BILL ANALYSIS Ó AB 827 Page 1 ASSEMBLY THIRD READING AB 827 (O'Donnell) As Amended June 2, 2015 Majority vote ------------------------------------------------------------------- |Committee |Votes |Ayes |Noes | | | | | | | | | | | |----------------+------+---------------------+---------------------| |Education |6-1 |O'Donnell, Chávez, |Kim | | | |McCarty, Santiago, | | | | |Thurmond, Weber | | | | | | | |----------------+------+---------------------+---------------------| |Appropriations |12-0 |Gomez, Bonta, | | | | |Calderon, Daly, | | | | |Eggman, | | | | | | | | | | | | | | |Eduardo Garcia, | | | | |Gordon, Holden, | | | | |Quirk, Rendon, | | | | |Weber, Wood | | | | | | | | | | | | ------------------------------------------------------------------- SUMMARY: Requires schools serving grades 7-12, as part of publicizing anti-discrimination policies, to provide information AB 827 Page 2 to certificated school site staff on school site and community resources for the support of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. Specifically, this bill: 1)Requires schools operated by school districts, county offices of education, and charter schools, serving grades 7-12, as part of publicizing anti-discrimination policies, to provide information to certificated school site staff serving those grades on school site and community resources for the support of LGBTQ students. 2)Defines school site resources for the support of LGBTQ students to include: a) Peer support or affinity clubs and organizations. b) Safe spaces for LGBTQ students. c) Anti-bullying and harassment policies, and related complaint procedures. d) Counseling services. e) School staffs who have received anti-bias or other training aimed at supporting LGBTQ youth or serve as designated support personnel for those students. f) Health and other curriculum materials that are inclusive of, and relevant to, LGBTQ youth. AB 827 Page 3 g) Online anti-bullying curriculum developed by the California Department of Education (CDE). 1)Defines community resources for the support of LGBTQ students to include: a) community-based organizations that provide support to LGBTQ youth and their families b) physical and mental health providers with experience in treating and supporting LGBTQ youth EXISTING LAW: 1)Prohibits discrimination in public schools on the basis of disability, gender, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the definition of hate crimes. 2)Requires the CDE to monitor, through its categorical monitoring process, whether school districts have: a) Adopted policies prohibiting discrimination based on the actual or perceived characteristics including disability, gender, gender expression, nationality, race or ethnicity, religion, sexual orientation, or association with a person or group with one or more of those characteristics. AB 827 Page 4 b) Adopted a process for receiving and investigating complaints relating to discrimination, harassment, intimidation, and bullying, including: i) A requirement that school personnel who witness such acts take immediate steps to intervene when safe to do so ii) A timeline for the investigation and resolution of complaints, and an appeal process iii) Publicized antidiscrimination, anti-harassment, anti-intimidation, and anti-bullying policies, including information about the manner in which to file a complaint, to pupils, parents, employees, agents of the governing board, and the general public 3)Requires the CDE to develop an online training module on bullying and cyberbullying for school staff, school administrators, parents, students, and community members. FISCAL EFFECT: According to the Assembly Appropriations Committee, unknown, likely minor, costs for school districts and COEs to distribute information consistent with existing anti-discrimination policies. COMMENTS: Need for the bill. The author's office states, "Despite much progress, California LGBTQ students continue to face verbal, physical, and online harassment. This harassment has direct effects on their academic achievement - increasing truancy, AB 827 Page 5 lowering grade point averages, and resulting in poor attitudes toward school. Research has shown that when LGBTQ students have access to supports in school, they perform better academically, skip school less, and have more positive attitudes toward school. AB 827 will ensure that teachers are aware of resources for the support of these students, both at school and in the local community." Which school site supports improve outcomes for LGBTQ students? A number of supportive factors at school appear to improve academic outcomes and improve safety for LGBTQ students. Research shows, for example, that LGBT students with many supportive educators feel safer at school, skip fewer classes, earn higher grades, and have fewer school-related problems than those without supportive educators. Students in schools with Gay Straight Alliance (GSA) clubs report less harassment and assault are more likely to report these incidents when they occur, and are less likely to miss school because of safety concerns. Anti-bullying policies are also associated with better outcomes, such as being one-third less likely to skip a class. Evaluations from New York City, Illinois, and Massachusetts have found that such teacher training helped to create safer environments for LGBTQ students. The United States Department of Health and Human Services, as part of its anti-bullying campaign, recommends that, "when youth reveal same-sex attractions and relationships, this is an opportunity for health, medical, and school professionals to better inform and support sexual minority youth by linking them with community resources and helping to overcome the tensions of parents, families, and peers." Research has also shown that feelings of safety at school are AB 827 Page 6 stronger when students know where to get information and support about sexual orientation and gender identity, but research has also shown that some students in California schools are not aware of one of these key supports - anti-discrimination policies. CDC endorses school site resources for LGBTQ students. The author notes that the Centers for Disease Control and Prevention (CDC), as part of its risk behavior prevention activities, monitors and funds local efforts to create supportive school environments for LGBTQ students. The CDC collects information on factors such as professional development for educators, school site resources such as GSA clubs and safe spaces for LGBTQ students, and referrals to school and community health professionals with experience providing support to LGBTQ students. The CDC has made grants for teacher training in support of LGBTQ students in Michigan, Rhode Island, Pennsylvania, and California (to the Los Angeles Unified School District). The CDC reports that 50% of California schools facilitate access to school site and community health resources for LGBTQ students and 39% have GSA clubs. Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087 FN: 0000940