NCSE in the Washington Post

03.11.2019

"State lawmakers from Connecticut to Florida are proposing measures that some groups say could threaten how science and climate change are taught in the classroom. More than a dozen such bills have popped up this year, including from state lawmakers pushing back against broad scientific consensus that people are warming the planet, according to the National Center for Science Education," reported the Washington Post (March 11, 2019).

Although the majority of the 2019 measures have already failed, NCSE's deputy director Glenn Branch stressed that "it's important for people to know that their state legislators are eyeing changes to how science is taught ... 'The only way to be sure they don't pass is to raise public awareness of them and localize concerns about the integrity of public science education by speaking about them.'"

By way of contrast, the story also highlighted two bills intended to support climate change education: Connecticut's House Bill 5011, which would require the teaching of climate science starting in elementary school, and Washington's Senate Bill 5576 (and its counterpart House Bill 1496), which would emphasize sustainability education and fund teacher training in the Next Generation Science Standards "including climate change standards."