NY State Senate Bill 2025-S3334

Senate Bill S3334

2025-2026 Legislative Session

Requires the commissioner of education to establish Asian American, Native Hawaiian, and Pacific Islander history and civic impact curriculum or instructions for school districts

download bill text pdf

Current Bill Status - In Senate Committee Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Jan 24, 2025	referred to education

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2025-S3334 (ACTIVE) - Details

Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Add §801-b, Ed L
Versions Introduced in Other Legislative Sessions:: 2021-2022: S6359
2023-2024: S5963

2025-S3334 (ACTIVE) - Summary

Requires the commissioner to establish Asian American, Native Hawaiian, and Pacific Islander history and civic impact curriculum or instructions for school districts.

2025-S3334 (ACTIVE) - Sponsor Memo

                                 
BILL NUMBER: S3334

SPONSOR: LIU
 
TITLE OF BILL:

An act to amend the education law, in relation to requiring public
elementary schools and high schools to provide instruction in Asian
American history and civic impact

 
PURPOSE OR GENERAL IDEA OF BILL:

To require public schools to integrate Asian American, Native Hawaiian,
and Pacific Islander history into history or social studies curriculum

 
SUMMARY OF SPECIFIC PROVISIONS:

Section 1 directs the commissioner to establish Asian American, Native
Hawaiian, and Pacific Islander history and civic impact curriculum or
instruction for school districts and outlines requirements for the
commissioner to develop professional development materials for educa-
tors, to compile and share an annual report regarding implementation,
and to solicit feedback from school districts.

Section 2 provides the effective date.

 
JUSTIFICATION:

As Asian Americans continue to experience an unprecedented surge of
scapegoating, discrimination, hatred, and racist violence, it is more
important than ever to integrate Asian American history into New York
State's public school curricula as a means to help dispel the ignorance
and negative stereotypes that have remained prevalent in modern culture.

Content related to Asian American history, heritage and culture on both
the regional and national levels is often absent from curriculum in New
York State schools. Combined with generations of intolerance, this
absence has greatly contributed to the lack of knowledge and understand-
ing of Asian Americans, particularly in light of the recent COVID-19
pandemic, which was repeatedly mischaracterized as the "China Virus,"
and "Kung Flu," by leaders such as President Donald Trump.

Asian Americans experienced a more than a 300% increase in hate crimes
in the wake of such divisive rhetoric during the pandemic. Notable cases
like Yao Pan Mao, Christina Yuna Lee, and the attacks of three Sikh men
on one block in Queens were just some examples of the many anti-Asian
hate crimes that dominated the headlines on a regular basis.

As historian and author Erika Lee writes, "Stereotypes of Asian Ameri-
cans as spies, terrorists, inassimilable foreigners, or model minorities
dominate the ways in which entire communities are viewed and understood.
Similarly, without a full and honest assessment of America's long histo-
ry of anti-Asian racism, contemporary hate crimes are often character-
ized as random and isolated incidents rather than an expression of
systemic racism targeting Asian Americans and Pacific Islanders."

"And as novelist Min Jin Lee wrote in 2022, "Ever since Asians began
arriving in the United States, they have been met with hostility and
rejection, often sanctioned by state and federal legislation. The sad
part is that so little has changed.
"Back in the '70s and '80s, the West feared the growth of Japan; as
China became a superpower, Sinophobia rose, too. Since 9/11, Islamopho-
bia and attacks against Sikhs and Hindus have been unrelenting. Now the
Covid pandemic and demagogy have brought more waves of hatred.

"Do I reasonably expect another person or a government body to keep me
safe in some perfect way? I can't say that I do. That has not often been
my experience."

Integrating the Asian American experience into the public school curric-
ulum would not only allow Asian American children the chance to finally
see themselves reflected accurately in American history, but it is a
critical step in dismantling the endless barrage of anti-Asian stere-
otypes that categorize Asian Americans as either the perpetual foreig-
ners or the seemingly-benign but equally destructive model minorities.

Further, it is imperative that educators and administrators have access
to the necessary guidance to successfully implement this essential inte-
gration, and that the legislature and public are aware of the curric-
ulum's implementation across the state. To that end, the.commissioner
will develop professional development materials for educators and admin-
istrators as well as solicit feedback from schools to compile a report
summarizing the implementation of the curriculum, including school
districts' capacity to do so, the number of students, teachers and
schools that have engaged with the materials developed by the commis-
sioner, and any other efforts of schools to implement this curriculum.

 
PRIOR LEGISLATIVE HISTORY:

2023-2024: Passed senate, Referred to Education

2021-2022: Referred to Education

 
FISCAL IMPLICATIONS:

TBD

 
EFFECTIVE DATE:
This act shall take effect on the first of July next succeeding the date
on which it shall have become a law.

2025-S3334 (ACTIVE) - Bill Text download pdf

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   3334
 
                        2025-2026 Regular Sessions
 
                             I N  S E N A T E
 
                             January 24, 2025
                                ___________
 
 Introduced by Sens. LIU, COONEY, GOUNARDES, STAVISKY, KAVANAGH, ADDABBO,
   BAILEY,  CLEARE,  COMRIE, FELDER, FERNANDEZ, GIANARIS, GONZALEZ, HOYL-
   MAN-SIGAL, JACKSON, RAMOS, RIVERA,  SALAZAR,  SANDERS,  WEBB  --  read
   twice  and  ordered  printed,  and when printed to be committed to the
   Committee on Education

 AN ACT to amend the education  law,  in  relation  to  requiring  public
   elementary  schools  and  high schools to provide instruction in Asian
   American history and civic impact
 
   THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section  1. The education law is amended by adding a new section 801-b
 to read as follows:
   § 801-B.  ASIAN AMERICAN, NATIVE HAWAIIAN, AND PACIFIC ISLANDER HISTO-
 RY AND CIVIC IMPACT CURRICULUM OR INSTRUCTION. 1. THE COMMISSIONER SHALL
 ESTABLISH  ASIAN AMERICAN,  NATIVE   HAWAIIAN,   AND   PACIFIC  ISLANDER
 HISTORY  AND CIVIC IMPACT CURRICULUM OR INSTRUCTION FOR SCHOOL DISTRICTS
 IN ACCORDANCE WITH THE  DEPARTMENT'S  EXISTING  LEARNING  STANDARDS  FOR
 SOCIAL  STUDIES.  THE  CONTENTS  SHALL  BE  AGE APPROPRIATE AND SHALL BE
 DEVELOPED ACCORDING TO THE NEEDS AND ABILITIES OF STUDENTS AT SUCCESSIVE
 GRADE LEVELS TO PROVIDE ROBUST ASIAN AMERICAN,  NATIVE   HAWAIIAN,   AND
 PACIFIC  ISLANDER  HISTORY  AND  CIVIC IMPACT CURRICULUM OR INSTRUCTION,
 ALONGSIDE COMMUNITY-BASED ORGANIZATIONS AND SUBJECT-MATTER EXPERTS,  AND
 SHALL  BE  DISSEMENATED  TO  SCHOOLS  AND  DISTRICTS. THE CONTENTS SHALL
 INCLUDE, BUT SHALL NOT BE LIMITED TO, CURRICULUM OR INSTRUCTION  IN  THE
 FOLLOWING:
   A.  THE  HISTORY OF DIASPORA OF ASIAN AMERICANS, NATIVE HAWAIIANS, AND
 PACIFIC ISLANDERS IN NEW YORK AND THE NORTHEAST;
   B. THE MOVEMENTS AND POLICIES THAT IMPACTED THE ASIAN AMERICAN, NATIVE
 HAWAIIAN, AND PACIFIC ISLANDER COMMUNITIES IN THE UNITED STATES;
   C. THE CONTRIBUTIONS MADE BY THE ASIAN AMERICAN, NATIVE HAWAIIAN,  AND
 PACIFIC  ISLANDER  COMMUNITIES  IN  GOVERNMENT,  THE  ARTS,  HUMANITIES,
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD01669-04-5

 S. 3334                             2
 
 SCIENCE AND THE ECONOMIC, CULTURAL, SOCIAL AND POLITICAL DEVELOPMENT  OF
 THE UNITED STATES;
   D.  THE  STRUCTURES  AND HISTORICAL EVENTS THAT HAVE LIMITED OR HARMED
 THE ASIAN AMERICAN, NATIVE HAWAIIAN, PACIFIC ISLANDER AND OTHER  HISTOR-
 ICALLY  MARGINALIZED  COMMUNITIES ESPECIALLY AS IT PERTAINS TO THE CIVIL
 RIGHTS MOVEMENT; AND
   E. THE SOLIDARITY BETWEEN ASIAN  AMERICAN,  NATIVE  HAWAIIAN,  PACIFIC
 ISLANDER  AND  OTHER HISTORICALLY MARGINALIZED COMMUNITIES ESPECIALLY AS
 IT PERTAINS TO THE CIVIL RIGHTS MOVEMENT.
   2.  SCHOOLS MAY INCLUDE THE ABOVE MATERIALS AS   COMPONENTS    OF  ITS
 HISTORY  OR SOCIAL STUDIES CURRICULUM, OR ANY OTHER WAY THE SCHOOL DEEMS
 APPROPRIATE.
   3. THE COMMISSIONER SHALL DEVELOP  PROFESSIONAL  DEVELOPMENT  TRAINING
 MATERIALS  INSTRUCTING  TEACHERS AND SCHOOL ADMINISTRATORS ON CURRICULAR
 IMPLEMENTATION AND SHALL ANNUALLY UPDATE SUCH RECOMMENDATIONS CONCERNING
 IMPLEMENTATION.
   4. WITHIN ONE YEAR OF THE EFFECTIVE DATE OF THIS SECTION, AND ANNUALLY
 THEREAFTER, THE COMMISSIONER SHALL DELIVER A REPORT TO THE GOVERNOR, THE
 LEGISLATURE, THE TEMPORARY PRESIDENT OF THE SENATE, THE SENATE  MINORITY
 LEADER,  THE  SPEAKER OF THE ASSEMBLY, THE ASSEMBLY MINORITY LEADER, AND
 BOTH THE SENATE AND ASSEMBLY COMMITTEES ON EDUCATION,  AND  SHALL  SHARE
 THE  REPORT ON THE DEPARTMENT'S WEBSITE, OUTLINING THE CAPACITY OF VARI-
 OUS SCHOOL DISTRICTS  TO  IMPLEMENT  THE  CURRICULUM  REQUIRED  BY  THIS
 SECTION  AND  THE  MOST  PRESSING  NEEDS  OF  SCHOOL DISTRICTS REGARDING
 RESOURCES AND SUPPORT IN CURRICULUM IMPLEMENTATION.  THE REPORT SHALL BE
 INFORMED BY AN ANNUAL, PUBLIC SOLICITIATION OF FEEDBACK FROM SCHOOLS AND
 DISTRICTS REGARDING THE OPPORTUNITIES AND CHALLENGES OF IMPLEMENTING THE
 CURRICULUM IN EXISTING SOCIAL STUDIES COURSES, AS WELL AS STUDENT LEARN-
 ING OUTCOMES.  THE REPORT SHALL INCLUDE, BUT NOT BE LIMITED TO:
   A. THE NUMBER OF SCHOOLS THAT IMPLEMENTED THE CURRICULUM  PURSUANT  TO
 THIS  SECTION  AND  WHETHER  THOSE  SCHOOLS SERVE STUDENT POPULATIONS IN
 URBAN, SUBURBAN OR RURAL AREAS;
   B. THE NUMBER OF TEACHERS AND ADMINISTRATORS WHO ENGAGED WITH  PROFES-
 SIONAL  DEVELOPMENT  RESOURCES  PURSUANT  TO  SUBDIVISION  THREE OF THIS
 SECTION;
   C. THE TOTAL NUMBER OF KINDERGARTEN THROUGH GRADE TWELVE  STUDENTS  IN
 THE STATE WHO ENGAGED WITH THE CURRICULUM;
   D.  AND ANY OTHER EFFORTS OF SCHOOL DISTRICTS TO IMPLEMENT THE CURRIC-
 ULUM REQUIRED BY  THIS  SECTION  OR  RECOMMENDATIONS  TO  ASSIST  SCHOOL
 DISTRICTS REGARDING RESOURCES AND SUPPORT IN  CURRICULUM IMPLEMENTATION.
   §  2.  This act shall take effect on the first of July next succeeding
 the date on which it shall have become a law.

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