Establishes an economic and entrepreneurial education program in the department of education to foster an understanding and appreciation of the basic principles of economics including the role and impact of labor in economic growth and the process of new enterprise development in secondary school students and teachers throughout the state, appropriates funds therefor.

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A2654-2011 Actions

• Jan 4, 2012: referred to education
• Jan 19, 2011: referred to education

A2654-2011 Text

                      S T A T E   O F   N E W   Y O R K
  ________________________________________________________________________

                                    2654

                         2011-2012 Regular Sessions

                            I N  ASSEMBLY

                              January 19, 2011
                                 ___________

  Introduced  by M. of A. MORELLE -- Multi-Sponsored by -- M. of A. MAGEE,
    McENENY -- read once and referred to the Committee on Education

  AN ACT to amend the  education  law,  in  relation  to  establishing  an
    economic  and  entrepreneurial  education program in the department of
    education, and making an appropriation therefor, and providing for the
    repeal of such provisions upon expiration thereof

    THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
  BLY, DO ENACT AS FOLLOWS:


    Section 1. Legislative findings. Continued prosperity and stability of
  our  democratic  society  depends  upon an educated populace that under-
  stands the basic economic principles, concepts  and  contributions  that
  labor  and  management  have  made  which underlie the American economy.
  These principles and concepts  include  an  understanding  of  the  free
  enterprise  system  and  the  important  role  of  labor in building and
  sustaining long-term economic growth.   The  board  of  regents  of  the
  university of the state of New York has recently recognized this fact by
  the  creation of a mandate which states that all high school students in
  the state must successfully complete a semester course in economics as a
  requirement for graduation from high  school.  This  requirement,  which
  responds  to  an  important  need,  presents  a  problem  to  the school
  districts of the state because it necessitates a major effort in service
  education. Teachers who have little or no training in economics must  be
  given the knowledge and skills to be able to teach this required course.
  In  addition, economic concepts have been thoroughly integrated into all
  instructional  areas  in  the  new  occupational  education  curriculum,
  including  the  home  and  career  skills  study of resource management,
  mandated for all occupational  education  students.  Thus,  teachers  in
  business/marketing  education,  home economics, and other social studies
  courses must also be given similar training so that they can deal effec-
  tively in explaining the role of labor and management in  the  evolution
  of the American economy.

   EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                        [ ] is old law to be omitted.
                                                             LBD05712-01-1

 A. 2654                             2

    Furthermore,  a  key to sustained economic growth of New York state is
  the ability of its citizens to identify new business ideas and  opportu-
  nities and to develop them into new business and industry, both of which
  are dependent upon the entrepreneurial spirit and the role of labor. The
  role  of  government  in  creating  the entrepreneurial spirit needed to
  develop new business is limited, but it can  and  should  encourage  and
  nurture  that spirit through fostering an understanding and appreciation
  of the process of new enterprise development.  At present,  students  in
  the  state's  secondary  schools are not receiving such an understanding
  and appreciation because: (i)  few  social  studies,  business/marketing
  education,  economics, and labor history teachers are themselves trained
  in this field; and  (ii)  instructional  materials,  teaching  aids  and
  activities  to support curricular changes with regard to entrepreneurial
  education and education on the principles of economics and labor history
  as it relates to our economy have not been developed as they  have  been
  for general economic education.
    Furthermore,  few programs exist relating the principles and theory of
  economics to practice, and  inadequate  linkages  exist  between  school
  programs,  the  private  sector  and organized labor to foster an under-
  standing and articulation process.
    Therefore, it is vital that teachers be  afforded  an  opportunity  to
  upgrade their knowledge of how the American economic system, trade union
  movements  and  the  entrepreneurial  development process function; that
  instructional materials, teaching aids, and activities be  developed  to
  assist  teachers responsible for entrepreneurial education and education
  on the economy; and that public-private sector partnerships be formed to
  link the theory and practice of entrepreneurship and  economics  in  the
  classroom and through extra-curricular activities.
    S 2. The education law is amended by adding a new section 4608 to read
  as follows:

    S 4608. ECONOMIC AND ENTREPRENEURIAL EDUCATION. 1. THE COMMISSIONER IS
  HEREBY  AUTHORIZED  AND DIRECTED TO ESTABLISH AND SUPPORT, WITHIN AVAIL-
  ABLE APPROPRIATIONS, ECONOMIC  AND  ENTREPRENEURIAL  EDUCATION  PROGRAMS
  DESIGNED  TO FOSTER AN UNDERSTANDING AND APPRECIATION OF THE BASIC PRIN-
  CIPLES OF ECONOMICS INCLUDING THE ROLE AND IMPACT OF LABOR  IN  ECONOMIC
  GROWTH  AND  OF  THE  PROCESS OF NEW ENTERPRISE DEVELOPMENT IN SECONDARY
  SCHOOL STUDENTS AND TEACHERS THROUGHOUT THE STATE.
    2. IN FURTHERANCE OF THE PURPOSES OF THIS  SECTION,  THE  COMMISSIONER
  SHALL:

    (A)  CONTRACT  WITH  ANY  NON-PROFIT AGENCY SUITABLY QUALIFIED FOR THE
  PURPOSE OF  HOLDING  SEMINARS,  CONFERENCES  AND  MEETINGS  DESIGNED  TO
  IMPROVE THE ECONOMIC EDUCATION INCLUDING LABOR MARKET ANALYSIS OF SOCIAL
  STUDIES, BUSINESS/MARKETING EDUCATION AND HOME ECONOMICS TEACHERS IN THE
  SECONDARY SCHOOLS OF THE STATE.
    (B)  CONTRACT  WITH  ANY  NON-PROFIT AGENCY SUITABLY QUALIFIED FOR THE
  PURPOSE OF  HOLDING  SEMINARS,  CONFERENCES  AND  MEETINGS  DESIGNED  TO
  IMPROVE    THE    ENTREPRENEURIAL    EDUCATION    OF   SOCIAL   STUDIES,
  BUSINESS/MARKETING EDUCATION AND HOME ECONOMICS TEACHERS IN THE  SECOND-
  ARY  SCHOOLS  OF THE STATE, INCLUDING THEIR UNDERSTANDING OF THE PRINCI-
  PLES OF ENTREPRENEURSHIP, THE ROLE OF ENTREPRENEURS IN THE  ECONOMY  AND
  THE ROLE OF LABOR AND MANAGEMENT IN THE HISTORY OF THE UNITED STATES.
    (C)  CONTRACT  WITH  A  PUBLIC OR PRIVATE COLLEGE OR UNIVERSITY IN THE
  STATE HAVING AN ESTABLISHED ENTREPRENEURSHIP PROGRAM, CENTER  OR  INSTI-
  TUTE  TO  DEVELOP  INSTRUCTIONAL MATERIALS, TEACHING AIDS, AND IN-SCHOOL
  PROGRAMS, RELATED TO ENTREPRENEURIAL EDUCATION AND PRINCIPLES OF ECONOM-
  ICS INCLUDING THE ROLE OF LABOR IN  ECONOMIC  DEVELOPMENT,  FOR  USE  IN

 A. 2654                             3

  SECONDARY  SCHOOLS,  AND  TO  CONDUCT  A  SUMMER INSTITUTE FOR SECONDARY
  SCHOOL TEACHERS IN THE PRINCIPLES OF  ENTREPRENEURSHIP,  ENTREPRENEURIAL
  EDUCATION  AND  THE  CONTRIBUTIONS LABOR AND MANAGEMENT HAVE MADE TO THE
  EVOLUTION AND GROWTH OF THE AMERICAN ECONOMY.
    (D)  CREATE  AN  ENTERPRISE  CHALLENGE  GRANT PROGRAM TO FOSTER PUBLIC
  SCHOOL-PRIVATE SECTOR COOPERATIVE PROGRAMS OF ENTREPRENEURIAL  EDUCATION
  AND  EDUCATION  ON THE ROLE OF LABOR AND MANAGEMENT THROUGH THE DEVELOP-
  MENT OF IN-SCHOOL AND EXTRA-CURRICULAR PROGRAMS AND ACTIVITIES  DESIGNED
  TO  COMPLEMENT  AND  ENHANCE  INSTRUCTION IN LABOR AND MANAGEMENT IN THE
  CLASSROOM.
    3. CONTRACTS AUTHORIZED PURSUANT TO PARAGRAPHS (A),  (B)  AND  (C)  OF
  SUBDIVISION  TWO OF THIS SECTION SHALL BE AWARDED ON A COMPETITIVE BASIS
  IN RESPONSE TO REQUESTS FOR PROPOSALS SETTING FORTH  SUCH  CRITERIA  AND
  REQUIREMENTS  AS  THE  COMMISSIONER  DEEMS  NECESSARY,  EXCEPT  THAT THE
  COMMISSIONER MAY ENTER INTO SUCH CONTRACTS TO CONTINUE A PROGRAM  PREVI-
  OUSLY FUNDED BY THE DEPARTMENT FOR THE PURPOSES SET FORTH IN SUBDIVISION
  TWO OF THIS SECTION WITHOUT FIRST ISSUING A REQUEST FOR PROPOSALS.
    4.  CHALLENGE  GRANTS AWARDED PURSUANT TO PARAGRAPH (D) OF SUBDIVISION
  TWO OF THIS SECTION SHALL BE AWARDED ON A COMPETITIVE BASIS IN  RESPONSE
  TO  REQUESTS  FOR PROPOSALS SETTING FORTH SUCH CRITERIA AND REQUIREMENTS
  AS THE COMMISSIONER DEEMS NECESSARY AND UPON A JOINT APPLICATION FROM  A
  SCHOOL DISTRICT AND A PRIVATE SECTOR SPONSORING ORGANIZATION, AND MAY BE
  USED  TO PLAN, ESTABLISH AND IMPLEMENT IN-SCHOOL PROGRAMS AND EXTRA-CUR-
  RICULAR ACTIVITIES,  INCLUDING  MENTORING  PROGRAMS,  INVOLVING  PRIVATE
  SECTOR PARTICIPATION AND COOPERATION, AND TO PURCHASE MATERIALS FOR SUCH
  PROGRAMS.  PREFERENCE SHALL BE GIVEN TO THOSE APPLICATIONS WHICH PROVIDE
  A MATCHING GRANT FROM THE SCHOOL DISTRICT AND/OR  PRIVATE  SECTOR  GROUP
  PARTICIPATING  IN  THE  PROGRAM.  NO GRANT SHALL BE AWARDED IN EXCESS OF
  FIVE THOUSAND DOLLARS. SCHOOL DISTRICTS CONTAINING MORE THAN ONE SECOND-
  ARY SCHOOL MAY APPLY FOR MULTIPLE GRANTS FOR IMPLEMENTATION OF A PROGRAM
  IN MORE THAN ONE SCHOOL, BUT NO SCHOOL DISTRICT SHALL RECEIVE MORE  THAN
  TWENTY-FIVE  PERCENT  OF  THE  TOTAL NUMBER OF GRANTS AWARDED IN ANY ONE
  STATE FISCAL YEAR.
    5. APPLICATIONS IN RESPONSE TO  REQUESTS  FOR  PROPOSALS  PURSUANT  TO
  SUBDIVISIONS  THREE  AND  FOUR OF THIS SECTION SHALL INCLUDE, BUT NOT BE
  LIMITED TO:

    (A) A DESCRIPTION OF THE PROGRAM TO BE OFFERED;
    (B) DESIGNATION OF A PROGRAM DIRECTOR;
    (C) A PROGRAM BUDGET, INCLUDING MATCHING FUNDS, IN-FUND AND OTHERWISE,
  TO BE PROVIDED BY THE APPLICANT;
    (D) LINKAGES TO OTHER EXISTING PROGRAMS; AND
    (E) SUCH OTHER REQUIREMENTS AS DEEMED NECESSARY BY THE COMMISSIONER.
    6. THE COMPTROLLER, OR HIS LEGALLY AUTHORIZED REPRESENTATIVE, IS HERE-
  BY AUTHORIZED AND EMPOWERED TO EXAMINE THE BOOKS  AND  ACCOUNTS  OF  THE
  DEPARTMENT RELATING TO PROGRAM GRANTS MADE PURSUANT TO THE PROVISIONS OF
  THIS  SECTION, INCLUDING ITS RECEIPTS, DISBURSEMENTS, CONTRACTS, LEASES,
  LOANS AND ANY OTHER SUCH MONIES RELATING  TO  ITS  FINANCIAL  OPERATIONS
  WITH RESPECT TO SUCH PROGRAMS.
    7. THE DEPARTMENT SHALL:

    (A)  MONITOR  THE  PERFORMANCE  OF  THE PROGRAM ESTABLISHED UNDER THIS
  SECTION AND REQUIRE PERIODIC AND ANNUAL REPORTS FROM EACH RECIPIENT OF A
  CHALLENGE GRANT OR CONTRACT AT  SUCH  TIME  AND  IN  SUCH  A  MANNER  AS
  PRESCRIBED BY THE COMMISSIONER.
    (B)  EVALUATE  THE  PROGRAM  AND REPORT ANNUALLY, ON OR BEFORE JANUARY
  FIFTEENTH, TWO THOUSAND FOURTEEN AND ON OR BEFORE EACH JANUARY FIFTEENTH
  THEREAFTER, THE RESULTS OF SUCH  EVALUATION  TO  THE  GOVERNOR  AND  THE

 A. 2654                             4

  LEGISLATURE.  SUCH  REPORT  SHALL  DISCUSS THE SUCCESS OF THE PROGRAM IN
  MEETING ITS GOALS, AND SHALL RECOMMEND CHANGES AND IMPROVEMENTS  IN  THE
  PROGRAM.
    (C) SUBMIT TO THE DIRECTOR OF THE DIVISION OF THE BUDGET, THE CHAIRMAN
  OF  THE  SENATE  FINANCE COMMITTEE AND THE CHAIRMAN OF THE ASSEMBLY WAYS
  AND MEANS COMMITTEE AN EVALUATION OF PROGRAM EFFECTIVENESS, CONDUCTED BY
  AN ENTITY INDEPENDENT  OF  THE  DEPARTMENT.  SUCH  EVALUATION  SHALL  BE
  SUBMITTED  BY JANUARY FIRST, TWO THOUSAND FIFTEEN AND SHALL BE TRANSMIT-
  TED WITH COMMENT ON SUCH EVALUATION BY THE COMMISSIONER.
    S 3. The sum of two hundred thousand dollars ($200,000),  or  so  much
  thereof  as  may  be  necessary, is hereby appropriated to the education
  department out of any moneys in the state treasury in the  general  fund
  to  the credit of the state purposes account, not otherwise appropriated
  and made immediately available, as follows:

    a. Fifty thousand dollars ($50,000), for the  purpose  of  contracting
  with any non-profit agency suitably qualified for the purpose of holding
  seminars, conferences, and meetings designed to improve the economic and
  entrepreneurial  education  of social studies, business/marketing educa-
  tion, and home economics teachers in the secondary schools of our  state
  pursuant to paragraphs (a), (b) and (c) of subdivision 2 of section 4608
  of the education law, as added by section two of this act; and
    b.  One  hundred fifty thousand dollars ($150,000), for the purpose of
  creating an enterprise challenge grant program to foster public  school-
  private sector cooperative programs of entrepreneurial education through
  the  development  of  in-school and extra-curricular programs and activ-
  ities designed to complement and enhance  entrepreneurial  education  in
  the classroom pursuant to paragraph (d) of subdivision 2 of section 4608
  of  the  education law, as added by section two of this act. Such grants
  of from one thousand dollars to five thousand dollars are to be  awarded
  on a competitive basis to school districts upon a joint application from
  a  school  district and a private sector sponsoring organization and may
  be used to plan, establish and implement in-school programs  and  extra-
  curricular  activities,  including mentoring programs, involving private
  sector participation and cooperation, and to purchase materials for such
  programs.  Preference shall be given to those applications which provide
  a matching grant from the school district and/or  private  sector  group
  participating  in the program. A total of up to thirty-two grants may be
  made available. School districts  containing  more  than  one  secondary
  school  may apply for multiple grants for implementation of a program in
  more than one school, but no school district  shall  receive  more  than
  eight grants.
    Such  moneys  shall  be  payable on the audit and warrant of the comp-
  troller on vouchers certified or approved by the commissioner of  educa-
  tion in the manner prescribed by law.
    S 4. This act shall take effect immediately and shall expire March 31,
  2015  when  upon  such  date  the provisions of this act shall be deemed
  repealed.