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House Bill 592 (PDF), introduced in the Alabama House of Representatives on April 30, 2015, and referred to the House Committee on Education Policy, would undermine the integrity of science education in the state by encouraging science teachers with idiosyncratic opinions to teach whatever anything they pleased and prevent responsible educational authorities from intervening. Topics identified in the bill as likely to "cause debate and disputation" are "biological evolution, the chemical origins of life, and human cloning."
Louisiana's Senate Bill 74 (PDF) was deferred on a 4-3 vote in the Louisiana Senate Education Committee on April 22, 2015, which effectively kills the bill in committee. The bill, introduced by Karen Carter Peterson (D-District 5), would, if enacted, repeal 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.
Writing in Slate (April 21, 2015), Zack Kopplin reports, "I have evidence that religion, not science, is what's being taught systematically in some Louisiana school systems. I have obtained emails from creationist teachers and school administrators, as well as a letter signed by more than 20 current and former Louisiana science teachers in Ouachita Parish in which they say they challenge evolution in the classroom without legal 'tension or fear' because of pro-creationism policies."
"The debate over choosing standards for science education in South Dakota's public schools has become a divisive battleground with a clear split between science professionals who strongly support the new standards and opposing parents who disbelieve climate change and evolution," reports the Rapid City Journal (March 17, 2015).
House File 272, introduced in the Iowa House of Representatives on February 17, 2015, and referred to the House Committee on Education, would, if enacted, prevent Iowa from adopting the Next Generation Science Standards — and part of the stated reason is the NGSS's treatment of evolution and climate change.
Oklahoma's Senate Bill 665 (PDF), which would, if enacted, have deprived administrators of the ability to prevent teachers from miseducating students about "scientific controversies," died in the Senate Education Committee on February 26, 2015, when a deadline for senate bills to pass committee expired.