The bill is vague, allowing challenges and changes to curricular selections made by ideological actors.
S.B. 393 is the latest in a string of similar “anti-science bills” introduced in states around the country. One such bill was rejected by South Dakota’s House Education Committee last month.
The bill removes the restraints on teachers that prevent them from straying from professionally-developed science standards adopted by state educators.
According to the bill, “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.”
NCAC has released the following statement on the climate change controversy brewing in Portland: On May 17, the Public School Board of Portland, Oregon unanimously adopted a resolution to “Develop an Implementation Plan for Climate Literacy,” which concluded with this recommendation: “The implementation plan should include a review of current textbooks for accuracy around the severity of […]