The intended impact of HB 971 is significant in terms of elevating the importance of Black history in educational frameworks. By requiring an assessment of existing educational practices, the bill seeks to create a more informed approach to curriculum development regarding African American history. It aims to enhance awareness and understanding among students of the historical contributions and struggles of Black individuals in America. If implemented effectively, the results of the study could lead to recommendations that influence state education standards and promote a more inclusive teaching approach.
Summary
House Bill 971, also known as the Black History Matters Act, aims to direct the Director of the National Museum of African American History and Culture to conduct a comprehensive study on Black history education efforts within public elementary and secondary schools across the United States. The bill requires that this study be initiated within 180 days of its enactment and completed within three years. Through this study, the Director will assess which states and local educational agencies mandate Black history education in schools, highlighting disparities and identifying best practices for integrating Black history into curricula nationwide.
Contention
While the bill has garnered support from various educational and civil rights advocates who seek to enrich students' understanding of Black history, some opponents may view it as an unnecessary federal intervention in state education policy. Concerns may arise regarding how the findings of the study are utilized and whether they lead to mandates that could be perceived as overregulation. Essentially, the reception of HB 971 hinges on the balance between promoting inclusive education and ensuring state autonomy in determining local curricula.
Black History Matters Act This bill directs the National Museum of African American History and Culture to study and report on Black history education in public elementary and secondary schools. Among other elements, the study must (1) identify the states and local educational agencies that require (and those that do not require) Black history education as part of the curriculum taught in public elementary and secondary schools, (2) assess the quality of Black history education provided by schools, and (3) assess the types and quality of instructional material used to teach students about Black history.