THE WAR ON SCIENCE
Currently Pending U.S. Anti-Evolution Legislation
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SB240
By Senators Mitchell and Erwin
RFD Constitution, Campaign Finance, Ethics, and
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SYNOPSIS: |
Existing law does not expressly provide a right to, nor does it expressly protect, tenure and employment for a public school teacher or a teacher at an institution of higher education for presenting scientific information pertaining to the full range of scientific views. In addition, students are not expressly provided a right to a position on scientific views. |
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This bill would expressly provide rights and protection for teachers and students concerning their position on scientific views. |
A BILL
TO BE ENTITLED
AN ACT
Providing teacher rights and protection for a public school teacher or teacher at an institution of higher education to present scientific information pertaining to the full range of scientific views in applicable curricula or in a course of learning; providing employment and tenure protection and protection against discrimination for any public school teacher or teacher at a public institution of higher education related to the presentation of such information; and providing student protection for subscribing to a particular position on scientific views.
BE IT ENACTED BY THE LEGISLATURE OF
Section 1. This law shall be know as the "Academic Freedom Act."
Section 2. The Legislature finds that existing law does not expressly protect the right of teachers identified by the United States Supreme Court in Edwards v. Aguillard to present scientific critiques of prevailing scientific theories. The Legislature further finds that existing law does not expressly protect the right of students to hold positions regarding scientific views. It is the intent of the Legislature that this act expressly protects those rights.
Section 3. Every K-12 public school teacher or teacher or instructor in any two-year or four-year public institution of higher education, or in any graduate or adult program thereof, in the State of Alabama, shall have the affirmative right and freedom to present scientific information pertaining to the full range of scientific views in any curricula or course of learning.
Section 4. No K-12 public school teacher or teacher or instructor in any two-year or four-year public institution of higher education, or in any graduate or adult program thereof, in the State of Alabama, shall be terminated, disciplined, denied tenure, or otherwise discriminated against for presenting scientific information pertaining to the full range of scientific views in any curricula or course of learning.
Section 5. Students may be evaluated based upon their understanding of course materials, but no student, in any public school or institution of higher education, shall be penalized in any way because he or she may subscribe to a particular position on scientific views.
Section 6. The rights and privileges contained in this act apply when topics are taught that may generate controversy, such as biological or chemical origins. Nothing in this act shall be construed as requiring or encouraging any change in the state curriculum standards in K-12 public schools, nor shall any provision of this act be construed as prescribing the curricular content of any course in any two-year or four-year public institution of higher education in the state.
Section 7. Nothing in this act shall be construed as promoting any religious doctrine, promoting discrimination for or against a particular set of religious beliefs, or promoting discrimination for or against religion or non-religion.
Section 8. This act shall become effective on the first day of the third month following its passage and approval by the Governor, or its otherwise becoming law.
State of
Regular Session, 2005 HOUSE BILL 2607
For An Act To Be Entitled
AN ACT CONCERNING INTELLIGENT DESIGN; PERMITTING THE TEACHING OF THE THEORY OF INTELLIGENT DESIGN IN PUBLIC SCHOOLS; AND FOR OTHER PURPOSES.
Subtitle
AN ACT CONCERNING INTELLIGENT DESIGN AND
PERMITTING THE TEACHING OF THE THEORY OF
INTELLIGENT DESIGN IN PUBLIC SCHOOLS.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF
SECTION 1. Arkansas Code Title 6, Chapter 16, is amended to add an additional subchapter to read as follows:
6-16-1301. Findings.
The General Assembly finds that:
(1) The teaching of the theory of intelligent design does not require attributing the creation of the world or it’s creatures to any god or gods;
(2) The teaching of the theory of intelligent design does not respect the establishment of any theistic religion any more than the teaching of evolutionary theory respects the establishment of the religions of secular humanism or scientific naturalism;
(3) Science should be taught in the spirit of free inquiry, including the discussion of the pros and cons of theories of origins;
(4) When topics are taught that may generate controversy, such as biological evolution, the curriculum should help students to understand the full range of scientific views that exist; and
(5) The prohibition of teaching alternative scientific theories is the cruelest and most abusive form of censorship because it prevents the very debate necessary for the scientific proof or disproof of competing theory.
6-16-1302. Definitions.
(a) As used in this subchapter “theory of intelligent design” means the scientific theory that holds that certain features of the universe and of living things are best explained by an intelligent cause and not by an undirected process such as natural selection.
(b) The theory of intelligent design:
(1) Does not claim that science can determine the identity of the intelligent cause, nor does it claim that the intelligent cause must be a divine being or a higher power or an all-powerful force;
(2) Proposes that science can identify whether certain features of the natural world are the products of intelligence;
(3) Asserts that objectivity will lead not only to good origins science, but also to constitutional neutrality in this subjective, historical science that unavoidably impacts religion; and
(4) Promotes the scientific evidence of intelligent design, because proper consideration of that evidence is necessary to achieve not only scientific objectivity but also constitutional neutrality.
6-16-1303. Theory of intelligent design.
(a) The Department of Education shall include in the educational frameworks provisions for teaching the theory of intelligent design as a parallel to evolutionary theory in such a way as to not violate the establishment clause of the first amendment to the
(b) The teachers of
05 LC 9 1573
House Bill 179
By: Representative Bridges of the 10th
A BILL TO BE ENTITLED
AN ACT
To amend Part 2 of Article 6 of Chapter 2 of Title 20 of the Official Code of Georgia Annotated, relating to competencies and core curriculum in elementary and secondary schools, so as to provide for the presentation of certain scientific evidence whenever any theory of the origin of humans or other living things is taught; to provide for legislative intent; to provide an effective date; to repeal conflicting laws; and for other purposes.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF
SECTION 1.
Part 2 of Article 6 of Chapter 2 of Title 20 of the Official Code of Georgia Annotated, relating to competencies and core curriculum in elementary and secondary schools, is amended by adding at the end thereof a new Code section, to be designated as Code Section 20-2-148, to read as follows:
"20-2-148.
(a) Whenever any theory of the origin of humans or other living things is included in a course of study offered by a local unit of administration, factual scientific evidence supporting or consistent with evolution theory and factual scientific evidence inconsistent with or not supporting the theory shall be included in the course of study.
(b) The method of instruction described in subsection (a) of this Code section is intended to strengthen the analytical skills of students by requiring the presentation of a broad range of scientific evidence regarding theories of the origin of humans and other living things. The requirements of subsection (a) of this Code section are not intended to authorize or promote the presentation of religious beliefs."
SECTION 2.
This Act shall become effective on July 1, 2005.
SECTION 3.
All laws and parts of laws in conflict with this Act are repealed.
HOUSE BILL No. 5251
September 29, 2005, Introduced by Reps. Moolenaar, Palmer, Plakas, Hummel, Emmons, Sheltrown, Stahl, Gleason, Baxter, Kahn, Newell, Ball, Sheen, Taub, Sak, Farhat, Gosselin, Hoogendyk, Walker and Pearce and referred to the Committee on Education.
A bill to amend 1976 PA 451, entitled
"The revised school code,"
by amending section 1278 (MCL 380.1278), as amended by 2004 PA 596.
THE PEOPLE OF THE STATE OF
Sec. 1278. (1) In addition to the requirements for
accreditation under section 1280 specified in that section, if the
board of a school district wants all of the schools of the school
district to be accredited under section 1280, the board shall
provide to all pupils attending public school in the district a
core academic curriculum in compliance with subsection (3) in each
of the curricular areas specified in the state board recommended
model core academic curriculum content standards developed under
subsection (2). The state board model core academic curriculum
content standards shall encompass academic and cognitive
instruction only. For purposes of this section, the state board
model core academic curriculum content standards shall not include
attitudes, beliefs, or value systems that are not essential in the
legal, economic, and social structure of our society and to the
personal and social responsibility of citizens of our society.
(2) Recommended model core academic curriculum content
standards shall be developed and periodically updated by the state
board, shall be in the form of knowledge and skill content
standards that are recommended as state standards for adoption by
public schools in local curriculum formulation and adoption, and
shall be distributed to each school district in the state. The
recommended model core academic curriculum content standards shall
set forth desired learning objectives in math, science, reading,
history, geography, economics, American government, and writing for
all children at each stage of schooling; andshall be based upon
the "Michigan K-12 program standards of quality" to ensure that
high academic standards, academic skills, and academic subject
matters are built into the instructional goals of all school
districts for all children; and shall comply with subsection (10).
The state board also shall ensure that the
assessment program and the
the state recommended model core curriculum content standards, are
testing only for proficiency in basic and advanced academic skills
and academic subject matter, and are not used to measure pupils'
values or attitudes.
(3) The board of each school district, considering academic
curricular objectives defined and recommended pursuant to
subsection (2), shall do both of the following:
(a) Establish a core academic curriculum for its pupils at the
elementary, middle, and secondary school levels. The core academic
curriculum shall define academic objectives to be achieved by all
pupils and shall be based upon the school district's educational
mission, long-range pupil goals, and pupil performance objectives.
The core academic curriculum may vary from the model core academic
curriculum content standards recommended by the state board
pursuant to subsection (2).
(b) After consulting with teachers and school building
administrators, determine the aligned instructional program for
delivering the core academic curriculum and identify the courses
and programs in which the core academic curriculum will be taught.
(4) The board may supplement the core academic curriculum by
providing instruction through additional classes and programs.
(5) For all pupils, the subjects or courses, and the delivery
of those including special assistance, that constitute the
curriculum the pupils engage in shall assure the pupils have a
realistic opportunity to learn all subjects and courses required by
the district's core academic curriculum. A subject or course
required by the core academic curriculum pursuant to subsection (3)
shall be provided to all pupils in the school district by a school
district, a consortium of school districts, or a consortium of 1 or
more school districts and 1 or more intermediate school districts.
(6) To the extent practicable, the state board may adopt or
develop academic objective-oriented high standards for knowledge
and life skills, and a recommended core academic curriculum, for
special education pupils for whom it may not be realistic or
desirable to expect achievement of initial mastery of the state
board recommended model core academic content standards objectives
or of a high school diploma.
(7) The state board shall make available to all nonpublic
schools in this state, as a resource for their consideration, the
model core academic curriculum content standards developed for
public schools pursuant to subsection (2) for the purpose of
assisting the governing body of a nonpublic school in developing
its core academic curriculum.
(8) Excluding special education pupils, pupils having a
learning disability, and pupils with extenuating circumstances as
determined by school officials, a pupil who does not score
satisfactorily on the 4th or 7th grade
assessment program reading test shall be provided special
assistance reasonably expected to enable the pupil to bring his or
her reading skills to grade level within 12 months.
(9) Any course that would have been considered a nonessential
elective course under Snyder v Charlotte School Dist, 421
(1984), on April 13, 1990 shall continue to be offered to resident
pupils of nonpublic schools on a shared time basis.
(10) Not later than August 1, 2006, the state board shall
revise the recommended model core academic curriculum content
standards in science to ensure that pupils will be able to do all
of the following:
(a) Use the scientific method to critically evaluate
scientific theories including, but not limited to, the theories of
global warming and evolution.
(b) Use relevant scientific data to assess the validity of
those theories and to formulate arguments for or against those
theories.
2005 Regular Session
To: Education
By: Senator(s)
AN ACT TO AUTHORIZE AND DIRECT THE STATE BOARD OF EDUCATION TO ISSUE RULES AND REGULATIONS ASSURING ACADEMIC FREEDOM BY REQUIRING THE TEACHING AND PRESENTATION OF SCIENTIFIC CREATIONISM IN PUBLIC SCHOOLS IF THE THEORY OF EVOLUTION IS TAUGHT; TO ESTABLISH GUIDELINES FOR CURRICULA THEREFOR; AND FOR RELATED PURPOSES.
WHEREAS, it appears that most, if not all, state-supported educational institutions require students to take courses in which naturalistic concepts of evolution are taught as scientific explanations of origins of the universe, life and man; and
WHEREAS, evolution is not demonstrable as scientific fact or testable as a scientific hypothesis and, therefore, must be accepted philosophically by faith; and
WHEREAS, there is another concept of origins - namely, that of special creation of the universe, life and man by an omnipotent personal Creator - which is at least as satisfactory a scientific explanation of origins as is evolution and is accepted as such by a large number of scientists and other well-informed people; and
WHEREAS, many citizens of this state believe in the special creation concept of origins and are convinced that exclusive indoctrination of their children in the evolutionary concept is inimical to their religious faith and to their moral and civic teachings, as well as to scientific objectivity, academic freedom and civil rights; and
WHEREAS, even a number of citizens who are not opposed to the evolution concept at least favor a balanced treatment of these two (2) alternative views or origins in the schools, thus allowing students to consider all of the evidences favoring each concept before deciding which to believe; and
WHEREAS, the United States Supreme Court has ruled that the state may not establish a religion of secularism in the sense of affirmatively opposing religion, stating that the First Amendment to the U.S. Constitution forbids alike the preference of a religious doctrine or the prohibition of a theory which is deemed antagonistic to a particular dogma; NOW THEREFORE,
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF
SECTION 1. As used in this act:
(a) "Theory of evolution" shall mean the belief that present processes, acting essentially as at present, suffice to explain the past history of the cosmos, including its assumed evolutionary development from primeval chaos into its present form. The origin and development of the elements, the galaxy, the solar system, of life, of all the species of plants and animals, the origin of man, and the origin of all things are included in this cosmology. Matter or energy, or both, in some form are assumed to be eternal, so that there has never been any real creation of anything ex nihilo, as used in this definition.
(b) "Scientific creationism" shall mean the belief, based upon scientific principles, that there was a time in the past when all matter, energy and life, and their processes and relationships, were created ex nihilo and fixed by creative and intelligent design.
SECTION 2. Public schools within this state shall give balanced treatment to the theory of scientific creationism and the theory of evolution. Balanced treatment of these two (2) theories shall be given (a) in classroom lectures taken as a whole for each course, (b) in textbook materials taken as a whole for each course, (c) in library materials taken as a whole for any field of the sciences on humanities, and (d) in other educational programs, to the extent that such lectures, textbooks, library materials or educational programs deal in any way with the subject of the origin of man, life, the earth or the universe.
SECTION 3. Treatment of either the theory of evolution or the theory of scientific creationism shall be limited to scientific evidence for each theory and inferences from such scientific evidence and shall not include religious instruction.
SECTION 4. Public schools within the state, or their personnel, shall not discriminate, by reducing a grade or by singling out and criticizing publicly, against any student who demonstrates a satisfactory understanding of both the theory of evolution and the theory of scientific creationism and who also accepts or rejects either theory in whole or in part.
SECTION 5. This act does not require a permit or instruction in any religious doctrine or materials. This act does not require any instruction in the subject of origins, but requires instruction in scientific theories of both evolution and scientific creationism if public schools choose to teach either. This act does not require each individual textbook or library book to give balanced treatment to the theories of evolution and scientific creationism, and it does not require any school books to be discarded. This act does not require each individual classroom lecture in a course to give such balanced treatment, but simply requires the lectures as a whole to give balanced treatment; it permits one (1) unit to present the theory of evolution and another unit to present the theory of scientific creationism. This act does not affect university level instruction but applies only to public secondary and elementary schools.
SECTION 6. The State Board of Education is hereby authorized and directed to promulgate rules and regulations which provide that in all public elementary and secondary schools a balanced treatment of evolution and scientific creationism is included in all courses, textbooks and library materials dealing in any manner with the subject of origins, such treatment to be limited to the scientific rather than religious aspects of the two (2) concepts. The board shall establish curricula guidelines for public schools consistent with the provisions of this act.
SECTION 7. This act shall take effect and be in force from and after July 1, 2005.
SECOND REGULAR SESSION
93RD GENERAL ASSEMBLY
INTRODUCED BY REPRESENTATIVE COOPER (155).
Read 1st time January 9, 2006 and copies ordered printed.
STEPHEN S. DAVIS, Chief Clerk
AN ACT
To amend chapter 170, RSMo, by adding thereto one new section relating to the
Be it enacted by the General Assembly of the state of
Section A. Chapter 170, RSMo, is amended by adding thereto one new section, to be known as section 170.025, to read as follows:
170.025. 1. This section shall be known and may be cited as the "
2. As used in this section, the following terms mean:
(1) "Substantive", equal to or greater than. Each public school district may modify or expand this definition as necessary within the meaning of substantive for local use;
(2) "Verified empirical data", information representing physical reality based upon repeated independent human observation, measurement, and experimentation with consistent results. Verified empirical data is without significant inference and is not theory, hypothesis, conjecture, speculation, estimated data, extrapolated data, or consensus of scientific opinion.
3. Public elementary and secondary school science teacher instruction for sixth grade through twelfth grade courses in physics, chemistry, biology, physical science, earth science, and other natural science courses shall comply with the following best practices, subject to the availability of teaching material but no later than five years after the effective date of this section:
(1) Teacher classroom instruction shall use the following best practices to support the truthful identity of scientific information and minimize misrepresentation while promoting clarity, accuracy, and student understanding:
(a) Information that appears to be verified empirical data, but is not, shall be identified to distinguish it as separate from verified empirical data. Verified empirical data needs no specific identification. Inability to determine if specific information is verified empirical data shall not invalidate such best practice;
(b) Information representing scientific thought such as theory, hypothesis, conjecture, speculation, extrapolation, estimation, unverified data, consensus of scientific opinion, and philosophical belief shall be identified to distinguish it as separate from verified empirical data;
(2) Teacher classroom instruction shall use the following best practices to support the objective teaching of scientific information and minimize dogmatism while promoting student inquiry, healthy skepticism, and understanding:
(a) When information other than verified empirical data is taught representing current scientific thought such as theory, hypothesis, conjecture, speculation, extrapolation, estimation, unverified data, consensus of scientific opinion, and philosophical belief, such information shall be within the purview of critical analysis and may be critically analyzed. Critical analysis includes the teaching of anomalous verified empirical data, contrary verified empirical data, missing supporting data, inadequate mechanisms, insufficient resources, faulty logic, crucial assumptions, alternate logical explanations, lack of experimental results, conflicting experiments, or predictive failures where applicable;
(b) When information other than verified empirical data is taught representing current scientific thought such as theory or hypothesis regarding phenomena that occur in the future or that occurred previous to written history, a critical analysis of such information shall be taught in a substantive amount. If a theory or hypothesis of biological origins is taught, a critical analysis of such theory or hypothesis shall be taught in a substantive amount.
4. No public elementary or secondary school science teacher shall be refused employment, disciplined, denied advancement, transferred, or otherwise discriminated against for teaching in accordance with the best practices in subsection 3 of this section within the time allotted the affected subject matter by the course curriculum.
5. The state commissioner of education shall ensure that any assessment or competency testing of public elementary and secondary school pupils for academic performance used by the state and whose content may be modified by the state complies with the best practices in subsection 3 of this section by the proper identification of scientific information and critical analysis. If questions regarding information within the purview of paragraph (b) of subdivision (2) of subsection 3 of this section are included in a test, questions regarding critical analysis of such information shall be included in a substantive amount.
S T A T E O F N E W Y O R K
________________________________________________________________________
8036--B
2005-2006 Regular Sessions
I N A S S E M B L Y
May 3, 2005
___________
Introduced by M. of A. HOOKER -- Multi-Sponsored by -- M. of A. McDO-
NOUGH -- read once and referred to the Committee on Education --
recommitted to the Committee on Education in accordance with Assembly
Rule 3, sec. 2 -- committee discharged, bill amended, ordered
reprinted as amended and recommitted to said committee -- committee
discharged, bill amended, ordered reprinted as amended and recommitted
to said committee
AN ACT to amend the education law, in relation to requiring study of the
controversy surrounding evolution and the origins of man
THE PEOPLE OF THE STATE OFNEW YORK
BLY, DO ENACT AS FOLLOWS:
1 Section 1. The education law is amended by adding a new section 803-b
2 to read as follows:
3 S 803-B. COURSES OF STUDY IN THE CONTROVERSY SURROUNDING EVOLUTION AND
4 THE ORIGINS OF MAN. 1. ALL PUPILS IN GRADES KINDERGARTEN THROUGH TWELVE
5 IN ALL PUBLIC SCHOOLS IN THE STATE SHALL RECEIVE INSTRUCTION REGARDING
6 ALL ASPECTS OF THE CONTROVERSY SURROUNDING EVOLUTION AND THE ORIGINS OF
7 MAN. SUCH INSTRUCTION SHALL BE PROVIDED BY OR UNDER THE DIRECT SUPER-
8 VISION OF REGULAR CLASSROOM TEACHERS, PROVIDED, HOWEVER, THAT SUCH
9 INSTRUCTION MAY BE PROVIDED BY ANY OTHER AGENCY, PUBLIC OR PRIVATE.
10 2. THE COMMISSIONER, SHALL PROVIDE TECHNICAL ASSISTANCE TO ASSIST IN
11 THE DEVELOPMENT OF CURRICULA FOR SUCH COURSES OF STUDY WHICH SHALL BE
12 AGE APPROPRIATE AND DEVELOPED ACCORDING TO THE NEEDS AND ABILITIES OF
13 PUPILS AT SUCCESSIVE GRADE LEVELS IN ORDER TO PROVIDE INFORMATION
14 REGARDING ALL ASPECTS OF THE CONTROVERSY SURROUNDING EVOLUTION AND THE
15 ORIGINS OF MAN INCLUDING, BUT NOT LIMITED TO, INTELLIGENT DESIGN AND
16 INFORMATION EFFECTIVELY CHALLENGING THE THEORY OF EVOLUTION.
17 3. THE BOARD OF EDUCATION OR TRUSTEES OF EVERYSCHOOL DISTRICT SHALL
18 PROVIDE APPROPRIATE TRAINING AND CURRICULUM MATERIALS FOR THE REGULAR
19 TEACHERS WHO PROVIDE SUCH INSTRUCTION, TO ENSURE THAT ALL ASPECTS OF THE
20 CONTROVERSY, ALONG WITH ANY SUPPORTIVE DATA, ARE FULLY EXAMINED THROUGH
EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
{ } is old law to be omitted.
LBD11536-06-6
A. 8036--B 2
1 SUCH COURSE OF STUDY. SCHOOL DISTRICTS SHALL RECEIVE STATE AID FOR SUCH
2 TRAINING AND CURRICULUM MATERIALS NECESSARY TO PROVIDE SUCH INSTRUCTION
3 PURSUANT TO PARAGRAPH D-1 OF SUBDIVISION THIRTY-EIGHT OF SECTION THIR-
4 TY-SIX HUNDRED TWO OF THIS CHAPTER.
5 S 2. Subdivision 38 of section 3602 of the education law is amended by
6 adding a new paragraph d-1 to read as follows:
7 D-1. NOTWITHSTANDING ANY OTHER PROVISION OF LAW,SCHOOL DISTRICTS MAY
8 UTILIZE AID PAYABLE PURSUANT TO PARAGRAPH B OF THIS SUBDIVISION FOR THE
9 PURPOSE OF TEACHER TRAINING AND CURRICULUM MATERIALS NECESSARY TO
10 PROVIDE INSTRUCTION PURSUANT TO SECTION EIGHT HUNDRED THREE-B OF THIS
11 CHAPTER.
12 S 3. This act shall take effect immediately.
STATE OF
2nd Session of the 50th Legislature (2006)
HOUSE BILL 2526 By: Deutschendorf
AS INTRODUCED
<StartFT>An Act relating to schools; allowing a school district board of education to include the theory of intelligent design in certain instruction; allowing teachers to use supporting evidence; prohibiting teachers from emphasizing denominational, sectarian, or religious beliefs; providing for codification; providing an effective date; and declaring an emergency. <EndFT>
BE IT ENACTED BY THE PEOPLE OF THE STATE OF
SECTION 1. NEW LAW A new section of law to be codified in the Oklahoma Statutes as Section <11-103.11> of Title <70>, unless there is created a duplication in numbering, reads as follows:
In any public school instruction concerning the theories of the origin of man and the earth which includes the theory commonly known as evolution, a board of education of a school district may include, as a portion of such instruction, the theory of intelligent design. Upon approval of the board of education, a teacher in the school district may use supporting evidence deemed necessary for instruction on the theory of intelligent design. When providing supporting evidence on the theory of intelligent design, a teacher in a public school shall not stress any particular denominational, sectarian, or religious doctrine or belief.
SECTION 2. This act shall become effective <July 1, 2006>.
SECTION 3. It being immediately necessary for the preservation of the public peace, health and safety, an emergency is hereby declared to exist, by reason whereof this act shall take effect and be in full force from and after its passage and approval.
50-2-7704 KB 12/19/05
South Carolina General Assembly
116th Session, 2005-2006
S. 909
STATUS INFORMATION
General Bill
Sponsors: Senators Fair, Bryant, Campsen, Verdin and Thomas
Document Path: l:\council\bills\pt\2717sj05.doc
Introduced in the Senate on June 1, 2005
Currently residing in the Senate Committee on Education
Summary: Science education