Senate Bill S2430

                                 
BILL NUMBER: S2430

SPONSOR: GOUNARDES
 
TITLE OF BILL:

An act to amend the education law, in relation to interdisciplinary
instruction on climate change

 
PURPOSE:

To require, subject to appropriation, that every public school provides
instruction on climate change and that the department prepares and makes
available guidance and resources to help educators deliver this instruc-
tion.

 
SUMMARY OF PROVISIONS:

Section one of this bill amends the Education Law by adding a new

Section 819 which would:  Require that every public school provide
instruction on climate change, which may be provided through interdisci-
plinary instruction, where appropriate. Such instruction shall include,
              

but not be limited to, identifying the causes and impacts of climate
change on individuals, environments and communities, and learning to
evaluate solutions. Such instruction will align with State learning
standards, as appropriate. Such instruction shall be subject to appro-
priation.

Section one further provides that, subject to appropriation, the depart-
ment prepares and makes available guidance and resources for educators
including supports for school districts to offer professional learning
opportunities to assist educators in meeting the requirements of this
section, as well as technical assistance to school districts to assist
in transitioning their operations, including their facilities and trans-
portation, to more energy efficient and climate friendly approaches.

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 in every
public school in a multidisciplinary approach as appropriate . 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
already 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 country, 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, defined in the
CLCPA as "communities that bear burdens of negative public health
effects, environmental pollution, impacts of climate change, and possess
certain socioeconomic criteria, or comprise high concentrations of low-
and moderate-income households", and New York City has the highest
concentration in the state. These communities will experience 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 changing 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.

 
LEGISLATIVE HISTORY:

New bill

 
FISCAL IMPLICATIONS:

To be determined

 
EFFECTIVE DATE:
This act shall take effect immediately.