House Bill 50

AN ACT TO REQUIRE THE STATE BOARD OF EDUCATION, SCHOOL SUPERINTENDENTS AND OTHER PUBLIC SCHOOL DISTRICT ADMINISTRATORS AND PRINCIPALS TO CREATE AN ENVIRONMENT THAT ENCOURAGES STUDENTS TO EXPLORE SCIENTIFIC QUESTIONS, LEARN ABOUT SCIENTIFIC EVIDENCE AND DEVELOP CRITICAL THINKING SKILLS ABOUT SCIENTIFIC SUBJECTS REQUIRED TO BE TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; TO REQUIRE THESE ENTITIES TO ASSIST TEACHERS IN FINDING EFFECTIVE METHODS OF PRESENTING THE SCIENCE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION AS IT ADDRESSES SCIENTIFIC SUBJECTS THAT MAY CAUSE DEBATE AND DISPUTATION; TO PROHIBIT THESE ENTITIES FROM PROHIBITING TEACHERS FROM HELPING STUDENTS UNDERSTAND, ANALYZE, CRITIQUE AND REVIEW THE SCIENTIFIC STRENGTHS AND WEAKNESSES OF ALL EXISTING SCIENTIFIC THEORIES TAUGHT UNDER THE CURRICULUM FRAMEWORK DEVELOPED BY THE STATE BOARD OF EDUCATION; AND FOR RELATED PURPOSES.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MISSISSIPPI:

SECTION 1. (1) (a) The Legislature finds that an important purpose of science education is to inform students about scientific evidence and to help students develop critical thinking skills necessary to become intelligent, productive and scientifically informed citizens. The teaching of some scientific subjects required to be taught under the curriculum framework developed by the State Board of Education may cause debate and disputation, including, but not limited to:

(i) Biological evolution;

(ii) The chemical origins of life;

(iii) Global warming; and

(iv) Human cloning.

Some teachers may be unsure of the expectations concerning how they should present information when debate and disputation occur on these subjects.

(b) The State Board of Education, local school boards, public school superintendents of schools, public school administrators and principals and public school teachers shall endeavor to create an environment within public K-12 schools that encourages students to explore scientific questions, learn about scientific evidence, develop critical thinking skills and respond appropriately and respectfully to differences of opinion about scientific subjects required to be taught under the curriculum framework developed by the State Board of Education.

(c) The State Board of Education, local school boards, public school superintendents and public school administrators and principals shall endeavor to assist teachers to find effective ways to present the science curriculum framework developed by the State Board of Education as it addresses scientific subjects that may cause debate and disputation. Toward this end, teachers shall be permitted to help students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education.

(d) Neither the State Board of Education, nor any local school board, public school superintendent, public school administrator or principal shall prohibit any teacher of a public school system from helping students understand, analyze, critique and review in an objective manner the scientific strengths and scientific weaknesses of all existing scientific theories covered in the course being taught within the curriculum framework developed by the State Board of Education.

(e) This section only protects the teaching of scientific information, and shall not be construed to promote any religious or nonreligious doctrine, promote discrimination for or against a particular set of religious beliefs or promote discrimination for or against religion.

SECTION 2. No later than the start of the 2016-2017 school year, the State Department of Education shall notify all public school superintendents of the provisions of this act. Each public school superintendent shall notify all employees within the director's school system of the provisions of this act.

SECTION 3. This act shall take effect and be in force from and after its passage.