HF 1839

Introduction - 94th Legislature (2025 - 2026)

Posted on 03/05/2025 12:33 p.m.

A bill for an act
relating to education; repealing diversity, equity, and inclusion provisions in
prekindergarten through grade 12 education; requiring rulemaking; amending
Minnesota Statutes 2024, sections 120A.42; 120B.021, subdivision 4; 120B.024,
subdivision 2; 120B.11, subdivisions 1, 2, 3; 121A.212; 124D.09, subdivision 3;
124D.861, subdivision 2; 126C.10, subdivision 14; Laws 2023, chapter 55, article
12, section 17, subdivision 2, as amended; repealing Minnesota Statutes 2024,
sections 120B.021, subdivision 5; 120B.101; 120B.113; 120B.117; 120B.25;
120B.251; 121A.041; 122A.70, subdivision 2a; Laws 2023, chapter 55, article 2,
section 60; Minnesota Rules, part 3501.1350.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

Minnesota Statutes 2024, section 120A.42, is amended to read:

120A.42 CONDUCT OF SCHOOL ON CERTAIN HOLIDAYS.

(a) The governing body of any district may contract with any of the teachers of the
district for the conduct of schools, and may conduct schools, on either, or any, of the
following holidays, provided that a clause to this effect is inserted in the teacher's contract:
Martin Luther King's birthday, Lincoln's and Washington's birthdays, deleted text begin Indigenous Peoples deleted text end new text begin
Columbus new text end Day, and Veterans' Day. On Martin Luther King's birthday, Washington's birthday,
Lincoln's birthday, and Veterans' Day at least one hour of the school program must be
devoted to a patriotic observance of the day. deleted text begin On Indigenous Peoples Day, at least one hour
of the school program must be devoted to observance of the day. As part of its observance
of Indigenous Peoples Day, a district may provide professional development to teachers
and staff, or instruction to students, on the following topics:
deleted text end

deleted text begin (1) the history of treaties between the United States and Indigenous peoples;
deleted text end

deleted text begin (2) the history of federal boarding schools for Indigenous children;
deleted text end

deleted text begin (3) Indigenous languages;
deleted text end

deleted text begin (4) Indigenous traditional medicines and cultural or spiritual practices;
deleted text end

deleted text begin (5) the sovereignty of Tribal Nations;
deleted text end

deleted text begin (6) the contributions of Indigenous people to American culture, literature, and society;
and
deleted text end

deleted text begin (7) current issues affecting Indigenous communities.
deleted text end

(b) A district may conduct a school program to honor Constitution Day and Citizenship
Day by providing opportunities for students to learn about the principles of American
democracy, the American system of government, American citizens' rights and
responsibilities, American history, and American geography, symbols, and holidays. Among
other activities under this paragraph, districts may administer to students the test questions
United States Citizenship and Immigration Services officers pose to applicants for
naturalization.

Sec. 2.

Minnesota Statutes 2024, section 120B.021, subdivision 4, is amended to read:

Subd. 4.

Revisions and reviews required.

(a) The commissioner of education must
revise the state's academic standards and graduation requirements and implement a ten-year
cycle to review and, consistent with the review, revise state academic standards and related
benchmarks, consistent with this subdivision. During each ten-year review and revision
cycle, the commissioner also must examine the alignment of each required academic standard
and related benchmark with the knowledge and skills students need for career and college
readiness and advanced work in the particular subject area. The commissioner must include
the contributions of Minnesota American Indian Tribes and communities, including urban
Indigenous communities, as related to the academic standards during the review and revision
of the required academic standards. deleted text begin The commissioner must embed Indigenous education
for all students consistent with recommendations from Tribal Nations and urban Indigenous
communities in Minnesota regarding the contributions of American Indian Tribes and
communities in Minnesota into the state's academic standards during the review and revision
of the required academic standards. The recommendations to embed Indigenous education
for all students includes but is not limited to American Indian experiences in Minnesota,
including Tribal histories, Indigenous languages, sovereignty issues, cultures, treaty rights,
governments, socioeconomic experiences, contemporary issues, and current events.
deleted text end

(b) The commissioner must ensure that the statewide mathematics assessments
administered to students in grades 3 through 8 and 11 are aligned with the state academic
standards in mathematics, consistent with section 120B.302, subdivision 3, paragraph (a).
The commissioner must implement a review of the academic standards and related
benchmarks in mathematics beginning in the 2021-2022 school year and every ten years
thereafter.

(c) The commissioner must implement a review of the academic standards and related
benchmarks in arts beginning in the 2017-2018 school year and every ten years thereafter.

(d) The commissioner must implement a review of the academic standards and related
benchmarks in science beginning in the 2018-2019 school year and every ten years thereafter.

(e) The commissioner must implement a review of the academic standards and related
benchmarks in language arts beginning in the 2019-2020 school year and every ten years
thereafter.

(f) The commissioner must implement a review of the academic standards and related
benchmarks in social studies beginning in the 2020-2021 school year and every ten years
thereafter.

(g) The commissioner must implement a review of the academic standards and related
benchmarks in physical education beginning in the 2026-2027 school year and every ten
years thereafter.

(h) The commissioner must implement a review of the academic standards and related
benchmarks in health education beginning in the 2034-2035 school year and every ten years
thereafter.

(i) School districts and charter schools must revise and align local academic standards
and high school graduation requirements in world languages and career and technical
education to require students to complete the revised standards beginning in a school year
determined by the school district or charter school. School districts and charter schools must
formally establish a periodic review cycle for the academic standards and related benchmarks
in world languages and career and technical education.

(j) The commissioner of education must embed technology and information literacy
standards consistent with recommendations from school media specialists into the state's
academic standards and graduation requirements.

deleted text begin (k) The commissioner of education must embed ethnic studies as related to the academic
standards during the review and revision of the required academic standards.
deleted text end

Sec. 3.

Minnesota Statutes 2024, section 120B.024, subdivision 2, is amended to read:

Subd. 2.

Credit equivalencies.

(a) A one-half credit of economics taught in a school's
agricultural, food, and natural resources education or business education program or
department may fulfill a one-half credit in social studies under subdivision 1, clause (5), if
the credit is sufficient to satisfy all of the academic standards in economics.

(b) An agriculture science or career and technical education credit may fulfill the elective
science credit required under subdivision 1, clause (4), if the credit meets the state physical
science, life science, earth and space science, chemistry, or physics academic standards or
a combination of these academic standards as approved by the district. An agriculture or
career and technical education credit may fulfill the credit in chemistry or physics required
under subdivision 1, clause (4), if the credit meets the state chemistry or physics academic
standards as approved by the district. A student must satisfy either all of the chemistry
academic standards or all of the physics academic standards prior to graduation. An
agriculture science or career and technical education credit may not fulfill the required
biology credit under subdivision 1, clause (4).

(c) A career and technical education credit may fulfill a mathematics or arts credit
requirement under subdivision 1, clause (2) or (6).

(d) An agricultural, food, and natural resources education teacher is not required to meet
the requirements of Minnesota Rules, part 3505.1150, subpart 2, item B, to meet the credit
equivalency requirements of paragraph (b) above.

(e) A computer science credit may fulfill a mathematics credit requirement under
subdivision 1, clause (2), if the credit meets state academic standards in mathematics.

(f) A Project Lead the Way credit may fulfill a science or mathematics credit requirement
under subdivision 1, clause (2) or (4), if the credit meets the state academic standards in
science or mathematics.

deleted text begin (g) 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 standards or other
requirements.
deleted text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2025-2026 school year and later.
new text end

Sec. 4.

Minnesota Statutes 2024, section 120B.11, subdivision 1, is amended to read:

Subdivision 1.

Definitions.

For the purposes of this section and section 120B.10, the
following terms have the meanings given them.

(a) "Instruction" means methods of providing learning experiences that enable a student
to meet state and district academic standards and graduation requirements including applied
and experiential learning.

(b) "Curriculum" means district or school adopted programs and written plans for
providing students with learning experiences that lead to expected knowledge and skills
and career and college readiness.

(c) "Comprehensive achievement and civic readiness" means striving to: meet school
readiness goals; close the academic achievement gap among all racial and ethnic groups of
students and between students living in poverty and students not living in poverty; have all
students attain career and college readiness before graduating from high school; have all
students graduate from high school; and prepare students to be lifelong learners.

(d) "Experiential learning" means learning for students that includes career exploration
through a specific class or course or through work-based experiences such as job shadowing,
mentoring, entrepreneurship, service learning, volunteering, internships, other cooperative
work experience, youth apprenticeship, or employment.

deleted text begin (e) "Ethnic studies" as defined in section 120B.25 has the same meaning for purposes
of this section. Ethnic studies curriculum may be integrated in existing curricular
opportunities or provided through additional curricular offerings.
deleted text end

deleted text begin (f) "Antiracist" means actively working to identify and eliminate racism in all forms in
order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions.
deleted text end

deleted text begin (g) "Culturally sustaining" means integrating content and practices that infuse the culture
and language of Black, Indigenous, and People of Color communities who have been and
continue to be harmed and erased through the education system.
deleted text end

deleted text begin (h) "Institutional racism" means structures, policies, and practices within and across
institutions that produce outcomes that disadvantage those who are Black, Indigenous, and
People of Color.
deleted text end

Sec. 5.

Minnesota Statutes 2024, section 120B.11, subdivision 2, is amended to read:

Subd. 2.

Adopting plans and budgets.

(a) A school board, at a public meeting, must
adopt a comprehensive, long-term strategic plan to support and improve teaching and
learning that is aligned with creating comprehensive achievement and civic readiness and
includes:

(1) clearly defined district and school site goals and benchmarks for instruction and
student achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);

(2) a process to assess and evaluate each student's progress toward meeting state and
local academic standards, assess and identify students to participate in gifted and talented
programs and accelerate their instruction, and adopt early-admission procedures consistent
with section 120B.15, and identifying the strengths and weaknesses of instruction in pursuit
of student and school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to comprehensive achievement and civic readiness;

(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations under section 123B.147, subdivision 3, students' access to effective
teachers who are members of populations underrepresented among the licensed teachers in
the district or school and who reflect the diversity of enrolled students under section 120B.35,
subdivision 3, paragraph (b), clause (2), and teacher evaluations under section 122A.40,
subdivision 8, or 122A.41, subdivision 5;

(4) strategies for improving instruction, curriculum, and student achievement, including
the English and, where practicable, the native language development and the academic
achievement of English learners;

(5) a process to examine the equitable distribution of teachers and strategies to ensure
children in low-income families, children in families of People of Color, and children in
American Indian families are not taught at higher rates than other children by inexperienced,
ineffective, or out-of-field teachers;

(6) education effectiveness practices that:

(i) integrate high-quality instruction, technology, and curriculum that is rigorous deleted text begin , deleted text end new text begin and
new text end accurate deleted text begin , antiracist, and culturally sustaining deleted text end ;

(ii) ensure learning and work environments validate, affirm, embrace, and integrate
cultural and community strengths for all students, families, and employees; and

(iii) provide a collaborative professional culture that seeks to retain qualified deleted text begin , racially
and ethnically diverse deleted text end staff effective at working with deleted text begin diverse deleted text end students while developing and
supporting teacher quality, performance, and effectiveness; new text begin and
new text end

(7) an annual budget for continuing to implement the district plan deleted text begin ; and deleted text end new text begin .
new text end

deleted text begin (8) identifying a list of suggested and required materials, resources, sample curricula,
and pedagogical skills for use in kindergarten through grade 12 that accurately reflect the
diversity of the state of Minnesota.
deleted text end

(b) A school district is not required to include information regarding literacy in a plan
or report required under this section, except with regard to the academic achievement of
English learners.

Sec. 6.

Minnesota Statutes 2024, section 120B.11, subdivision 3, is amended to read:

Subd. 3.

District advisory committee.

Each school board must establish an advisory
committee to ensure active community participation in all phases of planning and improving
the instruction and curriculum affecting state and district academic standards, consistent
with subdivision 2. A district advisory committee, to the extent possible, must reflect the
diversity of the district and its school sites, include teachers, parents, support staff, students,
and other community residents, and provide translation to the extent appropriate and
practicable. The district advisory committee must pursue community support to accelerate
the academic and native literacy and achievement of English learners with varied needs,
from young children to adults, consistent with section 124D.59, subdivisions 2 and 2a. The
district may establish site teams as subcommittees of the district advisory committee under
subdivision 4. The district advisory committee must recommend to the school board: rigorous
academic standards; student achievement goals and measures consistent with subdivision
1a and sections 120B.022, subdivisions 1a and 1b, and 120B.35; district assessments; means
to improve students' equitable access to effective and more diverse teachers; strategies to
ensure the curriculum is rigorous deleted text begin , deleted text end new text begin and new text end accurate deleted text begin , antiracist, culturally sustaining, and reflects
the diversity of the student population; strategies to ensure that curriculum and learning and
work environments validate, affirm, embrace, and integrate the cultural and community
strengths of all racial and ethnic groups deleted text end ; and program evaluations. School sites may expand
upon district evaluations of instruction, curriculum, assessments, or programs. Whenever
possible, parents and other community residents must comprise at least two-thirds of advisory
committee members.

Sec. 7.

Minnesota Statutes 2024, section 121A.212, is amended to read:

121A.212 ACCESS TO MENSTRUAL PRODUCTS.

A school district or charter school deleted text begin must deleted text end new text begin may new text end provide new text begin female new text end students with access to
menstrual products at no charge. deleted text begin The products must be available to all menstruating students
in restrooms regularly used by students in grades 4 to 12 according to a plan developed by
the school district. For purposes of this section, "menstrual products" means pads, tampons,
or other similar products used in connection with the menstrual cycle.
deleted text end

Sec. 8.

Minnesota Statutes 2024, section 124D.09, subdivision 3, is amended to read:

Subd. 3.

Definitions.

For purposes of this section, the following terms have the meanings
given to them.

(a) "Eligible institution" means a Minnesota public postsecondary institution, a private,
nonprofit two-year trade and technical school granting associate degrees, an opportunities
industrialization center accredited by an accreditor recognized by the United States
Department of Education, or a private, residential, two-year or four-year, liberal arts,
degree-granting college or university located in Minnesota. deleted text begin An eligible institution must not
require a faith statement from a secondary student seeking to enroll in a postsecondary
course under this section during the application process or base any part of the admission
decision on a student's race, creed, ethnicity, disability, gender, or sexual orientation or
religious beliefs or affiliations.
deleted text end

(b) "Course" means a course or program.

(c) "Concurrent enrollment" means nonsectarian courses in which an eligible pupil under
subdivision 5 or 5b enrolls to earn both secondary and postsecondary credits, are taught by
a secondary teacher or a postsecondary faculty member, and are offered at a high school
for which the district is eligible to receive concurrent enrollment program aid under section
124D.091.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective for the 2025-2026 school year and later.
new text end

Sec. 9.

Minnesota Statutes 2024, section 124D.861, subdivision 2, is amended to read:

Subd. 2.

Plan implementation; components.

(a) The school board of each eligible
district must formally develop and implement a long-term plan under this section. The plan
must be incorporated into the district's comprehensive strategic plan under section 120B.11.

(b) The plan must contain goals for:

(1) reducing the disparities in academic achievement and in equitable access to effective
and more diverse teachers among all students and specific categories of students under
section 120B.35, subdivision 3, paragraph (b), excluding the student categories of gender,
disability, and English learners; and

(2) increasing racial and economic diversity and integration in schools and districts.

deleted text begin (c) The plan must include strategies to validate, affirm, embrace, and integrate cultural
and community strengths of all students, families, and employees in the district's curriculum
as well as learning and work environments. The plan must address issues of institutional
racism as defined in section 120B.11, subdivision 1, in schools that create opportunity and
achievement gaps for students, families, and staff who are of color or who are American
Indian. Examples of institutional racism experienced by students who are of color or who
are American Indian include policies and practices that intentionally or unintentionally
result in disparate discipline referrals and suspension, inequitable access to advanced
coursework, overrepresentation in lower-level coursework, inequitable participation in
cocurricular activities, inequitable parent involvement, and lack of equitable access to
racially and ethnically diverse teachers who reflect the racial or ethnic diversity of students
because it has not been a priority to hire or retain such teachers.
deleted text end

deleted text begin (d) deleted text end new text begin (c) new text end School districts must use local data, to the extent practicable, to develop plan
components and strategies. Plans may include:

(1) innovative and integrated prekindergarten through grade 12 learning environments
that offer students school enrollment choices; new text begin or
new text end

(2) family engagement initiatives that involve families in their students' academic life
and success and improve relations between home and school deleted text begin ; deleted text end new text begin .
new text end

deleted text begin (3) opportunities for students, families, staff, and community members who are of color
or American Indian to share their experiences in the school setting with school staff and
administration and to inform the development of specific proposals for making school
environments more validating, affirming, embracing, and integrating of their cultural and
community strengths;
deleted text end

deleted text begin (4) professional development opportunities for teachers and administrators focused on
improving the academic achievement of all students, including knowledge, skills, and
dispositions needed to be antiracist and culturally sustaining as defined in section 120B.11,
subdivision 1, for serving students who are from racially and ethnically diverse backgrounds;
deleted text end

deleted text begin (5) recruitment and retention of teachers, administrators, cultural and family liaisons,
paraprofessionals, and other staff from racial, ethnic, and linguistic backgrounds represented
in the student population to strengthen relationships with all students, families, and other
members of the community;
deleted text end

deleted text begin (6) collection, examination, and evaluation of academic and discipline data for
institutional racism as defined in section 120B.11, subdivision 1, in structures, policies, and
practices that result in the education disparities, in order to propose antiracist changes as
defined in section 120B.11, subdivision 1, that increase access, meaningful participation,
representation, and positive outcomes for students of color and American Indian students;
deleted text end

deleted text begin (7) increased programmatic opportunities and effective and more diverse instructors
focused on rigor and college and career readiness for students who are impacted by racial,
gender, linguistic, and economic disparities, including students enrolled in area learning
centers or alternative learning programs under section 123A.05, state-approved alternative
programs under section 126C.05, subdivision 15, and contract alternative programs under
section 124D.69, among other underserved students;
deleted text end

deleted text begin (8) instruction in ethnic studies, as defined in section 120B.25, to provide all students
with opportunities to learn about their own and others' cultures and historical experiences;
or
deleted text end

deleted text begin (9) examination and revision of district curricula in all subjects to be inclusive of diverse
racial and ethnic groups while meeting state academic standards and being culturally
sustaining as defined in section 120B.11, subdivision 1, ensuring content being studied
about any group is accurate and based in knowledge from that group.
deleted text end

deleted text begin (e) deleted text end new text begin (d) new text end Among other requirements, an eligible district must implement effective,
research-based interventions that include multiple measures of assessment and engagement
deleted text begin in order to eliminate academic disparities for students impacted by racial, gender, linguistic,
and economic inequities as aligned with section 120B.11 deleted text end .

deleted text begin (f) deleted text end new text begin (e) new text end Eligible districts must create efficiencies and eliminate duplicative programs and
services under this section, which may include forming collaborations or a single,
seven-county metropolitan areawide partnership of eligible districts for this purpose.

Sec. 10.

Minnesota Statutes 2024, section 126C.10, subdivision 14, is amended to read:

Subd. 14.

Uses of total operating capital revenue.

Total operating capital revenue may
be used only for the following purposes:

(1) to acquire land for school purposes;

(2) to acquire or construct buildings for school purposes;

(3) to rent or lease buildings, including the costs of building repair or improvement that
are part of a lease agreement;

(4) to improve and repair school sites and buildings, and equip or reequip school buildings
with permanent attached fixtures, including library media centers and gender-neutral
single-user restrooms, locker room privacy stalls, or other spaces with privacy features,
including single-user shower stalls, changing stalls, or other single-user facilities;

(5) for a surplus school building that is used substantially for a public nonschool purpose;

(6) to eliminate barriers or increase access to school buildings by individuals with a
disability;

(7) to bring school buildings into compliance with the State Fire Code adopted according
to chapter 299F;

(8) to remove asbestos from school buildings, encapsulate asbestos, or make
asbestos-related repairs;

(9) to clean up and dispose of polychlorinated biphenyls found in school buildings;

(10) to clean up, remove, dispose of, and make repairs related to storing heating fuel or
transportation fuels such as alcohol, gasoline, fuel oil, and special fuel, as defined in section
296A.01;

(11) for energy audits for school buildings and to modify buildings if the audit indicates
the cost of the modification can be recovered within ten years;

(12) to improve buildings that are leased according to section 123B.51, subdivision 4;

(13) to pay special assessments levied against school property but not to pay assessments
for service charges;

(14) to pay principal and interest on state loans for energy conservation according to
section 216C.37 or loans made under the Douglas J. Johnson Economic Protection Trust
Fund Act according to sections 298.292 to 298.297;

(15) to purchase or lease interactive telecommunications equipment;

(16) by board resolution, to transfer money into the debt redemption fund to: (i) pay the
amounts needed to meet, when due, principal and interest payments on certain obligations
issued according to chapter 475; or (ii) pay principal and interest on debt service loans or
capital loans according to section 126C.70;

(17) to pay operating capital-related assessments of any entity formed under a cooperative
agreement between two or more districts;

(18) to purchase or lease computers and related hardware, software, and annual licensing
fees, copying machines, telecommunications equipment, and other noninstructional
equipment;

(19) to purchase or lease assistive technology or equipment for instructional programs;

(20) to purchase textbooks as defined in section 123B.41, subdivision 2;

(21) to purchase new and replacement library media resources or technology;

(22) to lease or purchase vehicles;

(23) to purchase or lease telecommunications equipment, computers, and related
equipment for integrated information management systems for:

(i) managing and reporting learner outcome information for all students under a
results-oriented graduation rule;

(ii) managing student assessment, services, and achievement information required for
students with individualized education programs; and

(iii) other classroom information management needs;

(24) to pay personnel costs directly related to the acquisition, operation, and maintenance
of telecommunications systems, computers, related equipment, and network and applications
software;

(25) to pay the costs directly associated with closing a school facility, including moving
and storage costs;

(26) to pay the costs of supplies and equipment necessary to provide access to menstrual
products at no charge to new text begin female new text end students deleted text begin in restrooms and as otherwise needed in school
facilities deleted text end ; and

(27) to pay the costs of the opiate antagonists required under section 121A.224.

Sec. 11.

Laws 2023, chapter 55, article 12, section 17, subdivision 2, as amended by Laws
2024, chapter 115, article 10, section 3, is amended to read:

Subd. 2.

Department.

(a) For the Department of Education:

	$	47,005,000	.....	2024
	$	40,052,000	.....	2025

Of these amounts:

(1) $405,000 each year is for the Board of School Administrators;

(2) $1,000,000 each year is for regional centers of excellence under Minnesota Statutes,
section 120B.115;

(3) $720,000 each year is for implementing Minnesota's Learning for English Academic
Proficiency and Success Act (LEAPS) under Laws 2014, chapter 272, article 1, as amended;

(4) $480,000 each year is for the Department of Education's mainframe update;

(5) $7,500,000 in fiscal year 2024 only is for legal fees and costs associated with
litigation;

(6) $595,000 in fiscal year 2024 and $2,609,000 in fiscal year 2025 are for modernizing
district data submissions. The base for fiscal year 2026 and later is $2,359,000;

(7) $573,000 each year is for engagement and rulemaking related to Specific Learning
Disability;

(8) $150,000 each year is for an ethnic studies specialist in the academic standards
division to provide support to the ethnic studies working group and to school districts seeking
to establish or strengthen ethnic studies courses;

(9) $150,000 each year is for the comprehensive school mental health services lead under
Minnesota Statutes, section 127A.215;

(10) $150,000 each year is for a school health services specialist under Minnesota
Statutes, section 121A.20;

(11) $2,000,000 each year is for the Office of the Inspector General established under
Minnesota Statutes, section 127A.21;

(12) $800,000 each year is for audit and internal control resources;

(13) $2,000,000 in fiscal year 2024 only is for information technology infrastructure
and portfolio resources;

deleted text begin (14) $2,000,000 each year is for staffing the Equity, Diversity and Inclusion (EDI) Center
at the Department of Education;
deleted text end

deleted text begin (15) deleted text end new text begin (14) new text end $275,000 in fiscal year 2024 and $175,000 in fiscal year 2025 are for
administrative expenses for unemployment aid; and

deleted text begin (16) deleted text end new text begin (15) new text end $130,000 in fiscal year 2025 only is for the state school librarian under
Minnesota Statutes, section 127A.151.

(b) None of the amounts appropriated under this subdivision may be used for Minnesota's
Washington, D.C., office.

(c) The expenditures of federal grants and aids as shown in the biennial budget document
and its supplements are approved and appropriated and must be spent as indicated.

(d) The base for fiscal year 2026 and later is $39,667,000.

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

Sec. 12. new text begin RULES NOT EFFECTIVE.
new text end

new text begin The amendments to Minnesota Rules, part 8710.2000, published in the State Register,
volume 47, page 988, are void and do not take effect.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 13. new text begin DEPARTMENT OF EDUCATION RULEMAKING; SOCIAL STUDIES
ACADEMIC STANDARDS.
new text end

new text begin Using the expedited rulemaking process under Minnesota Statutes, section 14.389, the
commissioner of education shall adopt social studies academic standards that are identical
to the social studies academic standards in Minnesota Rules 2023, parts 3501.1300,
3501.1305, 3501.1310, 3501.1315, 3501.1320, 3501.1325, 3501.1330, 3501.1335, 3501.1340,
and 3501.1345.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 14. new text begin EQUITY, DIVERSITY AND INCLUSION CENTER.
new text end

new text begin The commissioner of education must not establish or continue operation of an Equity,
Diversity and Inclusion (EDI) Center or similar office within the department.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment.
new text end

Sec. 15. new text begin REPEALER.
new text end

new text begin (a) new text end new text begin Minnesota Statutes 2024, sections 120B.021, subdivision 5; 120B.101; 120B.113;
120B.117; 120B.25; 120B.251; 121A.041; and 122A.70, subdivision 2a, new text end new text begin are repealed.
new text end

new text begin (b) new text end new text begin Laws 2023, chapter 55, article 2, section 60, new text end new text begin is repealed.
new text end

new text begin (c) new text end new text begin Minnesota Rules, part 3501.1350, new text end new text begin is repealed.
new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective July 1, 2025.
new text end

APPENDIX

Repealed Minnesota Statutes: 25-03840

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.

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 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.

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;

(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.

Repealed Minnesota Session Laws: 25-03840

Laws 2023, chapter 55, article 2, section 60

Sec. 60. new text begin ETHNIC STUDIES WORKING GROUP. new text end

new text begin Subdivision 1. new text end

new text begin Working group established. new text end

new text begin (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. new text end

new text begin (b) The Ethnic Studies Working Group must have 25 members with a demonstrated commitment to ethnic studies, as follows: new text end

new text begin (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; new text end

new text begin (2) four public school students in grades 11 and 12; new text end

new text begin (3) three parents or guardians of public kindergarten through grade 12 students; new text end

new text begin (4) three Minnesota-based, college-level faculty experts in ethnic studies; new text end

new text begin (5) three ethnic studies high school teachers; new text end

new text begin (6) four teachers with experience teaching ethnic studies to students in kindergarten to grade 8; and new text end

new text begin (7) three school board members or school administrators. new text end

new text begin (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. new text end

new text begin Subd. 2. new text end

new text begin Duties. new text end

new text begin (a) The working group must review available ethnic studies instructional resources in order to: new text end

new text begin (1) develop an ethnic studies framework with advisory guidelines for ethnic studies courses required under Minnesota Statutes, section 120B251; new text end

new text begin (2) recommend professional learning requirements for educators and staff to facilitate the successful implementation of ethnic studies courses; new text end

new text begin (3) recommend resources and materials school districts and charter schools may use to implement ethnic studies requirements and standards; new text end

new text begin (4) identify or develop instructional resources that school districts and charter schools may use in accordance with Minnesota Statutes, section 120B.251; and new text end

new text begin (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. new text end

new text begin (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. new text end

new text begin Subd. 3. new text end

new text begin Meetings. new text end

new text begin The working group must convene on at least a bimonthly basis and must hold the first meeting no later than May 1, 2024. new text end

new text begin Subd. 4. new text end

new text begin Administration. new text end

new text begin The commissioner must provide meeting space and technical assistance for the working group. new text end

new text begin EFFECTIVE DATE. new text end

new text begin This section is effective the day following final enactment. new text end

Repealed Minnesota Rule: 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.

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.