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HB 6248

Education: curriculum; 1 unit of instruction in African-American, Indigenous People, Asian American, Pacific Islander, Latin American, Hispanic American, Caribbean American, Arab American, North African, Chaldean American, and Jewish American history; require. Amends sec. 1278 of 1976 PA 451 (MCL 380.1278) & adds secs. 1164, 1164a, 1164c, 1164d, 1164e & 1164f.

2023-2024 Regular Session Introduced by Jason Hoskins and 2 co-sponsors

MI schools must add 1 unit of instruction on histories of multiple racial, ethnic, and religious groups starting 2027-28, with guided materials and local integration.

bill electronically reproduced 12/05/2024
#education:curriculum
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Bill Summary · HB 6248

Summary — HB 6248 (House Bill No. 6248)

Purpose

HB 6248 amends Michigan’s Revised School Code to require public K–12 schools to include dedicated, age‑ and grade‑appropriate instruction in the histories of multiple racial, ethnic, cultural, and religious groups. The goal is to ensure students receive systematic instruction about the historical experiences, contributions, and civil‑rights struggles of these communities.

Key provisions

  • Adds multiple new sections to the Revised School Code requiring each district, intermediate district, and public school academy to provide 1 unit of instruction (local board determines minimum instructional time) beginning in the 2027–2028 school year for each of the listed groups. The bill’s title and text enumerate groups that must be covered, including:
    • African‑American; Indigenous People; Asian American and Pacific Islander; Latin American, Hispanic American, and Caribbean American; Arab American and North African; Chaldean American; and Jewish American history.
  • Content requirements (applies to each required unit):
    • Coverage of contributions by individuals and communities in government, arts, humanities, sciences, and economic, cultural, social, and political development of the U.S.
    • Coverage of group histories in Michigan and the Midwest, including past discriminatory policies.
    • Coverage of contributions to advancing civil rights from the 19th century onward.
  • Instructional materials:
    • The Superintendent of Public Instruction must adopt or develop guideline materials aligned with state social studies standards.
    • Materials are to be created with input from relevant cultural centers, community members, experts, and scholars.
  • Implementation flexibility:
    • Local boards must allow instructors to integrate the required units into existing units and lesson plans (including subjects outside social studies).
    • Districts may meet the requirement via virtual or online courses, subject to other state rules on virtual instruction.
  • Oversight:
    • The superintendent (or chief administrator) of each district or academy must monitor local compliance.

Who is affected

  • Public school districts, intermediate school districts, and public school academies in Michigan.
  • Students statewide beginning in the 2027–2028 school year.
  • Local school boards, superintendents, curriculum directors, teachers, cultural organizations, and state education officials who will participate in developing and implementing curriculum and materials.

Implementation timeline & procedural status

  • Effective implementation date specified: beginning with the 2027–2028 school year.
  • Legislative activity (select highlights):
    • Bill introduced and read in December 2024/January 2025 (record shows introduction and referral to Education Committee).
    • Committee and reporting actions occurred in early 2025; House passed the bill in March 2025; Senate committee favorably reported and placed on the Senate calendar in May 2025.
    • The bill was referred to the Office of Legislative Research and Office of Fiscal Analysis for review (no dollar figures specified in the text).

Potential impact and considerations

  • Curriculum revision across Michigan public schools to add multiple 1‑unit courses or integrated units.
  • Development/adoption of new instructional materials and likely professional development for teachers.
  • Local discretion over unit length and integration reduces strict seat‑time mandates but may produce variability in depth and delivery.
  • Fiscal impacts (development, training, materials) are implied but not quantified in the bill text; fiscal review was requested.

Compiled from official sources — confirm details with the bill’s official record.

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