BILL ANALYSIS Ó
AB 827
Page 1
ASSEMBLY THIRD READING
AB
827 (O'Donnell)
As Amended June 2, 2015
Majority vote
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|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 | |
| | | | |
| | | | |
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SUMMARY: Requires schools serving grades 7-12, as part of
publicizing anti-discrimination policies, to provide information
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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.
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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.
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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,
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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
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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