In a drab hearing room in Austin, Tex., members of the State Board of Education, seated at small desks arranged in a broad, socially distanced circle, debated whether eighth grade science students should be required to “describe efforts to mitigate climate change.” One board member, a longtime public school science teacher, argued in favor of the proposed new requirement. Another, an in-house attorney for Shell Oil Company, argued to kill it.
The attorney won. In the end, the board voted to require that eighth grade science students “describe the carbon cycle” instead.
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