Overview
Title
To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes.
ELI5 AI
S. 4117 is a plan to teach people in the U.S. about climate change. It wants to give money each year to help schools and other groups explain why the planet is getting warmer and how we can help fix it.
Summary AI
S. 4117, known as the “Climate Change Education Act,” aims to establish a Climate Change Education Program within the National Oceanic and Atmospheric Administration. This program would enhance climate literacy in the U.S. by educating people about climate change, its effects, and possible solutions, including a focus on climate justice and environmental justice. The bill proposes grants and cooperative agreements to support educational agencies, institutions of higher education, and other organizations in creating effective climate education initiatives. It authorizes $50 million in funding annually from 2025 to 2030 to support these goals.
Published
Keywords AI
Sources
Bill Statistics
Size
Language
Complexity
AnalysisAI
General Summary of the Bill
The proposed legislation, titled the "Climate Change Education Act," seeks to establish a Climate Change Education Program under the direction of the National Oceanic and Atmospheric Administration (NOAA). Designed to enhance climate literacy across the United States, the bill emphasizes the need for educational initiatives that incorporate the latest scientific and technological insights. It aims to provide both formal and nonformal learning opportunities across various age groups and cultural backgrounds, fostering an informed public capable of addressing climate change. The bill outlines a structured program to fund state and local education agencies, higher education institutions, and community organizations through grants and cooperative agreements, with particular emphasis on supporting environmental justice communities.
Summary of Significant Issues
Several key issues have emerged in the analysis of the bill. First, the authorization of $50 million annually without clear accountability measures raises concerns about potential wasteful spending. Without detailed justifications or oversight mechanisms, there might be challenges in ensuring effective and responsible use of funds.
The definition and applicability of terms such as "disproportionate impacts" and "environmental justice communities" lack precision, which could lead to inconsistent implementation and resource allocation. Furthermore, the exclusion of local educational agencies from grant funding under certain financial thresholds might limit their participation and impact the reach of educational initiatives at the local level.
The fixed fund allocation percentages introduced in the bill might hinder flexible responses to shifting priorities and needs, potentially leading to inefficiencies. Additionally, concerns exist that the focus on involving higher education institutions may inadvertently favor larger, more resource-rich universities, potentially sidelining smaller entities.
Impacts on the Public and Stakeholders
The bill, if enacted, could broadly increase public awareness and understanding of climate change, empowering individuals and communities to make informed decisions and take action. The emphasis on education may help prepare future generations to engage with and address the complexities of climate change, including its social, economic, and environmental dimensions.
Specific stakeholders, such as state and local education agencies, stand to benefit from increased funding and resources dedicated to integrating climate education into curricula. However, the bill's funding allocation methods might disadvantage certain regions or organizations, particularly if financial thresholds limit eligibility for local educational agencies.
Furthermore, the focus on environmental justice communities reflects an awareness of the disproportionate impacts of climate change. Ensuring these communities receive adequate support and resources could promote broader social equity. However, ambiguous definitions could lead to challenges in identifying and prioritizing these communities effectively.
Overall, while the bill represents an important step toward enhancing climate literacy, careful consideration of its implementation details and potential consequences is crucial to maximize its positive impacts and address its shortcomings. This balanced approach could ensure that the educational goals of the bill translate into meaningful societal outcomes.
Financial Assessment
The proposed "Climate Change Education Act," as outlined in Bill S. 4117, involves several financial references and allocations aimed at enhancing climate literacy across the United States. The financial components of this bill provide a framework for understanding how funds are to be distributed and managed to support this educational initiative.
Summary of Financial Allocations
One of the central financial elements of this bill is the authorization of $50 million per year, spanning from 2025 to 2030. This funding is designated to establish and maintain the Climate Change Education Program within the National Oceanic and Atmospheric Administration (NOAA). The allocation is intended to support various educational agencies, institutions of higher education, and other relevant organizations in developing and enhancing climate change education initiatives.
Financial Allocation Concerns
Accountability and Justification:
One issue identified is the lack of detailed accountability or justification for the annual $50 million appropriation. While the funding aims to bolster climate education, the absence of explicit metrics or oversight details might lead to concerns about potential inefficient use or ineffective application of these funds. Proper mechanisms for accountability and clear guidelines on spending would mitigate these concerns significantly.
Exclusion of Local Educational Agencies:
Section 5 states that if the appropriations do not exceed $5 million in any fiscal year, local educational agencies are not eligible for grants. This stipulation could restrict many local districts' access to vital resources for climate change education, potentially disadvantaging numerous regions that could otherwise benefit from this funding.
Allocation Strategy and Flexibility
Fixed Allocation Percentages:
The bill outlines a fixed percentage distribution for grant and cooperative agreement funds, such as 50% for State agency partnerships, 30% for institution initiatives, and 10% apiece for professional associations and youth organizations. While this structure provides a clear guideline for fund distribution, it could limit the flexibility needed to address varying education needs that might arise over time. Should priorities shift, these fixed allocations might prevent money from being directed to areas with emerging or greater needs.
Institutional Involvement and Community Focus
Institution Preference and Community Impact:
The provision in Section 5 offering support to institutions of higher education may inadvertently favor larger universities, potentially sidelining smaller institutions or those with fewer resources. Additionally, the bill emphasizes community partnerships and environmental justice. However, terms like "long-term campus-community partnerships" lack specificity, possibly leading to inconsistencies in application. Clarity in these areas would enable more equitable distribution and use of the allocated funds.
Concluding Remarks
Overall, the financial references in the "Climate Change Education Act" present both opportunities and challenges. While the allocation of substantial funding aims to enhance climate education, issues related to oversight, flexibility, and equitable access highlight areas that require careful consideration to ensure effective and efficient use of taxpayer dollars. Addressing these concerns could greatly enhance the bill’s impact on climate education nationwide.
Issues
The authorization of $50,000,000 annually for six years without specific accountability or justification for the use of funds might lead to concerns about wasteful spending or lack of oversight. This is outlined in Section 7.
The term 'disproportionate impacts' in Section 4 is not clearly defined, potentially leading to ambiguity in program implementation and understanding of which groups are most affected.
The definition and scope of 'environmental justice communities' in Sections 3 and 5 are subjective and may lead to inconsistencies in the allocation of resources intended for these communities.
The exclusion of local educational agencies from grant eligibility when appropriations are below $5,000,000, as mentioned in Section 5, might limit their ability to participate in climate change education, potentially affecting many local districts.
The lack of detailed evaluation metrics for the effectiveness of the Climate Change Education Program in Section 4 could lead to inefficiencies or difficulties in assessing the program's success.
In Section 5, the fixed allocation percentages for grant and cooperative agreement funds might prevent resources from being directed to areas with greater need, especially as priorities for spending could shift.
The provision in Section 5 for involving institutions of higher education may favor larger, resource-rich universities, potentially disadvantaging smaller institutions or those with limited resources.
The phrase 'long-term campus-community partnerships' in Section 5 lacks a specific definition, leading to potential inconsistencies in application and expectations across different partnerships.
Sections
Sections are presented as they are annotated in the original legislative text. Any missing headers, numbers, or non-consecutive order is due to the original text.
1. Short title Read Opens in new tab
Summary AI
The first section of the bill states that it can be called the “Climate Change Education Act.”
2. Findings Read Opens in new tab
Summary AI
Congress's findings emphasize the undeniable evidence of human-caused climate change, the importance of renewable energy, and energy efficiency, and highlight the need for climate education. They note widespread public support for climate education, the role of NOAA in environmental learning, and suggest expanding NOAA's Environmental Literacy Program to better include climate education for teachers and students.
3. Definitions Read Opens in new tab
Summary AI
In this section, the bill defines terms like "climate change education," "climate justice," "green economy," and "environmental justice," among others. It details how these terms relate to learning, fairness, community impact, economic well-being, and specific entities like nonprofit organizations and educational agencies.
4. Climate Change Education Program Read Opens in new tab
Summary AI
The bill requires the National Oceanic and Atmospheric Administration to set up a Climate Change Education Program within a year of the bill's enactment. This program aims to enhance climate literacy by using the latest scientific and technological discoveries to provide educational opportunities, focus on actionable climate information, and involve people from diverse backgrounds.
5. Grants and cooperative agreements Read Opens in new tab
Summary AI
The section outlines a new program by the National Oceanic and Atmospheric Administration to provide grants and cooperative agreements to various educational and professional organizations for climate change education initiatives. It specifies how funds are to be allocated, prioritizing state and local education agencies, higher education institutions, professional associations, and youth organizations, with particular emphasis on supporting environmental justice communities and requiring minimum funding levels when appropriations exceed a certain amount.
Money References
- Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local educational agencies.—The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of amounts.
- — (1) IN GENERAL.—Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) EXCEPTION.—If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year— (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection.
- (e) Grant and cooperative agreement minimum.—If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year.
6. Annual report Read Opens in new tab
Summary AI
The Administrator of the National Oceanic and Atmospheric Administration is required to submit a report to Congress every year, starting two years after the law is enacted. This report must evaluate the scientific benefits, educational impact, and overall effects of the activities under this law.
7. Authorization of appropriations Read Opens in new tab
Summary AI
The section authorizes the U.S. government to allocate $50 million each year from 2025 to 2030 to the National Oceanic and Atmospheric Administration to support the activities outlined in this Act.
Money References
- There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2025 through 2030.