BILL NUMBER: S278AREVISED 11/28/23
SPONSOR: GOUNARDES
 
TITLE OF BILL:
An act to amend the education law, in relation to establishing a course
of instruction and learning expectations on climate education in all
public pre-kindergarten, elementary and secondary schools
 
PURPOSE OR GENERAL IDEA OF BILL:
To require age-appropriate courses of instruction and related learning
expectations for climate education for all pre-kindergarten programs and
public elementary and secondary schools. Instruction will include prin-
ciples and concepts related to the causes, impacts and the actions
required to mitigate and adapt to climate change across multiple disci-
plines.
 
SUMMARY OF PROVISIONS:
Section one of this bill amends the Education Law by adding a new
section 818 which would:
*Require the commissioner to prescribe courses of instruction and
related learning expectations for the skilled instruction of topics
associated with climate education for all pre-kindergarten programs and
public elementary and secondary schools;
*Require courses of instruction and related learning expectations cover
the principles and concepts related to the causes and impacts of climate
change and actions that can be taken to mitigate and adapt to climate
change;
*Include climate education in subjects including but not limited to
science and engineering, English language arts, social studies, health
and physical education, mathematics, Career Readiness and Occupational
Studies (CDOS), family and consumer sciences, visual and performing
arts, and world languages;
*Instruct the commissioner to provide the necessary resources and tech-
nical assistance for all schools to carry out the provisions of this
bill and establish a timeline for and expectations for professional
learning and educator readiness in accordance with New York's State's
decarbonization goals; and
*Require the commissioner to establish and Board of Regents to oversee
the Office of Climate Education and Workforce Development.
Section two sets the effective date.
 
JUSTIFICATION:
Climate change is an existential threat and is increasingly impacting
every facet of society and our physical environment. Rising temper-
atures, high levels of pollution, and climate-related storms and catas-
trophes have led to property damage, loss of life, and is a growing
public health, economic, and national security crisis. Our changing
climate has already produced significant social and ecological change,
disproportionately impacting low-income communities and communities of
color, and it will continue to do so. This legislation requires that
New York schools incorporate aspects of climate change education across
all grade levels and all content areas. The education that our state's
students receive must reflect the urgency of this moment.
The Climate Leadership and Community Protections Act (CLCPA) identifies
a number of sectors of New York's economy that will require a skilled
workforce. These include renewable energy generation, transportation,
buildings and infrastructure, electricity, industry, agriculture and
forestry, and waste. CLCPA's Final Scoping Plan recognizes "the need for
P-12 curricula to include climate change education. . .  
AND a coordi-
nated effort on outreach and education across all sectors of the econo-
my" (p. 427). This need, as a pipeline to "workforce development
programs. . . pre-apprenticeships, internships, and jobs with clean
energy employers," (p.82) is acknowledged throughout the Plan.
Failing to prepare New York's students for a climate-altered world, as
well as for the green jobs of the future, deprives them of skills for
adaptation and economic opportunities. States like New Jersey, which has
implemented a climate education mandate across all grades and content
areas, will surpass New York in its educational leadership, climate
preparedness, and economic competitiveness. As the fourth most populous
state in the U.S., containing the largest school district in the coun-
try, New York has the potential to become a national climate education
leader.
Increasing access to climate education in New York is a matter of both
generational and racial justice. The climate crisis will have detri-
mental impacts on coming generations. According to DEC data, New York
State has a large number of Disadvantaged Communities and New York City
has the highest concentration in the state. These communities will expe-
rience the first and worst climate impacts. Our state has an obligation
to ensure that its youngest and most vulnerable community members gain
the critical knowledge and skills they need to adapt to a rapidly chang-
ing world and to embrace sustainable behaviors. New York State's
students deserve equitable access to high-quality, globally and locally
relevant climate education and the means to become environmentally
responsible community members.
 
PRIOR LEGISLATIVE HISTORY:
2021: S1081 - Referred to Education
2020: S7341 - Referred to Education
2022: S1081 - Referred to Education
 
FISCAL IMPLICATIONS:
TBD
 
EFFECTIVE DATE:
This act shall take effect on the first of July next succeeding the date
on which it shall have become a law.