HB 3365
Directs the State Board of Education to ensure that any revisions to the academic content standards for certain core subjects include standards that address the causes and effects of climate change and strategies for mitigating, adapting to and strengthening community resilience to those causes and effects.
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Sign in to take actionPublic sentiment
Support
74%
Oppose
26%
- Introduced
- Passed House
- Passed Senate
- To Governor
- Became Law
Bill overview
This bill requires Oregon’s State Board of Education to update academic content standards in subjects like science, health, history, geography, economics, and civics. These revisions must include standards that explain the causes and effects of climate change, as well as strategies for reducing its impact and building community resilience. The changes apply to standards being reviewed and revised from this point forward.
Key provisions
- The State Board of Education must revise academic content standards.
- Revisions must address the causes and effects of climate change.
- Standards should include strategies for mitigating climate change.
- Standards should include strategies for adapting to climate change impacts.
- Standards should include strategies for strengthening community resilience to climate change.
Who is affected
- Oregon Public Schools
- Students in Oregon Public Schools
- Oregon’s State Board of Education
- Teachers in Oregon Public Schools
- Curriculum Developers in Oregon
Notable changes
- Requires climate change education standards in core subjects.
- Applies to revisions of existing academic content standards.
Sponsors
Official sponsors from legislative records.
Primary sponsors
James Manning Jr.
Cosponsor
Arguments in favor
Reasons to support this legislation.
The supporters of HB 3365 advocate for integrating climate change instruction into various K-12 core subjects to equip students with knowledge and skills to navigate climate challenges. They emphasize the importance of climate resilience literacy, citing its need to prepare future generations to tackle climate change and address environmental issues. Many testifiers highlight the urgent need for comprehensive climate education, arguing that it is essential for promoting sustainability, addressing student anxiety, and preparing students for a sustainable future. They also stress the importance of interdisciplinary approaches to sustainability and climate change, as well as the need for Oregon to take leadership in comprehensive climate education, ensuring that students are equipped with knowledge and skills to address environmental challenges and promote climate conscious practices.
Source: Testimony Summaries
Arguments opposed
Reasons to oppose this legislation.
Opponents of HB 3365 express concerns about diverting time and resources away from core subjects like reading, writing, math, history, and science. They argue that the bill's focus on climate change education introduces ideological bias and may distract from more pressing educational needs. Some Oregon's schools are already struggling with poor performance and that this bill will perpetuate a decline in public education. Others express frustration with what they see as an overemphasis on liberal agendas in schools, calling for a return to basic subjects and traditional academics. Many also dispute the notion of human-caused global warming, instead emphasizing natural cycles and the importance of basic skills like English and math. Overall, opponents of the bill believe it is unnecessary, misguided, or both, and should not be implemented in Oregon's schools.