BESE: To urge and request BESE to procure an annual license for a 3D game-based learning platform that aligns with chemistry and physical science standards with real-world technologies to provide improved career opportunities for junior high and high school students.

2025 Regular Session Introduced by Beryl Amedée and 3 co-sponsors

Urges BESE to procure an annual license for a 3D game-based chemistry/physical science platform to boost career opportunities for middle and high school students.

Sent to the Secretary of State by the Secretary of the Senate on 6/13/2025.

Main purpose and intent

SCR 37 is a concurrent resolution that urges and requests the State Board of Elementary and Secondary Education (BESE) to procure an annual license for a 3D, game‑based learning platform. The platform is to be aligned with chemistry and physical science standards and incorporate real‑world technologies, with the stated goal of improving career awareness and career opportunities for junior high and high school students.

Key provisions

Formally urges and requests BESE to acquire (procure) an annual license for a 3D game‑based educational platform.

Specifies that the platform should align with state chemistry and physical science learning standards.

Calls for content or features reflecting real‑world technologies and workplace contexts to strengthen career relevance for secondary students.

Targets use in junior high (middle school) and high school grades to support career pathways and STEM preparation.

Note: As a concurrent resolution, SCR 37 expresses the Legislature’s request or position; it does not itself create binding statutory requirements or appropriate funds.

Who would be affected

BESE: the entity to which the resolution is addressed and which is asked to act.

School districts, junior high and high schools: potential implementers and users of the licensed platform.

Students (grades 7–12 approximate): primary beneficiaries through curricular and career‑focused learning experiences.

Teachers and instructional technology staff: responsible for integrating the platform into science coursework; may require professional development.

Ed‑tech vendors and workforce partners: potential suppliers and collaborators for platform content that models real‑world technologies.

Potential impact and considerations

Educational outcomes: could increase student engagement in chemistry/physical science, strengthen STEM skills, and expose students to technology‑linked careers.

Career readiness: linking science instruction to workplace technologies can help build pathways into technical and STEM careers.

Implementation issues: procurement costs, ongoing licensing fees, classroom device and broadband access, teacher training, and equitable distribution across districts.

Fiscal impact: the resolution does not appropriate funds. Any actual procurement would require funding decisions by BESE or the Legislature and could carry fiscal implications not specified in the resolution.

Evaluation: districts/BESE would need metrics to assess student outcomes, equity of access, and alignment with standards.

Procedural status / timeline

Introduced: March 10, 2025.

Classification: Concurrent resolution (non‑binding).

Status: Sent to the Secretary of State by the Secretary of the Senate on June 13, 2025.

If BESE acts on this request, next steps would typically include cost analysis, vendor selection through procurement rules, pilot implementations, professional development planning, and statewide rollout decisions.

Bill