Text of MN HF 1839 (2025)

1.1 A bill for an act​ 1.2 relating to education; repealing diversity, equity, and inclusion provisions in​ 1.3 prekindergarten through grade 12 education; requiring rulemaking; amending​ 1.4 Minnesota Statutes 2024, sections 120A.42; 120B.021, subdivision 4; 120B.024,​ 1.5 subdivision 2; 120B.11, subdivisions 1, 2, 3; 121A.212; 124D.09, subdivision 3;​ 1.6 124D.861, subdivision 2; 126C.10, subdivision 14; Laws 2023, chapter 55, article​ 1.7 12, section 17, subdivision 2, as amended; repealing Minnesota Statutes 2024,​ 1.8 sections 120B.021, subdivision 5; 120B.101; 120B.113; 120B.117; 120B.25;​ 1.9 120B.251; 121A.041; 122A.70, subdivision 2a; Laws 2023, chapter 55, article 2,​ 1.10 section 60; Minnesota Rules, part 3501.1350.​ 1.11 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:​ 1.12 Section 1. Minnesota Statutes 2024, section 120A.42, is amended to read:​ 1.13 120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.​ 1.14 (a) The governing body of any district may contract with any of the teachers of the​ 1.15 district for the conduct of schools, and may conduct schools, on either, or any, of the​ 1.16 following holidays, provided that a clause to this effect is inserted in the teacher's contract:​ 1.17 Martin Luther King's birthday, Lincoln's and Washington's birthdays, Indigenous Peoples​ 1.18 Columbus Day, and Veterans' Day. On Martin Luther King's birthday, Washington's birthday,​ 1.19 Lincoln's birthday, and Veterans' Day at least one hour of the school program must be​ 1.20 devoted to a patriotic observance of the day. On Indigenous Peoples Day, at least one hour​ 1.21 of the school program must be devoted to observance of the day. As part of its observance​ 1.22 of Indigenous Peoples Day, a district may provide professional development to teachers​ 1.23 and staff, or instruction to students, on the following topics:​ 1.24 (1) the history of treaties between the United States and Indigenous peoples;​ 1.25 (2) the history of federal boarding schools for Indigenous children;​ 1​ Section 1.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ State of Minnesota​ This Document can be made available​ in alternative formats upon request​ HOUSE OF REPRESENTATIVES​ H. F. No. 1839​ NINETY-FOURTH SESSION​ Authored by Altendorf, Knudsen, Fogelman and Warwas​ 03/03/2025​ The bill was read for the first time and referred to the Committee on Education Policy​ 2.1 (3) Indigenous languages;​ 2.2 (4) Indigenous traditional medicines and cultural or spiritual practices;​ 2.3 (5) the sovereignty of Tribal Nations;​ 2.4 (6) the contributions of Indigenous people to American culture, literature, and society;​ 2.5 and​ 2.6 (7) current issues affecting Indigenous communities.​ 2.7 (b) A district may conduct a school program to honor Constitution Day and Citizenship​ 2.8 Day by providing opportunities for students to learn about the principles of American​ 2.9 democracy, the American system of government, American citizens' rights and​ 2.10 responsibilities, American history, and American geography, symbols, and holidays. Among​ 2.11 other activities under this paragraph, districts may administer to students the test questions​ 2.12 United States Citizenship and Immigration Services officers pose to applicants for​ 2.13 naturalization.​ 2.14 Sec. 2. Minnesota Statutes 2024, section 120B.021, subdivision 4, is amended to read:​ 2.15 Subd. 4. Revisions and reviews required. (a) The commissioner of education must​ 2.16 revise the state's academic standards and graduation requirements and implement a ten-year​ 2.17 cycle to review and, consistent with the review, revise state academic standards and related​ 2.18 benchmarks, consistent with this subdivision. During each ten-year review and revision​ 2.19 cycle, the commissioner also must examine the alignment of each required academic standard​ 2.20 and related benchmark with the knowledge and skills students need for career and college​ 2.21 readiness and advanced work in the particular subject area. The commissioner must include​ 2.22 the contributions of Minnesota American Indian Tribes and communities, including urban​ 2.23 Indigenous communities, as related to the academic standards during the review and revision​ 2.24 of the required academic standards. The commissioner must embed Indigenous education​ 2.25 for all students consistent with recommendations from Tribal Nations and urban Indigenous​ 2.26 communities in Minnesota regarding the contributions of American Indian Tribes and​ 2.27 communities in Minnesota into the state's academic standards during the review and revision​ 2.28 of the required academic standards. The recommendations to embed Indigenous education​ 2.29 for all students includes but is not limited to American Indian experiences in Minnesota,​ 2.30 including Tribal histories, Indigenous languages, sovereignty issues, cultures, treaty rights,​ 2.31 governments, socioeconomic experiences, contemporary issues, and current events.​ 2.32 (b) The commissioner must ensure that the statewide mathematics assessments​ 2.33 administered to students in grades 3 through 8 and 11 are aligned with the state academic​ 2​ Sec. 2.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 3.1 standards in mathematics, consistent with section 120B.302, subdivision 3, paragraph (a).​ 3.2 The commissioner must implement a review of the academic standards and related​ 3.3 benchmarks in mathematics beginning in the 2021-2022 school year and every ten years​ 3.4 thereafter.​ 3.5 (c) The commissioner must implement a review of the academic standards and related​ 3.6 benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.​ 3.7 (d) The commissioner must implement a review of the academic standards and related​ 3.8 benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.​ 3.9 (e) The commissioner must implement a review of the academic standards and related​ 3.10 benchmarks in language arts beginning in the 2019-2020 school year and every ten years​ 3.11 thereafter.​ 3.12 (f) The commissioner must implement a review of the academic standards and related​ 3.13 benchmarks in social studies beginning in the 2020-2021 school year and every ten years​ 3.14 thereafter.​ 3.15 (g) The commissioner must implement a review of the academic standards and related​ 3.16 benchmarks in physical education beginning in the 2026-2027 school year and every ten​ 3.17 years thereafter.​ 3.18 (h) The commissioner must implement a review of the academic standards and related​ 3.19 benchmarks in health education beginning in the 2034-2035 school year and every ten years​ 3.20 thereafter.​ 3.21 (i) School districts and charter schools must revise and align local academic standards​ 3.22 and high school graduation requirements in world languages and career and technical​ 3.23 education to require students to complete the revised standards beginning in a school year​ 3.24 determined by the school district or charter school. School districts and charter schools must​ 3.25 formally establish a periodic review cycle for the academic standards and related benchmarks​ 3.26 in world languages and career and technical education.​ 3.27 (j) The commissioner of education must embed technology and information literacy​ 3.28 standards consistent with recommendations from school media specialists into the state's​ 3.29 academic standards and graduation requirements.​ 3.30 (k) The commissioner of education must embed ethnic studies as related to the academic​ 3.31 standards during the review and revision of the required academic standards.​ 3​ Sec. 2.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 4.1 Sec. 3. Minnesota Statutes 2024, section 120B.024, subdivision 2, is amended to read:​ 4.2 Subd. 2. Credit equivalencies. (a) A one-half credit of economics taught in a school's​ 4.3 agricultural, food, and natural resources education or business education program or​ 4.4 department may fulfill a one-half credit in social studies under subdivision 1, clause (5), if​ 4.5 the credit is sufficient to satisfy all of the academic standards in economics.​ 4.6 (b) An agriculture science or career and technical education credit may fulfill the elective​ 4.7 science credit required under subdivision 1, clause (4), if the credit meets the state physical​ 4.8 science, life science, earth and space science, chemistry, or physics academic standards or​ 4.9 a combination of these academic standards as approved by the district. An agriculture or​ 4.10 career and technical education credit may fulfill the credit in chemistry or physics required​ 4.11 under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic​ 4.12 standards as approved by the district. A student must satisfy either all of the chemistry​ 4.13 academic standards or all of the physics academic standards prior to graduation. An​ 4.14 agriculture science or career and technical education credit may not fulfill the required​ 4.15 biology credit under subdivision 1, clause (4).​ 4.16 (c) A career and technical education credit may fulfill a mathematics or arts credit​ 4.17 requirement under subdivision 1, clause (2) or (6).​ 4.18 (d) An agricultural, food, and natural resources education teacher is not required to meet​ 4.19 the requirements of Minnesota Rules, part 3505.1150, subpart 2, item B, to meet the credit​ 4.20 equivalency requirements of paragraph (b) above.​ 4.21 (e) A computer science credit may fulfill a mathematics credit requirement under​ 4.22 subdivision 1, clause (2), if the credit meets state academic standards in mathematics.​ 4.23 (f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement​ 4.24 under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in​ 4.25 science or mathematics.​ 4.26 (g) An ethnic studies course may fulfill a social studies, language arts, arts, math, or​ 4.27 science credit if the course meets the applicable state academic standards. An ethnic studies​ 4.28 course may fulfill an elective credit if the course meets applicable local standards or other​ 4.29 requirements.​ 4.30 EFFECTIVE DATE. This section is effective for the 2025-2026 school year and later.​ 4​ Sec. 3.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 5.1 Sec. 4. Minnesota Statutes 2024, section 120B.11, subdivision 1, is amended to read:​ 5.2 Subdivision 1. Definitions. For the purposes of this section and section 120B.10, the​ 5.3 following terms have the meanings given them.​ 5.4 (a) "Instruction" means methods of providing learning experiences that enable a student​ 5.5 to meet state and district academic standards and graduation requirements including applied​ 5.6 and experiential learning.​ 5.7 (b) "Curriculum" means district or school adopted programs and written plans for​ 5.8 providing students with learning experiences that lead to expected knowledge and skills​ 5.9 and career and college readiness.​ 5.10 (c) "Comprehensive achievement and civic readiness" means striving to: meet school​ 5.11 readiness goals; close the academic achievement gap among all racial and ethnic groups of​ 5.12 students and between students living in poverty and students not living in poverty; have all​ 5.13 students attain career and college readiness before graduating from high school; have all​ 5.14 students graduate from high school; and prepare students to be lifelong learners.​ 5.15 (d) "Experiential learning" means learning for students that includes career exploration​ 5.16 through a specific class or course or through work-based experiences such as job shadowing,​ 5.17 mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative​ 5.18 work experience, youth apprenticeship, or employment.​ 5.19 (e) "Ethnic studies" as defined in section 120B.25 has the same meaning for purposes​ 5.20 of this section. Ethnic studies curriculum may be integrated in existing curricular​ 5.21 opportunities or provided through additional curricular offerings.​ 5.22 (f) "Antiracist" means actively working to identify and eliminate racism in all forms in​ 5.23 order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions.​ 5.24 (g) "Culturally sustaining" means integrating content and practices that infuse the culture​ 5.25 and language of Black, Indigenous, and People of Color communities who have been and​ 5.26 continue to be harmed and erased through the education system.​ 5.27 (h) "Institutional racism" means structures, policies, and practices within and across​ 5.28 institutions that produce outcomes that disadvantage those who are Black, Indigenous, and​ 5.29 People of Color.​ 5.30 Sec. 5. Minnesota Statutes 2024, section 120B.11, subdivision 2, is amended to read:​ 5.31 Subd. 2. Adopting plans and budgets. (a) A school board, at a public meeting, must​ 5.32 adopt a comprehensive, long-term strategic plan to support and improve teaching and​ 5​ Sec. 5.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 6.1 learning that is aligned with creating comprehensive achievement and civic readiness and​ 6.2 includes:​ 6.3 (1) clearly defined district and school site goals and benchmarks for instruction and​ 6.4 student achievement for all student subgroups identified in section 120B.35, subdivision 3,​ 6.5 paragraph (b), clause (2);​ 6.6 (2) a process to assess and evaluate each student's progress toward meeting state and​ 6.7 local academic standards, assess and identify students to participate in gifted and talented​ 6.8 programs and accelerate their instruction, and adopt early-admission procedures consistent​ 6.9 with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit​ 6.10 of student and school success and curriculum affecting students' progress and growth toward​ 6.11 career and college readiness and leading to comprehensive achievement and civic readiness;​ 6.12 (3) a system to periodically review and evaluate the effectiveness of all instruction and​ 6.13 curriculum, taking into account strategies and best practices, student outcomes, school​ 6.14 principal evaluations under section 123B.147, subdivision 3, students' access to effective​ 6.15 teachers who are members of populations underrepresented among the licensed teachers in​ 6.16 the district or school and who reflect the diversity of enrolled students under section 120B.35,​ 6.17 subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,​ 6.18 subdivision 8, or 122A.41, subdivision 5;​ 6.19 (4) strategies for improving instruction, curriculum, and student achievement, including​ 6.20 the English and, where practicable, the native language development and the academic​ 6.21 achievement of English learners;​ 6.22 (5) a process to examine the equitable distribution of teachers and strategies to ensure​ 6.23 children in low-income families, children in families of People of Color, and children in​ 6.24 American Indian families are not taught at higher rates than other children by inexperienced,​ 6.25 ineffective, or out-of-field teachers;​ 6.26 (6) education effectiveness practices that:​ 6.27 (i) integrate high-quality instruction, technology, and curriculum that is rigorous, and​ 6.28 accurate, antiracist, and culturally sustaining;​ 6.29 (ii) ensure learning and work environments validate, affirm, embrace, and integrate​ 6.30 cultural and community strengths for all students, families, and employees; and​ 6.31 (iii) provide a collaborative professional culture that seeks to retain qualified, racially​ 6.32 and ethnically diverse staff effective at working with diverse students while developing and​ 6.33 supporting teacher quality, performance, and effectiveness; and​ 6​ Sec. 5.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 7.1 (7) an annual budget for continuing to implement the district plan; and.​ 7.2 (8) identifying a list of suggested and required materials, resources, sample curricula,​ 7.3 and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the​ 7.4 diversity of the state of Minnesota.​ 7.5 (b) A school district is not required to include information regarding literacy in a plan​ 7.6 or report required under this section, except with regard to the academic achievement of​ 7.7 English learners.​ 7.8 Sec. 6. Minnesota Statutes 2024, section 120B.11, subdivision 3, is amended to read:​ 7.9 Subd. 3. District advisory committee. Each school board must establish an advisory​ 7.10 committee to ensure active community participation in all phases of planning and improving​ 7.11 the instruction and curriculum affecting state and district academic standards, consistent​ 7.12 with subdivision 2. A district advisory committee, to the extent possible, must reflect the​ 7.13 diversity of the district and its school sites, include teachers, parents, support staff, students,​ 7.14 and other community residents, and provide translation to the extent appropriate and​ 7.15 practicable. The district advisory committee must pursue community support to accelerate​ 7.16 the academic and native literacy and achievement of English learners with varied needs,​ 7.17 from young children to adults, consistent with section 124D.59, subdivisions 2 and 2a. The​ 7.18 district may establish site teams as subcommittees of the district advisory committee under​ 7.19 subdivision 4. The district advisory committee must recommend to the school board: rigorous​ 7.20 academic standards; student achievement goals and measures consistent with subdivision​ 7.21 1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35; district assessments; means​ 7.22 to improve students' equitable access to effective and more diverse teachers; strategies to​ 7.23 ensure the curriculum is rigorous, and accurate, antiracist, culturally sustaining, and reflects​ 7.24 the diversity of the student population; strategies to ensure that curriculum and learning and​ 7.25 work environments validate, affirm, embrace, and integrate the cultural and community​ 7.26 strengths of all racial and ethnic groups; and program evaluations. School sites may expand​ 7.27 upon district evaluations of instruction, curriculum, assessments, or programs. Whenever​ 7.28 possible, parents and other community residents must comprise at least two-thirds of advisory​ 7.29 committee members.​ 7.30 Sec. 7. Minnesota Statutes 2024, section 121A.212, is amended to read:​ 7.31 121A.212 ACCESS TO MENSTRUAL PRODUCTS.​ 7.32 A school district or charter school must may provide female students with access to​ 7.33 menstrual products at no charge. The products must be available to all menstruating students​ 7​ Sec. 7.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 8.1 in restrooms regularly used by students in grades 4 to 12 according to a plan developed by​ 8.2 the school district. For purposes of this section, "menstrual products" means pads, tampons,​ 8.3 or other similar products used in connection with the menstrual cycle.​ 8.4 Sec. 8. Minnesota Statutes 2024, section 124D.09, subdivision 3, is amended to read:​ 8.5 Subd. 3. Definitions. For purposes of this section, the following terms have the meanings​ 8.6 given to them.​ 8.7 (a) "Eligible institution" means a Minnesota public postsecondary institution, a private,​ 8.8 nonprofit two-year trade and technical school granting associate degrees, an opportunities​ 8.9 industrialization center accredited by an accreditor recognized by the United States​ 8.10 Department of Education, or a private, residential, two-year or four-year, liberal arts,​ 8.11 degree-granting college or university located in Minnesota. An eligible institution must not​ 8.12 require a faith statement from a secondary student seeking to enroll in a postsecondary​ 8.13 course under this section during the application process or base any part of the admission​ 8.14 decision on a student's race, creed, ethnicity, disability, gender, or sexual orientation or​ 8.15 religious beliefs or affiliations.​ 8.16 (b) "Course" means a course or program.​ 8.17 (c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under​ 8.18 subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by​ 8.19 a secondary teacher or a postsecondary faculty member, and are offered at a high school​ 8.20 for which the district is eligible to receive concurrent enrollment program aid under section​ 8.21 124D.091.​ 8.22 EFFECTIVE DATE. This section is effective for the 2025-2026 school year and later.​ 8.23 Sec. 9. Minnesota Statutes 2024, section 124D.861, subdivision 2, is amended to read:​ 8.24 Subd. 2. Plan implementation; components. (a) The school board of each eligible​ 8.25 district must formally develop and implement a long-term plan under this section. The plan​ 8.26 must be incorporated into the district's comprehensive strategic plan under section 120B.11.​ 8.27 (b) The plan must contain goals for:​ 8.28 (1) reducing the disparities in academic achievement and in equitable access to effective​ 8.29 and more diverse teachers among all students and specific categories of students under​ 8.30 section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,​ 8.31 disability, and English learners; and​ 8​ Sec. 9.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 9.1 (2) increasing racial and economic diversity and integration in schools and districts.​ 9.2 (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural​ 9.3 and community strengths of all students, families, and employees in the district's curriculum​ 9.4 as well as learning and work environments. The plan must address issues of institutional​ 9.5 racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and​ 9.6 achievement gaps for students, families, and staff who are of color or who are American​ 9.7 Indian. Examples of institutional racism experienced by students who are of color or who​ 9.8 are American Indian include policies and practices that intentionally or unintentionally​ 9.9 result in disparate discipline referrals and suspension, inequitable access to advanced​ 9.10 coursework, overrepresentation in lower-level coursework, inequitable participation in​ 9.11 cocurricular activities, inequitable parent involvement, and lack of equitable access to​ 9.12 racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students​ 9.13 because it has not been a priority to hire or retain such teachers.​ 9.14 (d) (c) School districts must use local data, to the extent practicable, to develop plan​ 9.15 components and strategies. Plans may include:​ 9.16 (1) innovative and integrated prekindergarten through grade 12 learning environments​ 9.17 that offer students school enrollment choices; or​ 9.18 (2) family engagement initiatives that involve families in their students' academic life​ 9.19 and success and improve relations between home and school;.​ 9.20 (3) opportunities for students, families, staff, and community members who are of color​ 9.21 or American Indian to share their experiences in the school setting with school staff and​ 9.22 administration and to inform the development of specific proposals for making school​ 9.23 environments more validating, affirming, embracing, and integrating of their cultural and​ 9.24 community strengths;​ 9.25 (4) professional development opportunities for teachers and administrators focused on​ 9.26 improving the academic achievement of all students, including knowledge, skills, and​ 9.27 dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,​ 9.28 subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;​ 9.29 (5) recruitment and retention of teachers, administrators, cultural and family liaisons,​ 9.30 paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented​ 9.31 in the student population to strengthen relationships with all students, families, and other​ 9.32 members of the community;​ 9​ Sec. 9.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 10.1 (6) collection, examination, and evaluation of academic and discipline data for​ 10.2 institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and​ 10.3 practices that result in the education disparities, in order to propose antiracist changes as​ 10.4 defined in section 120B.11, subdivision 1, that increase access, meaningful participation,​ 10.5 representation, and positive outcomes for students of color and American Indian students;​ 10.6 (7) increased programmatic opportunities and effective and more diverse instructors​ 10.7 focused on rigor and college and career readiness for students who are impacted by racial,​ 10.8 gender, linguistic, and economic disparities, including students enrolled in area learning​ 10.9 centers or alternative learning programs under section 123A.05, state-approved alternative​ 10.10 programs under section 126C.05, subdivision 15, and contract alternative programs under​ 10.11 section 124D.69, among other underserved students;​ 10.12 (8) instruction in ethnic studies, as defined in section 120B.25, to provide all students​ 10.13 with opportunities to learn about their own and others' cultures and historical experiences;​ 10.14 or​ 10.15 (9) examination and revision of district curricula in all subjects to be inclusive of diverse​ 10.16 racial and ethnic groups while meeting state academic standards and being culturally​ 10.17 sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied​ 10.18 about any group is accurate and based in knowledge from that group.​ 10.19 (e) (d) Among other requirements, an eligible district must implement effective,​ 10.20 research-based interventions that include multiple measures of assessment and engagement​ 10.21 in order to eliminate academic disparities for students impacted by racial, gender, linguistic,​ 10.22 and economic inequities as aligned with section 120B.11.​ 10.23 (f) (e) Eligible districts must create efficiencies and eliminate duplicative programs and​ 10.24 services under this section, which may include forming collaborations or a single,​ 10.25 seven-county metropolitan areawide partnership of eligible districts for this purpose.​ 10.26 Sec. 10. Minnesota Statutes 2024, section 126C.10, subdivision 14, is amended to read:​ 10.27 Subd. 14. Uses of total operating capital revenue. Total operating capital revenue may​ 10.28 be used only for the following purposes:​ 10.29 (1) to acquire land for school purposes;​ 10.30 (2) to acquire or construct buildings for school purposes;​ 10.31 (3) to rent or lease buildings, including the costs of building repair or improvement that​ 10.32 are part of a lease agreement;​ 10​ Sec. 10.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 11.1 (4) to improve and repair school sites and buildings, and equip or reequip school buildings​ 11.2 with permanent attached fixtures, including library media centers and gender-neutral​ 11.3 single-user restrooms, locker room privacy stalls, or other spaces with privacy features,​ 11.4 including single-user shower stalls, changing stalls, or other single-user facilities;​ 11.5 (5) for a surplus school building that is used substantially for a public nonschool purpose;​ 11.6 (6) to eliminate barriers or increase access to school buildings by individuals with a​ 11.7 disability;​ 11.8 (7) to bring school buildings into compliance with the State Fire Code adopted according​ 11.9 to chapter 299F;​ 11.10 (8) to remove asbestos from school buildings, encapsulate asbestos, or make​ 11.11 asbestos-related repairs;​ 11.12 (9) to clean up and dispose of polychlorinated biphenyls found in school buildings;​ 11.13 (10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or​ 11.14 transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section​ 11.15 296A.01;​ 11.16 (11) for energy audits for school buildings and to modify buildings if the audit indicates​ 11.17 the cost of the modification can be recovered within ten years;​ 11.18 (12) to improve buildings that are leased according to section 123B.51, subdivision 4;​ 11.19 (13) to pay special assessments levied against school property but not to pay assessments​ 11.20 for service charges;​ 11.21 (14) to pay principal and interest on state loans for energy conservation according to​ 11.22 section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust​ 11.23 Fund Act according to sections 298.292 to 298.297;​ 11.24 (15) to purchase or lease interactive telecommunications equipment;​ 11.25 (16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the​ 11.26 amounts needed to meet, when due, principal and interest payments on certain obligations​ 11.27 issued according to chapter 475; or (ii) pay principal and interest on debt service loans or​ 11.28 capital loans according to section 126C.70;​ 11.29 (17) to pay operating capital-related assessments of any entity formed under a cooperative​ 11.30 agreement between two or more districts;​ 11​ Sec. 10.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 12.1 (18) to purchase or lease computers and related hardware, software, and annual licensing​ 12.2 fees, copying machines, telecommunications equipment, and other noninstructional​ 12.3 equipment;​ 12.4 (19) to purchase or lease assistive technology or equipment for instructional programs;​ 12.5 (20) to purchase textbooks as defined in section 123B.41, subdivision 2;​ 12.6 (21) to purchase new and replacement library media resources or technology;​ 12.7 (22) to lease or purchase vehicles;​ 12.8 (23) to purchase or lease telecommunications equipment, computers, and related​ 12.9 equipment for integrated information management systems for:​ 12.10 (i) managing and reporting learner outcome information for all students under a​ 12.11 results-oriented graduation rule;​ 12.12 (ii) managing student assessment, services, and achievement information required for​ 12.13 students with individualized education programs; and​ 12.14 (iii) other classroom information management needs;​ 12.15 (24) to pay personnel costs directly related to the acquisition, operation, and maintenance​ 12.16 of telecommunications systems, computers, related equipment, and network and applications​ 12.17 software;​ 12.18 (25) to pay the costs directly associated with closing a school facility, including moving​ 12.19 and storage costs;​ 12.20 (26) to pay the costs of supplies and equipment necessary to provide access to menstrual​ 12.21 products at no charge to female students in restrooms and as otherwise needed in school​ 12.22 facilities; and​ 12.23 (27) to pay the costs of the opiate antagonists required under section 121A.224.​ 12.24 Sec. 11. Laws 2023, chapter 55, article 12, section 17, subdivision 2, as amended by Laws​ 12.25 2024, chapter 115, article 10, section 3, is amended to read:​ 12.26 Subd. 2. Department. (a) For the Department of Education:​ 2024​ .....​ 47,005,000​ 12.27 $​ 2025​ .....​ 40,052,000​ 12.28 $​ 12.29 Of these amounts:​ 12.30 (1) $405,000 each year is for the Board of School Administrators;​ 12​ Sec. 11.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 13.1 (2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,​ 13.2 section 120B.115;​ 13.3 (3) $720,000 each year is for implementing Minnesota's Learning for English Academic​ 13.4 Proficiency and Success Act (LEAPS) under Laws 2014, chapter 272, article 1, as amended;​ 13.5 (4) $480,000 each year is for the Department of Education's mainframe update;​ 13.6 (5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with​ 13.7 litigation;​ 13.8 (6) $595,000 in fiscal year 2024 and $2,609,000 in fiscal year 2025 are for modernizing​ 13.9 district data submissions. The base for fiscal year 2026 and later is $2,359,000;​ 13.10 (7) $573,000 each year is for engagement and rulemaking related to Specific Learning​ 13.11 Disability;​ 13.12 (8) $150,000 each year is for an ethnic studies specialist in the academic standards​ 13.13 division to provide support to the ethnic studies working group and to school districts seeking​ 13.14 to establish or strengthen ethnic studies courses;​ 13.15 (9) $150,000 each year is for the comprehensive school mental health services lead under​ 13.16 Minnesota Statutes, section 127A.215;​ 13.17 (10) $150,000 each year is for a school health services specialist under Minnesota​ 13.18 Statutes, section 121A.20;​ 13.19 (11) $2,000,000 each year is for the Office of the Inspector General established under​ 13.20 Minnesota Statutes, section 127A.21;​ 13.21 (12) $800,000 each year is for audit and internal control resources;​ 13.22 (13) $2,000,000 in fiscal year 2024 only is for information technology infrastructure​ 13.23 and portfolio resources;​ 13.24 (14) $2,000,000 each year is for staffing the Equity, Diversity and Inclusion (EDI) Center​ 13.25 at the Department of Education;​ 13.26 (15) (14) $275,000 in fiscal year 2024 and $175,000 in fiscal year 2025 are for​ 13.27 administrative expenses for unemployment aid; and​ 13.28 (16) (15) $130,000 in fiscal year 2025 only is for the state school librarian under​ 13.29 Minnesota Statutes, section 127A.151.​ 13.30 (b) None of the amounts appropriated under this subdivision may be used for Minnesota's​ 13.31 Washington, D.C., office.​ 13​ Sec. 11.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 14.1 (c) The expenditures of federal grants and aids as shown in the biennial budget document​ 14.2 and its supplements are approved and appropriated and must be spent as indicated.​ 14.3 (d) The base for fiscal year 2026 and later is $39,667,000.​ 14.4 EFFECTIVE DATE. This section is effective July 1, 2025.​ 14.5 Sec. 12. RULES NOT EFFECTIVE.​ 14.6 The amendments to Minnesota Rules, part 8710.2000, published in the State Register,​ 14.7 volume 47, page 988, are void and do not take effect.​ 14.8 EFFECTIVE DATE. This section is effective the day following final enactment.​ 14.9 Sec. 13. DEPARTMENT OF EDUCATION RULEMAKING; SOCIAL STUDIES​ 14.10 ACADEMIC STANDARDS.​ 14.11 Using the expedited rulemaking process under Minnesota Statutes, section 14.389, the​ 14.12 commissioner of education shall adopt social studies academic standards that are identical​ 14.13 to the social studies academic standards in Minnesota Rules 2023, parts 3501.1300,​ 14.14 3501.1305, 3501.1310, 3501.1315, 3501.1320, 3501.1325, 3501.1330, 3501.1335, 3501.1340,​ 14.15 and 3501.1345.​ 14.16 EFFECTIVE DATE. This section is effective the day following final enactment.​ 14.17 Sec. 14. EQUITY, DIVERSITY AND INCLUSION CENTER.​ 14.18 The commissioner of education must not establish or continue operation of an Equity,​ 14.19 Diversity and Inclusion (EDI) Center or similar office within the department.​ 14.20 EFFECTIVE DATE. This section is effective the day following final enactment.​ 14.21 Sec. 15. REPEALER.​ 14.22 (a) Minnesota Statutes 2024, sections 120B.021, subdivision 5; 120B.101; 120B.113;​ 14.23 120B.117; 120B.25; 120B.251; 121A.041; and 122A.70, subdivision 2a, are repealed.​ 14.24 (b) Laws 2023, chapter 55, article 2, section 60, is repealed.​ 14.25 (c) Minnesota Rules, part 3501.1350, is repealed.​ 14.26 EFFECTIVE DATE. This section is effective July 1, 2025.​ 14​ Sec. 15.​ REVISOR CR/DD 25-03840​ 02/19/25 ​ 120B.021 REQUIRED ACADEMIC STANDARDS.​ Subd. 5. Indigenous education for all students. To support implementation of Indigenous​ education for all students, the commissioner must:​ (1) provide historically accurate, Tribally endorsed, culturally relevant, community-based,​ contemporary, and developmentally appropriate resources. Resources to implement standards must​ include professional development and must demonstrate an awareness and understanding of the​ importance of accurate, high-quality materials about the histories, languages, cultures, and​ governments of local Tribes;​ (2) provide resources to support all students learning about the histories, languages, cultures,​ governments, and experiences of their American Indian peers and neighbors. Resources to implement​ standards across content areas must be developed to authentically engage all students and support​ successful learning; and​ (3) conduct a needs assessment by December 31, 2023. The needs assessment must fully inform​ the development of future resources for Indigenous education for all students by using information​ from American Indian Tribes and communities in Minnesota, including urban Indigenous​ communities, Minnesota's Tribal Nations Education Committee, schools and districts, students,​ and educational organizations. The commissioner must submit a report on the findings and​ recommendations from the needs assessment to the chairs and ranking minority members of​ legislative committees with jurisdiction over education; to the American Indian Tribes and​ communities in Minnesota, including urban Indigenous communities; and to all schools and districts​ in the state by February 1, 2024. The commissioner of education must consult with Tribal Nations​ located in Minnesota and Minnesota's Tribal Nations Education Committee about the need for​ additional funding necessary for each Tribal Nation located in Minnesota to continue developing​ resources for Indigenous education for all students. By February 15, 2025, the commissioner must​ provide links to the materials developed by the Tribal Nations on its website and submit a report​ to the chairs and ranking minority members of the legislative committees with jurisdiction over​ education highlighting the materials that have been developed and documenting the need for​ additional resources. A consultation under this section does not replace or limit any consultation​ required under section 10.65.​ 120B.101 CURRICULUM.​ No school district or charter school may discriminate against or discipline a teacher or principal​ on the basis of incorporating into curriculum contributions of persons in a federally protected class​ or state protected class when the included contribution is in alignment with standards and benchmarks​ adopted under sections 120B.021 and 120B.023.​ 120B.113 CLOSING EDUCATIONAL OPPORTUNITY GAPS GRANTS.​ Subdivision 1. Grant program established. The commissioner of education must establish a​ grant program to support implementation of comprehensive achievement and civic readiness​ strategies under section 120B.11, subdivision 2, clauses (4) and (6), and collaborative efforts that​ address opportunity gaps resulting from curricular, environmental, and structural inequities in​ schools experienced by students, families, and staff who are of color or who are American Indian.​ Subd. 2. Definitions. (a) For purposes of this section, the following terms have the meanings​ given.​ (b) "Antiracist" has the meaning given in section 120B.11, subdivision 1.​ (c) "Curricular" means curriculum resources used and content taught as well as access to levels​ of coursework or types of learning opportunities.​ (d) "Environmental" means relating to the climate and culture of a school.​ (e) "Equitable" means fairness by providing curriculum, instruction, support, and other resources​ for learning based on the needs of individual students and groups of students to succeed at school​ rather than treating all students the same despite the students having different needs.​ (f) "Institutional racism" has the meaning given in section 120B.11, subdivision 1.​ (g) "Opportunity gap" means the inequitable distribution of resources that impacts inequitable​ opportunities that contribute to or perpetuate learning gaps for certain groups of students.​ (h) "Structural" means relating to the organization and systems of a school that have been created​ to manage a school.​ 1R​ APPENDIX​ Repealed Minnesota Statutes: 25-03840​ Subd. 3. Applications and grant awards. The commissioner must determine application​ procedures and deadlines, select districts and charter schools to participate in the grant program,​ and determine the award amount and payment process of the grants. To the extent that there are​ sufficient applications, the commissioner must award an approximately equal number of grants​ between districts in greater Minnesota and those in the Twin Cities metropolitan area. If there are​ an insufficient number of applications received for either geographic area, then the commissioner​ may award grants to meet the requests for funds wherever a district is located.​ Subd. 4. Description. The grant program must provide funding that supports collaborative​ efforts that close opportunity gaps by:​ (1) ensuring school environments and curriculum validate, affirm, embrace, and integrate cultural​ and community strengths of students, families, and employees from all racial and ethnic backgrounds;​ and​ (2) addressing institutional racism with equitable school policies, structures, practices, and​ curricular offerings, consistent with the requirements for long-term plans under section 124D.861,​ subdivision 2, paragraph (c).​ Subd. 5. Report. Grant recipients must annually report to the commissioner by a date and in a​ form and manner determined by the commissioner on efforts planned and implemented that engaged​ students, families, educators, and community members of diverse racial and ethnic backgrounds in​ making improvements to school climate and curriculum. The report must assess the impact of those​ efforts as perceived by racially and ethnically diverse stakeholders, and must identify any areas​ needed for further continuous improvement. The commissioner must publish a report for the public​ summarizing the activities of grant recipients and what was done to promote sharing of effective​ practices among grant recipients and potential grant applicants.​ 120B.117 INCREASING PERCENTAGE OF TEACHERS OF COLOR AND AMERICAN​ INDIAN TEACHERS IN MINNESOTA.​ Subdivision 1. Purpose. This section sets short-term and long-term attainment goals for​ increasing the percentage of teachers of color and who are American Indian teachers in Minnesota​ and for ensuring all students have equitable access to effective and racially and ethnically diverse​ teachers who reflect the diversity of students. The goals and report required under this section are​ important for meeting attainment goals for comprehensive achievement and civic readiness under​ section 120B.11, achievement and integration under section 124D.861, and higher education​ attainment under section 135A.012, all of which have been established to close persistent opportunity​ and achievement gaps that limit students' success in school and life and impede the state's economic​ growth.​ Subd. 2. Equitable access to racially and ethnically diverse teachers. The percentage of​ teachers in Minnesota who are of color or who are American Indian should increase at least two​ percentage points per year to have a teaching workforce that more closely reflects the state's​ increasingly diverse student population and to ensure all students have equitable access to effective​ and diverse teachers by 2040.​ Subd. 3. Rights not created. The attainment goal in this section is not to the exclusion of any​ other goals and does not confer a right or create a claim for any person.​ Subd. 4. Reporting. The Professional Educator Licensing and Standards Board must collaborate​ with the Department of Education and the Office of Higher Education to publish a summary report​ of each of the programs they administer and any other programs receiving state appropriations that​ have or include an explicit purpose of increasing the racial and ethnic diversity of the state's teacher​ workforce to more closely reflect the diversity of students. The report must include programs under​ sections 122A.59, 122A.63, 122A.635, 122A.70, 122A.73, 124D.09, 124D.861, 136A.1274,​ 136A.1276, and 136A.1791, along with any other programs or initiatives that receive state​ appropriations to address the shortage of teachers of color and American Indian teachers. The board​ must, in coordination with the Office of Higher Education and Department of Education, provide​ policy and funding recommendations related to state-funded programs to increase the recruitment,​ preparation, licensing, hiring, and retention of racially and ethnically diverse teachers and the state's​ progress toward meeting or exceeding the goals of this section. The report must include​ recommendations for state policy and funding needed to achieve the goals of this section, plans for​ sharing the report and activities of grant recipients, and opportunities among grant recipients of​ various programs to share effective practices with each other. The initial report must also include​ a recommendation of whether a state advisory council should be established to address the shortage​ of racially and ethnically diverse teachers and what the composition and charge of such an advisory​ 2R​ APPENDIX​ Repealed Minnesota Statutes: 25-03840​ council would be if established. The board must consult with the Indian Affairs Council and other​ ethnic councils along with other community partners, including students of color and American​ Indian students, in developing the report. The board must submit the report to the chairs and ranking​ minority members of the legislative committees with jurisdiction over education and higher education​ policy and finance by November 3, 2025, for the initial report, and by November 3 each​ even-numbered year thereafter. The report must be available to the public on the board's website.​ 120B.25 ETHNIC STUDIES.​ "Ethnic studies" means the interdisciplinary study of race, ethnicity, and indigeneity with a​ focus on the experiences and perspectives of people of color within and beyond the United States.​ Ethnic studies analyzes the ways in which race and racism have been and continue to be social,​ cultural, and political forces, and the connection of race to the stratification of other groups, including​ stratification based on the protected classes under section 363A.13.​ 120B.251 ETHNIC STUDIES REQUIREMENTS.​ Subdivision 1. Definition. "Ethnic studies" has the meaning provided in section 120B.25.​ Subd. 2. Requirements. (a) Starting in the 2026-2027 school year, a district or charter school​ high school must offer an ethnic studies course that fulfills the requirements of this paragraph.​ Nothing in this section increases or otherwise affects the number of credits required for graduation​ under section 120B.024. An ethnic studies course may fulfill a social studies, language arts, arts,​ math, or science credit if the course meets the applicable state academic standards. An ethnic studies​ course may fulfill an elective credit if the course meets applicable local academic standards or other​ requirements.​ (b) School districts and charter schools must provide ethnic studies instruction in elementary​ schools and middle schools by the 2027-2028 school year in accordance with state academic​ standards.​ (c) Ethnic studies instruction must meet statewide ethnic studies academic standards.​ (d) An ethnic studies course may focus specifically on a particular group of national or ethnic​ origin.​ Subd. 3. Department of Education. The Department of Education must hire dedicated ethnic​ studies staff sufficient to fulfill the following department duties:​ (1) support school district and charter school implementation of ethnic studies courses that​ fulfill ethnic studies standards through activities such as assistance with increased completion of​ the Minnesota Common Course Catalog, hosting an annual implementation support symposium,​ and regular updates and lessons learned;​ (2) support school districts and charter schools in providing training for teachers and school​ district staff to successfully implement ethnic studies standards;​ (3) support and provide tools for each school district or charter school to annually evaluate the​ implementation of the ethnic studies requirements by seeking feedback from students, parents or​ guardians, and community members;​ (4) provide resources and examples of how a dedicated coordinator for ethnic studies can​ facilitate higher quality implementation of ethnic studies; and​ (5) make available to school districts and charter schools the following:​ (i) an ethnic studies school survey for each school district and charter school to use as part of​ a school needs assessment;​ (ii) a list of recommended examples of implementation supports for use in kindergarten through​ grade 12 that accurately reflect the diversity of the state of Minnesota;​ (iii) training materials for teachers and district and school staff, including an ethnic studies​ coordinator, to implement ethnic studies requirements; and​ (iv) other resources to assist districts and charter schools in successfully implementing ethnic​ studies standards.​ 3R​ APPENDIX​ Repealed Minnesota Statutes: 25-03840​ 121A.041 AMERICAN INDIAN MASCOTS PROHIBITED.​ Subdivision 1. Definitions. (a) For purposes of this section, the following terms have the​ meanings given.​ (b) "American Indian" means an individual who is:​ (1) a member of an Indian Tribe or Band, as membership is defined by the Tribe or Band,​ including:​ (i) any Tribe or Band terminated since 1940; and​ (ii) any Tribe or Band recognized by the state in which the Tribe or Band resides;​ (2) a descendant, in the first or second degree, of an individual described in clause (1);​ (3) considered by the Secretary of the Interior to be an Indian for any purpose;​ (4) an Inuit, Aleut, or other Alaska Native; or​ (5) a member of an organized Indian group that received a grant under the Indian Education​ Act of 1988 as in effect the day preceding October 20, 1994.​ (c) "District" means a district under section 120A.05, subdivision 8.​ (d) "Mascot" means any human, nonhuman animal, or object used to represent a school and its​ population.​ (e) "Public school" or "school" means a public school under section 120A.05, subdivisions 9,​ 11, 13, and 17, and a charter school under chapter 124E.​ Subd. 2. Prohibition on American Indian mascots. (a) Starting September 1, 2026, a public​ school may not have or adopt a name, symbol, or image that depicts or refers to an American Indian​ Tribe, individual, custom, or tradition to be used as a mascot, nickname, logo, letterhead, or team​ name of the school, district, or school within the district, unless the school has obtained an exemption​ under subdivision 3.​ (b) The prohibition in paragraph (a) does not apply to a public school located within the​ reservation of a federally recognized Tribal Nation in Minnesota, where at least 95 percent of​ students meet the state definition of American Indian student.​ (c) A school district with a prohibited American Indian mascot according to paragraph (a), that​ has not received an exemption according to subdivision 3, must report to the chairs and ranking​ minority members of the legislative committees having jurisdiction over kindergarten through grade​ 12 education policy by February 14, 2025, and again by February 1, 2026, on the district's progress​ to comply with this section; and the district must submit copies of the reports to the Legislative​ Reference Library. The reports must include the following:​ (1) confirmation that the district has removed the American Indian mascot, nickname, logo,​ letterhead, or team name from the district website;​ (2) confirmation that the board of the district has approved a new mascot, nickname, logo,​ letterhead, or team name;​ (3) a summary of the district's progress on removing the American Indian mascot, nickname,​ logo, letterhead, or team name from uniforms, equipment, signs, elements of facilities, and other​ district items; and​ (4) a summary of resources necessary to comply with the prohibition in paragraph (a) and the​ district's plan to raise and allocate any necessary funds.​ Subd. 3. Exemption. A public school may seek an exemption to subdivision 2 by submitting​ a request in writing to all 11 federally recognized Tribal Nations in Minnesota and to the Tribal​ Nations Education Committee by September 1, 2023. The exemption is denied if any of the 11​ Tribal Nations or the Tribal Nations Education Committee oppose the exemption by December 15,​ 2023. A public school whose request for an exemption is denied must comply with subdivision 2​ by September 1, 2026.​ 122A.70 TEACHER MENTORSHIP AND RETENTION OF EFFECTIVE TEACHERS.​ Subd. 2a. Funded work. (a) Grant funds may be used for the following:​ (1) additional stipends as incentives to mentors who are of color or who are American Indian;​ 4R​ APPENDIX​ Repealed Minnesota Statutes: 25-03840​ (2) financial supports for professional learning community affinity groups across schools within​ and between districts for educators from underrepresented racial and ethnic groups to come together​ throughout the school year. For purposes of this section, "affinity groups" means groups of licensed​ and nonlicensed educators who share a common racial or ethnic identity in society as persons who​ are of color or who are American Indian;​ (3) programs for induction aligned with the district or school mentorship program during the​ first three years of teaching, especially for teachers from underrepresented racial and ethnic groups;​ (4) professional development focused on ways to close opportunity and achievement gaps for​ students of color and American Indian students; or​ (5) for teachers of color and American Indian teachers, graduate courses toward a first master's​ degree in a field related to their licensure or toward an additional license.​ (b) A charter school or district that receives a grant must negotiate additional retention strategies​ or protection from unrequested leaves of absence in the beginning years of employment for teachers​ who are of color or who are American Indian. Retention strategies may include providing financial​ incentives for teachers of color and teachers who are American Indian to work in the school or​ district for at least five years and placing American Indian educators at sites with other American​ Indian educators and educators of color at sites with other educators of color to reduce isolation​ and increase opportunity for collegial support.​ 5R​ APPENDIX​ Repealed Minnesota Statutes: 25-03840​ Laws 2023, chapter 55, article 2, section 60​ Sec. 60. ETHNIC STUDIES WORKING GROUP.​ Subdivision 1. Working group established. (a) The Ethnic Studies Working Group is established​ to advise the commissioner of education on an ethnic studies framework and resources necessary​ to implement ethnic studies requirements under Minnesota Statutes, section 120B.251. The​ commissioner must appoint members of the working group by April 1, 2024, with input from the​ Minnesota Ethnic Studies Coalition.​ (b) The Ethnic Studies Working Group must have 25 members with a demonstrated commitment​ to ethnic studies, as follows:​ (1) five community members with a demonstrated commitment to ethnic studies or education​ about Minnesota's racial, ethnic, religious, national origin, gender, sexual orientation, or cultural​ diversity;​ (2) four public school students in grades 11 and 12;​ (3) three parents or guardians of public kindergarten through grade 12 students;​ (4) three Minnesota-based, college-level faculty experts in ethnic studies;​ (5) three ethnic studies high school teachers;​ (6) four teachers with experience teaching ethnic studies to students in kindergarten to grade​ 8; and​ (7) three school board members or school administrators.​ (c) Demographics of the working group must be inclusive and represent the diversity of the​ state, including racial, ethnic, and geographic diversity, and diversity related to gender and sexual​ orientation, immigrant status, disability status, and religious and linguistic background.​ Subd. 2. Duties. (a) The working group must review available ethnic studies instructional​ resources in order to:​ (1) develop an ethnic studies framework with advisory guidelines for ethnic studies courses​ required under Minnesota Statutes, section 120B251;​ (2) recommend professional learning requirements for educators and staff to facilitate the​ successful implementation of ethnic studies courses;​ (3) recommend resources and materials school districts and charter schools may use to implement​ ethnic studies requirements and standards;​ (4) identify or develop instructional resources that school districts and charter schools may use​ in accordance with Minnesota Statutes, section 120B.251; and​ (5) complete other tasks the working group considers pertinent to supporting the ability of​ teachers and school district staff to facilitate the successful implementation of the ethnic studies​ requirements under Minnesota Statutes, section 120B.251.​ (b) By October 31, 2024, the working group must provide the ethnic studies framework and​ other recommendations related to ethnic studies to the commissioner of education.​ Subd. 3. Meetings. The working group must convene on at least a bimonthly basis and must​ hold the first meeting no later than May 1, 2024.​ Subd. 4. Administration. The commissioner must provide meeting space and technical assistance​ for the working group.​ EFFECTIVE DATE. This section is effective the day following final enactment.​ 6R​ APPENDIX​ Repealed Minnesota Session Laws: 25-03840​ 3501.1350 ACADEMIC STANDARDS FOR SOCIAL STUDIES.​ Subpart 1. Purpose. The purpose of these standards is to establish statewide standards​ for social studies that govern instruction of students in kindergarten through grade 12. School​ districts shall assess a student's performance using criteria in subparts 2 through 6.​ Subp. 2. Citizenship and government.​ A. Civic Skills: The student will apply civic reasoning and demonstrate civic skills​ for the purpose of informed and engaged lifelong civic participation.​ B. Democratic Values and Principles: The student will explain democratic values​ and principles that guide governments, societies, and communities and analyze the tensions​ within the United States constitutional government.​ C. Rights and Responsibilities: The student will explain and evaluate rights, duties,​ and responsibilities in democratic society.​ D. Governmental Institutions and Political Processes: The student will explain​ and evaluate processes, rules, and laws of the United States governmental institutions at​ local, state, and federal levels and within Tribal Nations.​ E. Public Policy: The student will analyze how public policy is shaped by​ governmental and nongovernmental institutions, and how people and communities take​ action to solve problems and shape public policy.​ F. Tribal Nations: The student will evaluate the unique political status, trust​ relationships, and governing structures of sovereign Tribal Nations and the United States.​ Subp. 3. Economics.​ A. Economic Inquiry: The student will use economic models and reasoning and​ data analysis to construct an argument and propose a solution related to an economic question.​ The student will evaluate the impact of the proposed solution on various communities that​ would be affected.​ B. Fundamental Economics Concepts: The student will analyze how scarcity and​ artificial shortages force individuals, organizations, communities, and governments to make​ choices and incur opportunity costs. The student will analyze how the decisions of​ individuals, organizations, communities, and governments affect economic equity and​ efficiency.​ C. Personal Finance: The student will apply economic concepts and models to​ develop individual and collective financial goals and strategies for achieving these goals,​ taking into consideration historical and contemporary conditions that either inhibit or advance​ the creation of individual and generational wealth.​ D. Microeconomics: The student will explain and evaluate how resources are used​ and how goods and services are distributed within different economic systems. The student​ will analyze how incentives influence the decisions of consumers, producers, and​ governments. The student will evaluate the intended and unintended consequences of these​ decisions from multiple perspectives.​ E. Macroeconomics: The student will measure and evaluate the well-being of​ nations and communities using a variety of indicators. The student will explain the causes​ of economic ups and downs. The student will evaluate how government actions affect a​ nation's economy and individuals' well-being within an economy.​ F. Global and International Economics: The student will explain why people trade​ and why nations encourage or limit trade. The student will analyze the costs and benefits​ of international trade and globalization on communities and the environment.​ 7R​ APPENDIX​ Repealed Minnesota Rules: 25-03840​ Subp. 4. Geography.​ A. Geospatial Skills and Inquiry: The student will apply geographic tools, including​ geospatial technologies, and geographic inquiry to solve spatial problems.​ B. Places and Regions: The student will describe places and regions, explaining​ how they are influenced by power structures.​ C. Human Systems: The student will analyze patterns of movement and​ interconnectedness within and between cultural, economic, and political systems from a​ local to global scale.​ D. Human-Environment Interaction: The student will evaluate the relationship​ between humans and the environment, including climate change.​ E. Culture: The student will investigate how a sense of place is impacted by​ different cultural perspectives.​ Subp. 5. United States and world history.​ A. Context, Change, and Continuity: The student will ask historical questions​ about context, change, and continuity in order to identify and analyze dominant and​ nondominant narratives about the past.​ B. Historical Perspectives: The student will identify diverse points of view and​ describe how one's frame of reference influences historical perspective.​ C. Historical Sources and Evidence: The student will investigate a variety of​ historical sources by:​ (1) analyzing primary and secondary sources;​ (2) identifying perspectives and narratives that are absent from the available​ sources; and​ (3) interpreting the historical context, intended audience, purpose, and author's​ point of view of these sources.​ D. Causation and Argumentation: The student will integrate evidence from multiple​ historical sources and interpretations into a reasoned argument or compelling narrative about​ the past.​ E. Connecting Past and Present: The student will use historical methods and​ sources to identify and analyze the roots of a contemporary issue. The student will design​ a plan to address it.​ Subp. 6. Ethnic studies.​ A. Identity: The student will analyze the ways power and language construct the​ social identities of race, religion, geography, ethnicity, and gender. The student will apply​ understandings to one's own social identities and other groups living in Minnesota, centering​ those whose stories and histories have been marginalized, erased, or ignored.​ B. Resistance: The student will describe how individuals and communities have​ fought for freedom and liberation against systemic and coordinated exercises of power​ locally and globally. The student will identify strategies or times that have resulted in lasting​ change. The student will organize with others to engage in activities that could further the​ rights and dignity of all.​ C. Ways of Knowing and Methodologies: The student will use ethnic and​ Indigenous studies methods and sources in order to understand the roots of contemporary​ systems of oppression and apply lessons from the past that could eliminate historical and​ contemporary injustices.​ 8R​ APPENDIX​ Repealed Minnesota Rules: 25-03840​