Climate Change Education Act
- Sponsor
- Sen. Markey, Edward J. [D-MA]
- Committees
- Commerce, Science, and Transportation Committee (primary)
- Last action
- Apr 22, 2026
Bottom line
The bill establishes a federally funded national program within NOAA to significantly expand climate change education and workforce development across all age groups, with a focus on equity and practical solutions.
What it actually does
This bill mandates the National Oceanic and Atmospheric Administration (NOAA) to establish a Climate Change Education Program within its Office of Education. The program will increase climate literacy through formal and nonformal learning opportunities and provide grants to state and local educational agencies, institutions of higher education, professional associations, and youth corps for climate education, research, and community-based climate action, with a significant portion of funds directed to environmental justice communities.
Proponents argue
Supporters argue that comprehensive climate education is essential for empowering individuals and communities to understand and respond to the climate crisis, fostering a skilled workforce for the green economy, and addressing the current lack of climate literacy among educators. They emphasize leveraging NOAA's scientific expertise and existing educational programs to achieve these goals.
Opponents contend
Potential opponents might contend that climate change education is primarily a state and local responsibility, raising concerns about federal overreach into curriculum development. Some may also question the cost of the program or express skepticism about the content, arguing it could be politicized rather than purely scientific.
The bill is relatively concise and clearly structured, allowing an informed reader to grasp its core provisions and intent within a reasonable timeframe.
Section 4
Establishment of Climate Change Education Program
This section requires the Administrator of NOAA to establish a Climate Change Education Program within its Office of Education within one year of the Act's enactment. The program's objectives are to enhance climate literacy across the United States by broadening understanding of climate change, its consequences, and solutions, and to provide formal and nonformal learning opportunities emphasizing actionable information related to new technologies, jobs, and programs in climate adaptation, mitigation, resilience, and justice.
Supporters argue
Supporters contend that a dedicated federal program is essential to coordinate and scale climate education efforts, ensuring consistent, science-based information reaches all demographics and prepares the nation for climate challenges and opportunities.
Critics contend
Critics might argue that establishing such a program could lead to federal overreach in education, which is traditionally a state and local domain, or that it could promote a specific viewpoint rather than balanced scientific inquiry.
Tradeoffs
This provision balances the perceived national need for coordinated climate education with concerns about federal involvement in educational curricula and local control over learning content.
Section 5(a)
Grants and Cooperative Agreements Program Authority
This section establishes a program for NOAA to award grants and cooperative agreements to various entities. These include State educational agencies (in partnership with local agencies and nonprofits), institutions of higher education, professional associations, academic disciplinary societies, and youth corps organizations. The funding is intended to support climate change education initiatives, applied climate research, professional development, and community-based climate mitigation and adaptation work.
Section 5(a)(1)
K-12 Climate Literacy Plans and Projects
This provision authorizes grants to State educational agencies (and potentially local agencies) to develop and implement climate literacy plans for grades 4-12. These plans must align with State education standards and aim to ensure high school graduates are climate literate. Projects can include relevant training and professional development for educators, integration of key climate change concepts into STEM and other subject areas, development of curricula, creation of applied learning project-based models, and incorporation of green technologies into career and technical education pathways.
Section 5(a)(2)
Higher Education Applied Climate Research and Community Services
This provision authorizes grants to institutions of higher education and networks of such institutions to engage faculty and students in applied climate research and deliver direct services to local communities related to climate mitigation and adaptation issues. Priority is given to projects that foster long-term campus-community partnerships, demonstrate potential for scalability, involve significant student input, are inclusive for all segments of the population, and promote equitable and just outcomes.
Section 5(d)(3)
Funding Allocation for Environmental Justice Communities
This provision mandates that 40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) (higher education) and (4) (youth corps organizations) of subsection (a) must be directed into environmental justice communities. This ensures a significant portion of the program's resources directly benefits communities that are disproportionately affected by climate change and often have fewer resources to respond.
Section 7
Authorization of Appropriations
This section authorizes the appropriation of $50,000,000 to the National Oceanic and Atmospheric Administration (NOAA) for each of fiscal years 2027 through 2032. This provides the legislative authority for the necessary funding to establish and operate the Climate Change Education Program and its associated grant initiatives over a six-year period.
Defines 'climate justice' as the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure equal protection from the adverse effects of climate change.
Section 3(2)
Why it matters:While standard legislative practice to define terms upfront, the substantive importance of this definition for guiding the bill's equity focus and resource allocation could be missed by a casual reader.
Case for: Supporters argue that a clear and comprehensive definition of climate justice ensures the program's efforts are explicitly directed towards equitable outcomes and address historical disparities in climate impact and vulnerability.
Case against: No specific opposition is typically raised against the definition itself, but some might argue that the concept of 'climate justice' is inherently political and could lead to biased educational content if not carefully implemented.
Estimated impact: This definition is foundational to the bill's equity goals and directly influences the programmatic priorities and funding allocations, particularly the 40% set-aside for environmental justice communities.
Defines 'environmental justice community' as a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities.
Section 3(5)
Why it matters:This is standard legislative practice for defining terms, but its operational significance for targeting a substantial portion of the bill's funding might be overlooked by a casual reader.
Case for: Proponents argue this definition provides clear and actionable criteria for directing resources to the most vulnerable populations, ensuring the bill's equity goals are met and that aid reaches those most in need.
Case against: Some might argue that the definition is too broad or too narrow, potentially leading to disputes over which communities qualify for targeted funding or creating administrative challenges in identification.
Estimated impact: Directly influences the allocation of 40% of certain grant funds (from higher education and youth corps categories), potentially totaling tens of millions of dollars over the program's life, towards these specifically defined communities.
Prohibits the Administrator of NOAA from awarding a grant or establishing a cooperative agreement directly with a local educational agency (LEA) in any fiscal year unless the total amounts appropriated for grants and cooperative agreements under the entire subsection (a) for that fiscal year exceed $5,000,000.
Section 5(c)
Why it matters:This is likely a technical detail intended to manage administrative burden for NOAA during years with lower appropriations, but it significantly impacts the ability of local educational agencies to directly access federal funds.
Case for: Supporters might argue this streamlines administration for smaller funding years, allowing state agencies to manage distribution more efficiently and reduce the number of individual grant applications NOAA must process.
Case against: Critics could argue it limits direct local control and access to funds, potentially disadvantaging smaller, innovative local initiatives that might struggle to partner with a state agency, especially in lower-funded years.
Estimated impact: Affects the eligibility of thousands of local educational agencies for direct federal funding, particularly if annual appropriations for the program are below the $5 million threshold, requiring them to work through state agencies instead.