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Louisiana, 2014

A bill introduced in Louisiana in 2014 to 'Repeal the Balanced Treatment for Creation-Science and Evolution-Science Act' introduced in 1981.

Louisiana, 2014

A bill introduced in Louisiana in 2014, "In order to repeal the Louisiana Revised Statutes 17:285.1, which implemented the so-called Louisiana Science Education Act, passed and enacted in 2008, and thus opened the door for scientifically unwarranted criticisms of evolution and climate science to be taught in the state's public schools". In other words, this bill is different than most as it was aimed at repealing statutes that were gained by anti-evolution legislature in the past, not to further them.

Discovery Institute's “Model Academic Freedom Statute on Evolution"

On February 7, 2008, the Discovery Institute launched academicfreedompetition.com in cooperation with Motive Marketing, one of the companies in charge of promoting Expelled. Among other things, this site contains the following model "academic freedom" bill.

South Dakota, 2014

One bill introduced in South Dakota in 2014, "to prohibit schools from preventing the instruction of intelligent design."

Virginia, 2014

One bill introduced in Virginia in 2014, "to encourage students to explore scientific questions."

Missouri, 2014

One bill introduced in Missouri in 2014 that will, "endeavor to assist teachers to find more effective ways to present the science curriculum where it addresses scientific controversies."

Missouri, 2014

A bill relating to 'a policy allowing parents to remove their child(ren) from class when evolution is being taught', introduced in 2014.

Oklahoma, 2014

One "Oklahoma Science Education Act" introduced in Oklahoma in 2014.

Arizona, 2013

One bill endevouring to "create an environment in schools that encourages pupils to explore scientific questions," introduced in Arizona in 2013.

Indiana, 2013

One bill to "endeavor to create an environment within accredited schools that encourages students to explore questions, learn about evidence, develop critical thinking skills, and respond appropriately and respectfully to different conclusions and theories concerning subjects that have produced differing conclusions and theories on some topics; and (2) allow a teacher to help students understand, analyze, critique, and review in an objective manner the strengths and weaknesses of conclusions and theories being presented in a course being taught by the teacher," introduced in Indiana in 2013

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