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83rd OREGON LEGISLATIVE ASSEMBLY--2025 Regular Session
House Bill 3365
Sponsored by Representatives FRAGALA, MCDONALD; Representatives GAMBA, LIVELY, NERON, Senators
PATTERSON, PHAM K, TAYLOR
SUMMARY
The following summary is not prepared by the sponsors of the measure and is not a part of the body thereof subject
to consideration by the Legislative Assembly. It is an editor’s brief statement of the essential features of the
measure as introduced.The statement includes a measure digest written in compliance with applicable readability
standards.
Digest: The Act would make new laws that would require climate change instruction to be in-
cluded in certain subjects taught in public schools. (Flesch Readability Score: 65.2).
Directs the State Board of Education to include an interdisciplinary approach to sustainability
and climate change across all subjects for which academic content standards are established.
Applies to academic content standards that are reviewed and revised on or after effective date
of the Act.
A BILL FOR AN ACT
Relating to climate change instruction in public schools; creating new provisions; and amending ORS
329.045.
Be It Enacted by the People of the State of Oregon:
SECTION 1. ORS 329.045 is amended to read:
329.045. (1)(a) In order to achieve the goals contained in ORS 329.025, the State Board of Edu-
cation shall regularly and periodically review and revise its Common Curriculum Goals, performance
indicators and diploma requirements.
(b) The review and revision conducted under this section shall:
(A) Include Essential Learning Skills and rigorous academic content standards in mathematics,
science, language arts, history, geography, economics, civics, higher education and career path
skills, personal financial education, physical education, health, the arts and world languages. Aca-
demic content standards shall include an interdisciplinary approach to sustainability and
climate change across all subjects for which academic content standards are established and
must be designed to:
(i) Educate students on how to confront the current and expected impacts of climate
change from diverse decision-making perspectives.
(ii) Increase understanding about the interconnection between the earth’s physical and
biological systems and the effects that certain societal choices, including choices regarding
any of the following, have on those systems:
(I) The production, distribution and usage of food, agricultural and potable water and
clothing;
(II) Construction; and
(III) Transportation resources.
(iii) Equip students with the knowledge, tools and skills to address psychological and
mental health challenges associated with ongoing changes to the climate and natural re-
sourceavailability.
(iv) Examine the human rights implications of climate change and legal considerations
NOTE:Matter in boldfaced type in an amended section is new; matter [italic and bracketed] is existing law to be omitted.
New sections are in boldfaced type.
LC 1624 HB3365
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relating to the stewardship of the natural environment, natural resources, ecosystems and
biodiversity.
(v) Increase understanding about the scientific causes of and the ways to prepare for and
reduce the effects of climate change.
(vi) Inform students on how to meaningfully respond to the negative impacts of climate
change by engaging in stewardship activities, policy-making and civic participation.
(vii) Increase understanding regarding the relationship between the ecological, societal
and cultural aspects of climate change.
(viii) Provide opportunities to study how climate change disproportionately impacts the
environment and natural resources of historically underserved populations.
(ix) Educate students on natural resource management, economics and labor as those
topics relate to climate change mitigation and adaptation within the context of students’ lo-
cal communities.
(x) Inform students about historic and contemporary Indigenous practices and principles
for approaching environmental sustainability and ecological knowledge.
(xi) Teach students to assess the cycles of garbage, waste, emissions and other bypro-
ducts, including the short-term and long-term impacts on human communities and larger
ecosystems.
(xii) Facilitate discussion about the economic and political factors contributing to climate
change.
(xiii) Provide information regarding the social movements aimed at climate change miti-
gation and adaptation, environmental sustainability and stewardship of natural resources.
(xiv) Provide opportunities to study natural resources, conservation, consumption and
models of balance within the earth’s systems.
(xv) Facilitate connections between students and other species, and with the natural
systems and processes in the environment, within the local communities of students.
(xvi) Explore ways to build resilience within communities and societal systems and
practices in response to climate change.
(B) Involve teachers and other educators, parents of students and other citizens and shall pro-
vide ample opportunity for public comment.
(C) Encourage increased learning time. As used in this subparagraph, “increased learning
time” means a schedule that encompasses a longer school day, week or year for the purpose of in-
creasing the total number of school hours available to provide:
(i) Students with instruction in core academic subjects, including mathematics, science, language
arts, history, geography, economics, civics, higher education and career path skills, personal finan-
cial education, the arts and world languages;
(ii) Students with instruction in subjects other than the subjects identified in sub-subparagraph
(i) of this subparagraph, including health and physical education;
(iii) Students with the opportunity to participate in enrichment activities that contribute to a
well-rounded education, including learning opportunities that may be based on service, experience
or work and that may be provided through partnerships with other organizations; and
(iv) Teachers with the opportunity to collaborate, plan and engage in professional development
within and across grades and subjects.
(c) Nothing in this subsection prevents a school district or public charter school from main-
taining control over course content, format, materials and teaching methods.
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(2) The State Board of Education shall continually review and revise all adopted academic con-
tent standards necessary for students to successfully transition to the next phase of their education.
(3)(a) School districts and public charter schools must offer students instruction in mathematics,
science, language arts, history, geography, economics, civics, higher education and career path
skills, personal financial education, physical education, health, the arts and world languages.
(b) Instruction required under paragraph (a) of this subsection must:
(A) Meet the academic content standards adopted by the State Board of Education; and
(B) Meet the requirements adopted by the State Board of Education and the board of the school
district or public charter school.
SECTION 2. ORS 329.045, as amended by section 1, chapter 202, Oregon Laws 2019, section 6,
chapter 178, Oregon Laws 2021, section 1, chapter 328, Oregon Laws 2023, and section 7, chapter
564, Oregon Laws 2023, is amended to read:
329.045. (1)(a) In order to achieve the goals contained in ORS 329.025, the State Board of Edu-
cation shall regularly and periodically review and revise its Common Curriculum Goals, performance
indicators and diploma requirements.
(b) The review and revision conducted under this section shall:
(A) Include Essential Learning Skills and rigorous academic content standards in mathematics,
science, language arts, history, geography, economics, civics, higher education and career path
skills, personal financial education, physical education, health, the arts and world languages. Aca-
demic content standards shall include an interdisciplinary approach to sustainability and
climate change across all subjects for which academic content standards are established and
must be designed to:
(i) Educate students on how to confront the current and expected impacts of climate
change from diverse decision-making perspectives.
(ii) Increase understanding about the interconnection between the earth’s physical and
biological systems and the effects that certain societal choices, including choices regarding
any of the following, have on those systems:
(I) The production, distribution and usage of food, agricultural and potable water and
clothing;
(II) Construction; and
(III) Transportation resources.
(iii) Equip students with the knowledge, tools and skills to address psychological and
mental health challenges associated with ongoing changes to the climate and natural re-
sourceavailability.
(iv) Examine the human rights implications of climate change and legal considerations
relating to the stewardship of the natural environment, natural resources, ecosystems and
biodiversity.
(v) Increase understanding about the scientific causes of and the ways to prepare for and
reduce the effects of climate change.
(vi) Inform students on how to meaningfully respond to the negative impacts of climate
change by engaging in stewardship activities, policy-making and civic participation.
(vii) Increase understanding regarding the relationship between the ecological, societal
and cultural aspects of climate change.
(viii) Provide opportunities to study how climate change disproportionately impacts the
environment and natural resources of historically underserved populations.
[3] HB3365
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(ix) Educate students on natural resource management, economics and labor as those
topics relate to climate change mitigation and adaptation within the context of students’ lo-
cal communities.
(x) Inform students about historic and contemporary Indigenous practices and principles
for approaching environmental sustainability and ecological knowledge.
(xi) Teach students to assess the cycles of garbage, waste, emissions and other bypro-
ducts, including the short-term and long-term impacts on human communities and larger
ecosystems.
(xii) Facilitate discussion about the economic and political factors contributing to climate
change.
(xiii) Provide information regarding the social movements aimed at climate change miti-
gation and adaptation, environmental sustainability and stewardship of natural resources.
(xiv) Provide opportunities to study natural resources, conservation, consumption and
models of balance within the earth’s systems.
(xv) Facilitate connections between students and other species, and with the natural
systems and processes in the environment, within the local communities of students.
(xvi) Explore ways to build resilience within communities and societal systems and
practices in response to climate change.
(B) Ensure that the academic content standards for history, geography, economics and civics
include sufficient instruction on the histories, contributions and perspectives of individuals who:
(i) Are Native American;
(ii) Are of African, Asian, Pacific Island, Chicano, Latino, Middle Eastern or Jewish descent;
(iii) Are women;
(iv) Have disabilities;
(v) Are immigrants or refugees; or
(vi) Are lesbian, gay, bisexual or transgender.
(C) Involve teachers and other educators, parents of students and other citizens and shall pro-
vide ample opportunity for public comment.
(D) Encourage increased learning time. As used in this subparagraph, “increased learning
time” means a schedule that encompasses a longer school day, week or year for the purpose of in-
creasing the total number of school hours available to provide:
(i) Students with instruction in core academic subjects, including mathematics, science, language
arts, history, geography, economics, civics, higher education and career path skills, personal finan-
cial education, the arts and world languages;
(ii) Students with instruction in subjects other than the subjects identified in sub-subparagraph
(i) of this subparagraph, including health and physical education;
(iii) Students with the opportunity to participate in enrichment activities that contribute to a
well-rounded education, including learning opportunities that may be based on service, experience
or work and that may be provided through partnerships with other organizations; and
(iv) Teachers with the opportunity to collaborate, plan and engage in professional development
within and across grades and subjects.
(c) Nothing in this subsection prevents a school district or public charter school from main-
taining control over course content, format, materials and teaching methods.
(2) The State Board of Education shall continually review and revise all adopted academic con-
tent standards necessary for students to successfully transition to the next phase of their education.
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(3)(a) School districts and public charter schools must offer students instruction in mathematics,
science, language arts, history, geography, economics, civics, higher education and career path
skills, personal financial education, physical education, health, the arts and world languages.
(b) Instruction required under paragraph (a) of this subsection must:
(A) Meet the academic content standards adopted by the State Board of Education; and
(B) Meet the requirements adopted by the State Board of Education and the board of the school
district or public charter school.
SECTION 3. The amendments to ORS 329.045 by sections 1 and 2 of this 2025 Act apply
to all reviews and revisions of academic content standards occurring on or after the effective
date of this 2025 Act.
[5]