel teachers to express belief in or support for, any particular theory or ideology. III. Administrators shall not bring into teacher in-service training outside sources, nor require teachers to view material from outside sources, with the intent to push or assert, advocate for, or otherwise compel belief in, any particular theory or ideology. IV . Nothing in this section shall be construed to prohibit discussing, as part of a larger course of academic instruction, the historical and current existence of various theories and ideologies. The key here is to objectively present information, and ask students to present their own ideas and information, giving students voice, and encouraging discussion and civil discourse without prejudice to any particular theory or ideology. V . A violation of this section shall be considered a violation of the New Hampshire code of conduct for educational professionals in accordance with RSA 21-N:9, II(cc). 3 Effective Date. This act shall take effect 60 days after its passage. _________________________________ 2024-01-08_OK_HB3543_introduced.txt STATE OF OKLAHOMA 2nd Session of the 59th Legislature (2024) HOUSE BILL 3543 By: Conley AS INTRODUCED An Act relating to religious expression in schools; creating the Oklahoma Freedom of Religious Expression Act; defining terms; permitting teachers to teach and discuss certain Judeo-Christian values; allowing teaching and singing of certain songs; granting right to teach shortcomings of certain historical figures; authorizing teaching and discussion of intelligent design theory; prohibiting exclusion of teaching the impact of certain values; permitting public schools to display a memorial cross; requiring schools to treat student expression of a religious viewpoint the same as a secular viewpoint; mandating school to adopt a policy that addresses certain student expressions; providing protections for students who express religious viewpoints; directing State Board of Education to promulgate rules; authorizing school to employ or accept a chaplain as a volunteer; excepting chaplain from certification requirements; requiring chaplain to provide certain criminal history record checks; excluding certain persons from serving as a school chaplain; allowing chaplain to provide specified services; permitting certain employee to pray at any specified time; prohibiting punishment or discrimination against person who refuses to participate in prayer; authorizing certain civil causes of action for students and employees; construing provision to not limit the free exercise of religion; allowing taxpayers to intervene in certain state court actions; providing for act severability; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-201 of Title 70, unless there is created a duplication in numbering, reads as follows: A. This act shall be known and may be cited as the "Oklahoma Freedom of Religious Expression Act". B. As used in the Oklahoma Freedom of Religious Expression Act: 1. "Intelligent design" means a scientific theory that certain features of the universe and living things provide evidence of intelligent organization and purpose, which then provide the foundations for natural functions, systems, laws, processes, and theories such as natural selection, evolution through adaptation and mutation, and the big bang theory; and 2. "Teach" means the secular teaching of a subject providing for the fullest possible education of students. It includes, but is not limited to, the discussion, education, and understanding of the history, impact, modern effects, cultural effects, artistic forms, holidays, and scientific impacts that religions have had or do have, including explicitly or exclusively Christian or Judeo-Christian values, without qualifying as the teaching of sectarian or religious doctrine prohibited in Section 11-101 of Title 70 of the Oklahoma Statutes or otherwise as may affect the validity of this section. C. Teachers, as defined in Section 1-116 of Title 70 of the Oklahoma Statutes, shall: 1. Be permitted to teach and discuss in class the Judeo- Christian values in correspondence with other relevant historical and cultural contexts for course instruction; 2. Be permitted to teach about and lead students in singing traditional songs and music such as Christmas carols; 3. Be permitted to teach about the shortcomings of historically significant figures who professed allegiance to such Judeo-Christian values throughout history in an age-appropriate manner; 4. Be permitted to teach and discuss the theory of intelligent design in correspondence with other relevant scientific study and information concerning the origin of species and the natural laws of the universe as provided by the Oklahoma Academic Standards; and 5. Be prohibited from explicitly excluding the fundamental impact Judeo-Christian values have had in the school's local area, the state, the United States of America, Western civilization, and the world. D. Public schools, as defined in Section 1-106 of Title 70 of the Oklahoma Statutes, shall: 1. Be permitted to display a memorial cross that is symbolic of the Christian faith on public land; 2. Treat a public school student's voluntary expression, if any, of a religious viewpoint on an otherwise permissible subject in the same manner the school district treats a student's voluntary expression of a secular or other viewpoint on an otherwise permissible subject; and 3. Adopt a policy that ensures: a. the school district does not discriminate against a public school student's voluntary expression, if any, of a religious viewpoint, b. any affirmative school sponsorship or attribution to the school district of a student's public expression of a religious viewpoint, if any, is eliminated, c. a limited public forum shall be established for public school student speakers at all school events at which a student may speak publicly. A student's expression of a religious viewpoint, if any, on an otherwise permissible subject shall not be excluded from the limited public forum established in this subparagraph, d. provision of a limited public forum that does not discriminate against a student's voluntary expression of a religious viewpoint, if any, on an otherwise permissible subject, e. provision of a method, based on neutral criteria, for the selection of speakers at school events, including graduation ceremonies, f. procedures to ensure that a student speaker does not engage in speech that is obscene, vulgar, offensively lewd, or indecent, and g. a disclaimer is given to convey that a student speaker's speech shall not reflect the endorsement, sponsorship, position, or expression of the school district. The disclaimer may be stated in writing or orally and shall be provided at all public school graduation ceremonies and at any other school event at which a student speaker speaks publicly. E. 1. A public school student may express his or her religious viewpoint, if any, in the following contexts without discrimination based on the religious content: homework, classwork, artwork, and other written or oral assignments. 2. A student's homework, classwork, artwork, or other written or oral assignments shall be graded and judged: a. by ordinary academic standards of substance and relevance, and b. against other conventional, pedagogical topics as identified by a school district. 3. A student shall not be penalized or rewarded based on the religious character, if any, of his or her homework, classwork, artwork, or other written or oral assignments. F. The State Board of Education shall promulgate rules to implement the provisions of the Oklahoma Freedom of Religious Expression Act. The Board shall ensure students and teachers are not penalized for discussing any of the topics mentioned in subsection C of this section so long as it concerns the topic of study within the classroom. SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-202 of Title 70, unless there is created a duplication in numbering, reads as follows: A. A school district or charter school may employ or accept as a volunteer a chaplain to provide support, services, and programs for students as assigned by the board of education or governing board of the district, charter school, or charter school district. A chaplain employed or volunteering pursuant to this section is not required to be certified by the State Board for Education. B. A school district or charter school that employs or accepts as a volunteer a chaplain as provided in this section shall ensure that the chaplain has completed a current Oklahoma criminal history record from the Oklahoma State Bureau of Investigation and a national criminal history record check as defined in Section 150.9 of Title 74 of the Oklahoma Statutes before the chaplain begins employment or volunteering at the district or school. C. A school district or charter school shall not employ or accept as a volunteer a chaplain who has been convicted of or received a deferred sentence for an offense listed in Section 6- 101.41 of Title 70 of the Oklahoma Statutes. D. A chaplain subject to the provisions of this section shall be an eligible service provider for mental health counseling and social services for students as provided in Section 24-100.1 of Title 70 of the Oklahoma Statutes. E. A chaplain subject to the provisions of this section shall be considered as a referral for appropriate services pursuant to subparagraph c of paragraph 12 of subsection A of Section 24-100.4 of Title 70 of the Oklahoma Statutes. SECTION 3. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-203 of Title 70, unless there is created a duplication in numbering, reads as follows: A. An employee of a public college, school district, or charter school may pray at any time they are otherwise free to engage in personal conversations or other personal conduct. B. No public college, school district, or charter school may punish or otherwise take adverse action or discriminate against any other person for refusing to participate in a prayer described in subsection A of this section. A student or the parent of a student who can demonstrate under the preponderance of the evidence standard that the student was punished or discriminated against by an employee for refusing to participate in a prayer as described in subsection A of this section may pursue a civil action in a court of competent jurisdiction and the student may seek attorney fees, costs, injunctive relief, declaratory relief, and other forms of relief deemed appropriate by the court. C. If a public school district or public college administrator prohibits or takes adverse action against an employee for engaging in the activity described in subsection A of this section, the employee may pursue a civil action in a court of competent jurisdiction and may seek attorney fees, costs, injunctive relief, declaratory relief, and other forms of relief deemed appropriate by the court. D. If a court finds that a cause of action filed by an employee pursuant to subsection C of this section or by a student or his or her parent pursuant to subsection B of this section was maliciously filed or initiated for ulterior purposes against a defendant, then the court may award costs and attorney fees to a defendant under this section for abuse of process. E. Nothing in this section shall be construed to limit the free exercise of religion in any way. SECTION 4. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-204 of Title 70, unless there is created a duplication in numbering, reads as follows: A. If any part of the Oklahoma Freedom of Religious Expression Act is challenged in a state court as violating either the Oklahoma Constitution or United States Constitution, taxpayers shall be permitted to intervene for the purposes of defending the constitutionality of the Oklahoma Freedom of Religious Expression Act. However, for the purposes of judicial administration, a court may require that all taxpayers file a joint brief so long as they are not required to join any brief filed on behalf of any named state defendant. B. The provisions of the Oklahoma Freedom of Religious Expression Act shall be severable, and if any provision of the Oklahoma Freedom of Religious Expression Act or the application thereof to any person or circumstances is held invalid, such invalidity shall not invalidate the other provisions or applications of this act. SECTION 5. This act shall become effective July 1, 2024. SECTION 6. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 59-2-9707 EK 01/08/24 _________________________________ 2024-01-09_OK_HB3122_introduced.txt STATE OF OKLAHOMA 2nd Session of the 59th Legislature (2024) HOUSE BILL 3122 By: Williams AS INTRODUCED An Act relating to religious expression in schools; creating the Oklahoma Freedom of Religious Expression Act; defining terms; permitting teachers to teach and discuss certain Judeo-Christian values; allowing teaching and singing of certain songs; granting right to teach shortcomings of certain historical figures; authorizing teaching and discussion of intelligent design theory; prohibiting exclusion of teaching the impact of certain values; permitting public schools to display a memorial cross; requiring schools to treat student expression of a religious viewpoint the same as a secular viewpoint; mandating school to adopt a policy that addresses certain student expressions; providing protections for students who express religious viewpoints; directing State Board of Education to promulgate rules; authorizing school to employ or accept a chaplain as a volunteer; excepting chaplain from certification requirements; requiring chaplain to provide certain criminal history record checks; excluding certain persons from serving as a school chaplain; allowing chaplain to provide specified services; permitting certain employee to pray at any specified time; prohibiting punishment or discrimination against person who refuses to participate in prayer; authorizing certain civil causes of action for students and employees; construing provision to not limit the free exercise of religion; allowing taxpayers to intervene in certain state court actions; providing for act severability; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-201 of Title 70, unless there is created a duplication in numbering, reads as follows: A. This act shall be known and may be cited as the "Oklahoma Freedom of Religious Expression Act". B. As used in the Oklahoma Freedom of Religious Expression Act: 1. "Intelligent design" means a scientific theory that certain features of the universe and living things provide evidence of intelligent organization and purpose, which then provide the foundations for natural functions, systems, laws, processes, and theories such as natural selection, evolution through adaptation and mutation, and the big bang theory; and 2. "Teach" means the secular teaching of a subject providing for the fullest possible education of students. It includes, but is not limited to, the discussion, education, and understanding of the history, impact, modern effects, cultural effects, artistic forms, holidays, and scientific impacts that religions have had or do have, including explicitly or exclusively Christian or Judeo-Christian values, without qualifying as the teaching of sectarian or religious doctrine prohibited in Section 11-101 of Title 70 of the Oklahoma Statutes or otherwise as may affect the validity of this section. C. Teachers, as defined in Section 1-116 of Title 70 of the Oklahoma Statutes, shall: 1. Be permitted to teach and discuss in class the Judeo- Christian values in correspondence with other relevant historical and cultural contexts for course instruction; 2. Be permitted to teach about and lead students in singing traditional songs and music such as Christmas carols; 3. Be permitted to teach about the shortcomings of historically significant figures who professed allegiance to such Judeo-Christian values throughout history in an age-appropriate manner; 4. Be permitted to teach and discuss the theory of intelligent design in correspondence with other relevant scientific study and information concerning the origin of species and the natural laws of the universe as provided by the Oklahoma Academic Standards; and 5. Be prohibited from explicitly excluding the fundamental impact Judeo-Christian values have had in the school's local area, the state, the United States of America, Western civilization, and the world. D. Public schools, as defined in Section 1-106 of Title 70 of the Oklahoma Statutes, shall: 1. Be permitted to display a memorial cross that is symbolic of the Christian faith on public land; 2. Treat a public school student's voluntary expression, if any, of a religious viewpoint on an otherwise permissible subject in the same manner the school district treats a student's voluntary expression of a secular or other viewpoint on an otherwise permissible subject; and 3. Adopt a policy that ensures: a. the school district does not discriminate against a public school student's voluntary expression, if any, of a religious viewpoint, b. any affirmative school sponsorship or attribution to the school district of a student's public expression of a religious viewpoint, if any, is eliminated, c. a limited public forum shall be established for public school student speakers at all school events at which a student may speak publicly. A student's expression of a religious viewpoint, if any, on an otherwise permissible subject shall not be excluded from the limited public forum established in this subparagraph, d. provision of a limited public forum that does not discriminate against a student's voluntary expression of a religious viewpoint, if any, on an otherwise permissible subject, e. provision of a method, based on neutral criteria, for the selection of speakers at school events, including graduation ceremonies, f. procedures to ensure that a student speaker does not engage in speech that is obscene, vulgar, offensively lewd, or indecent, and g. a disclaimer is given to convey that a student speaker's speech shall not reflect the endorsement, sponsorship, position, or expression of the school district. The disclaimer may be stated in writing or orally and shall be provided at all public school graduation ceremonies and at any other school event at which a student speaker speaks publicly. E. 1. A public school student may express his or her religious viewpoint, if any, in the following contexts without discrimination based on the religious content: homework, classwork, artwork, and other written or oral assignments. 2. A student's homework, classwork, artwork, or other written or oral assignments shall be graded and judged: a. by ordinary academic standards of substance and relevance, and b. against other conventional, pedagogical topics as identified by a school district. 3. A student shall not be penalized or rewarded based on the religious character, if any, of his or her homework, classwork, artwork, or other written or oral assignments. F. The State Board of Education shall promulgate rules to implement the provisions of the Oklahoma Freedom of Religious Expression Act. The Board shall ensure students and teachers are not penalized for discussing any of the topics mentioned in subsection C of this section so long as it concerns the topic of study within the classroom. SECTION 2. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-202 of Title 70, unless there is created a duplication in numbering, reads as follows: A. A school district or charter school may employ or accept as a volunteer a chaplain to provide support, services, and programs for students as assigned by the board of education or governing board of the district, charter school, or charter school district. A chaplain employed or volunteering pursuant to this section is not required to be certified by the State Board for Education. B. A school district or charter school that employs or accepts as a volunteer a chaplain as provided in this section shall ensure that the chaplain has completed a current Oklahoma criminal history record from the Oklahoma State Bureau of Investigation and a national criminal history record check as defined in Section 150.9 of Title 74 of the Oklahoma Statutes before the chaplain begins employment or volunteering at the district or school. C. A school district or charter school shall not employ or accept as a volunteer a chaplain who has been convicted of or received a deferred sentence for an offense listed in Section 6- 101.41 of Title 70 of the Oklahoma Statutes. D. A chaplain subject to the provisions of this section shall be an eligible service provider for mental health counseling and social services for students as provided in Section 24-100.1 of Title 70 of the Oklahoma Statutes. E. A chaplain subject to the provisions of this section shall be considered as a referral for appropriate services pursuant to subparagraph c of paragraph 12 of subsection A of Section 24-100.4 of Title 70 of the Oklahoma Statutes. SECTION 3. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-203 of Title 70, unless there is created a duplication in numbering, reads as follows: A. An employee of a public college, school district, or charter school may pray at any time they are otherwise free to engage in personal conversations or other personal conduct. B. No public college, school district, or charter school may punish or otherwise take adverse action or discriminate against any other person for refusing to participate in a prayer described in subsection A of this section. A student or the parent of a student who can demonstrate under the preponderance of the evidence standard that the student was punished or discriminated against by an employee for refusing to participate in a prayer as described in subsection A of this section may pursue a civil action in a court of competent jurisdiction and the student may seek attorney fees, costs, injunctive relief, declaratory relief, and other forms of relief deemed appropriate by the court. C. If a public school district or public college administrator prohibits or takes adverse action against an employee for engaging in the activity described in subsection A of this section, the employee may pursue a civil action in a court of competent jurisdiction and may seek attorney fees, costs, injunctive relief, declaratory relief, and other forms of relief deemed appropriate by the court. D. If a court finds that a cause of action filed by an employee pursuant to subsection C of this section or by a student or his or her parent pursuant to subsection B of this section was maliciously filed or initiated for ulterior purposes against a defendant, then the court may award costs and attorney fees to a defendant under this section for abuse of process. E. Nothing in this section shall be construed to limit the free exercise of religion in any way. SECTION 4. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 25-204 of Title 70, unless there is created a duplication in numbering, reads as follows: A. If any part of the Oklahoma Freedom of Religious Expression Act is challenged in a state court as violating either the Oklahoma Constitution or United States Constitution, taxpayers shall be permitted to intervene for the purposes of defending the constitutionality of the Oklahoma Freedom of Religious Expression Act. However, for the purposes of judicial administration, a court may require that all taxpayers file a joint brief so long as they are not required to join any brief filed on behalf of any named state defendant. B. The provisions of the Oklahoma Freedom of Religious Expression Act shall be severable, and if any provision of the Oklahoma Freedom of Religious Expression Act or the application thereof to any person or circumstances is held invalid, such invalidity shall not invalidate the other provisions or applications of this act. SECTION 5. This act shall become effective July 1, 2024. SECTION 6. It being immediately necessary for the preservation of the public peace, health or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 59-2-9246 EK 01/09/24 _________________________________ 2024-01-11_WV_SB280a_introduced.txt WEST VIRGINIA LEGISLATURE 2024 REGULAR SESSION Introduced Senate Bill 280 By Senators Grady, Stuart, Taylor, Roberts, Phillips, Deeds, Tarr, and Azinger [Introduced January 11, 2024; referred to the Committee on Education] A BILL to amend and reenact §18-5-46 of the Code of West Virginia, 1931, as amended, relating to allowing teachers in public schools that include any one or more of grades kindergarten through 12 to teach intelligent design as a theory of how the universe and/or humanity came to exist. Be it enacted by the Legislature of West Virginia: ARTICLE 5. COUNTY BOARD OF EDUCATION. §18-5-46. Requiring teacher to change grade prohibited; teacher recommendation relating to promotion; allowing teaching of intelligent design. (a) No teacher may be required by a principal or any other person to change a student's grade on either an individual assignment or a report card unless there is clear and convincing evidence that there was a mathematical error in calculating the student's grade. (b) The teacher's recommendation relating to whether a student should be promoted to the next grade level shall be a primary consideration when making such a determination. (c) Teachers in public schools, including public charter schools, that include any one or more of grades kindergarten through 12, may teach intelligent design as a theory of how the universe and/or humanity came to exist. NOTE: The purpose of this bill is to allow teachers in public schools, including public charter schools, that include any one or more of grades Kindergarten through 12 to teach intelligent design as a theory of how the universe and/or humanity came to exist. _________________________________ 2024-01-18_OK_SB1871_introduced.txt STATE OF OKLAHOMA 2nd Session of the 59th Legislature (2024) SENATE BILL 1871 By: Bullard AS INTRODUCED An Act relating to school curriculum; requiring certain teachers who present instruction on biological evolution to also provide instruction on creationism and/or intelligent design; directing the State Board of Education, school district boards of education, charter school governing bodies, and certain administrators not to prohibit teachers from helping students to analyze certain scientific strengths and weaknesses; providing certain construction; providing for codification; providing an effective date; and declaring an emergency. BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA: SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section 11-103.16 of Title 70, unless there is created a duplication in numbering, reads as follows: A. A teacher employed by a school district or a charter school in this state who presents instruction to students on the concept of biological evolution shall also provide instruction to students on the concepts of creationism and/or intelligent design. B. Neither the State Board of Education nor any school district board of education, charter school governing body, or school district or charter school administrator in this state shall prohibit a teacher in a school district or charter school from helping students understand, analyze, critique, and review in an objective manner the scientific strengths and weaknesses of biological evolution, creationism, or intelligent design. C. The provisions of this section shall not be construed to promote any religious or non-religious doctrine, promote discrimination for or against a particular set of religious beliefs or non-beliefs, or promote discrimination for or against religion or non-religion. D. The State Board of Education shall promulgate rules to implement the provisions of this section. SECTION 2. This act shall become effective July 1, 2024. SECTION 3. It being immediately necessary for the preservation of the public peace, health, or safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval. 59-2-2298 EB 1/18/2024 8:31:17 AM _________________________________ 2024-03-09_WV_SB280b_Enrolled.txt WEST VIRGINIA LEGISLATURE 2024 REGULAR SESSION Enrolled Committee Substitute for Senate Bill 280 By Senators Grady, Stuart, Taylor, Roberts, Phillips, Deeds, Tarr, and Azinger [Passed March 9, 2024; in effect 90 days from passage] AN ACT to amend the Code of West Virginia, 1931, as amended, by adding thereto a new section, designated §18-5-41a, relating to allowing a public school classroom teacher to respond to student inquiries or answer student questions about scientific theories of how the universe and/or life came to exist. Be it enacted by the Legislature of West Virginia: ARTICLE 5. COUNTY BOARD OF EDUCATION. §18-5-41a. Allowing discussion of certain scientific theories. No public school board, school superintendent, or school principal may prohibit a public school classroom teacher from responding to student inquiries or answering questions from students about scientific theories of how the universe and/or life came to exist. _________________________________ 2025-01-25_ND_SB2355_introduced.txt SENATE BILL NO. 2355 Sixty-ninth Legislative Assembly of North Dakota Introduced by Senators Dwyer, Beard, Hogue Representatives Schreiber-Beck, Lefor, Rohr A BILL for an Act to create and enact a new section to chapter 15.1-21 of the North Dakota Century Code, relating to intelligent design in science content standards for elementary and secondary students. BE IT ENACTED BY THE LEGISLATIVE ASSEMBLY OF NORTH DAKOTA: SECTION 1. A new section to chapter 15.1-21 of the North Dakota Century Code is created and enacted as follows: Intelligent design - Required science content standard. The superintendent of public instruction shall include intelligent design in the state science content standards for elementary, middle, and high school students by August 1, 2027. The superintendent shall provide teachers with instructional materials demonstrating intelligent design is a viable scientific theory for the creation of all life forms and provide in - service training necessary to include intelligent design as part of the science content standards. _________________________________ 2025-02-28_WV_HJR31_introduced.txt WEST VIRGINIA LEGISLATURE 2025 REGULAR SESSION Introduced House Joint Resolution 31 By Delegates Dillon, Coop-Gonzalez, White, Anders, Butler, Mazzocchi, T. Howell, and T. Clark [February 28, 2025; Referred to the Committee on the Judiciary] Proposing an amendment to the Constitution of the state of West Virginia amending article II thereof by adding thereto a new section, designated section nine, relating to the State of West Virginia recognizing the Holy Bible, complete with the sixty-six books of the Old and New Testaments, as the divinely inspired, inerrant foundational document for our society and government, an accurate historical record of human and natural history, and the utmost authority for human moral behavior. As such, the Holy Bible and its precepts shall be given a place of prominence and reverence in the public buildings, laws, policies, and schools of the state of West Virginia; and providing a summarized statement of the purpose of such proposed amendment. Resolved by the Legislature of West Virginia, two thirds of the members elected to each house agreeing thereto: That the question of ratification or rejection of an amendment to the Constitution of the state of West Virginia be submitted to the voters of the state at the next general election to be held in the year 2026, which proposed amendment is that article IV thereof, be amended by adding thereto a new section, designated section thirteen, to read as follows: ARTICLE II. §9. Recognition of Holy Bible as Foundational Text. The state of West Virginia recognizes the Holy Bible, complete with the sixty-six books of the Old and New Testaments, as the divinely inspired, inerrant foundational document for our society and government, an accurate historical record of human and natural history, and the utmost authority for human moral behavior. As such, the Holy Bible and its precepts shall be given a place of prominence and reverence in the public buildings, laws, policies, and schools of the state of West Virginia. Resolved further, That in accordance with the provisions of §3-11-1 et seq. of the Code of West Virginia, 1931, as amended, such amendment is hereby numbered "Amendment No. 1" and designated as the "Recognition of Holy Bible as Foundational Text" and the purpose of the proposed amendment is summarized as follows: To recognize the Holy Bible, complete with the sixty-six books of the Old and New Testaments, as the divinely inspired, inerrant foundational document for our society and government, an accurate historical record of human and natural history, and the utmost authority for human moral behavior and to give it a place of prominence in the state of West Virginia. NOTE: The purpose of this resolution is to recognize the Holy Bible as a Foundational Text in the State of West Virginia. Strike-throughs indicate language that would be stricken from a heading or the present law and underscoring indicates new language that would be added. _________________________________ 2025-03-14_MN_SF2402_introduced.txt A bill for an act relating to education; requiring instruction to advance critical thinking skills; proposing coding for new law in Minnesota Statutes, chapter 120B. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA: Section 1. [120B.028] CRITICAL THINKING SKILLS. To advance critical thinking skills in history and science, a school district must provide instruction to students in grades 9 to 12 exploring the contrast between the scientific facts on how sickness, disease, pain, suffering, and death relate to the existence of complex living organisms, and how sickness, disease, pain, suffering, and death are a consequence imposed by the Creator of complex living organisms. EFFECTIVE DATE. This section is effective July 1, 2025. _________________________________ 2025-12-11_AZ_SB1025_prefiled.txt PREFILED DEC 11 2025 REFERENCE TITLE: science curricula; evolution; intelligent design State of Arizona Senate Fifty-seventh Legislature Second Regular Session 2026 SB 1025 Introduced by Senator Farnsworth Be it enacted by the Legislature of the State of Arizona: Section 1. Title 15, chapter 7, article 1, Arizona Revised Statutes, is amended by adding section 15-709, to read: 15-709. Science curricula; instructional requirements NOTWITHSTANDING ANY OTHER LAW, A PUBLIC SCHOOL MAY PROVIDE INSTRUCTION IN EVOLUTION BY NATURAL SELECTION ONLY IF THE SCHOOL PROVIDES CONCURRENT INSTRUCTION IN INTELLIGENT DESIGN.