A Policy Analysis of Lesbian, Gay, Bisexual and Transgender (LGBT) Safer Schools Issues

Jacob Wilcock and Rachel Metz, Summer Policy Interns in the Washington, DC ^ | The Gay, Lesbian and Straight Education Network

[Calpernia]

State of the States

2004

A Policy Analysis of Lesbian, Gay,

Bisexual and Transgender (LGBT)

Safer Schools Issues

A Report from the Gay, Lesbian and Straight Education Network

www.glsen.org

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State of the States

2004

A Policy Analysis of Lesbian, Gay,

Bisexual and Transgender (LGBT)

Safer Schools Issues

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Acknowledgments

A special thank you goes out to the vast number of organizations and individuals who aided in the collection

and documentation of the data in this report. Most importantly a tremendous thank you goes out to Jacob

Wilcock and Rachel Metz, Summer Policy Interns in the Washington, DC Policy Office. Without their time,

efforts, and dedication this publication would not have been possible.

Disclaimer

The information contained in this report represents the best efforts of the Gay, Lesbian and Straight

Education Network (GLSEN) to track and present the most updated information available on each state and

the District of Columbia related to schools, and sexual orientation and gender identity. Given the rapidly

changing nature of state legislatures and state governments, we can make no guarantees about the

accuracy of all the information in the document. In addition, laws may change quite rapidly, and

interpretations of statutes may vary from court to court. Legislation may have been introduced or acted upon,

or cases decided, after the publication of this material.

GLSEN’s MISSION

The Gay, Lesbian and Straight Education Network strives to assure that each member of every school

community is valued and respected regardless of sexual orientation or gender identity/expression. We believe

that such an atmosphere engenders a positive sense of self, which is the basis of educational achievement

and personal growth. Since homophobia and heterosexism undermine a healthy school climate, we work to

educate teachers, students and the public at large about the damaging effects these forces have on youth

and adults alike. We recognize that forces such as racism and sexism have similarly adverse impacts on

communities and we support schools in seeking to redress all such inequities. GLSEN seeks to develop

school climates where difference is valued for the positive contribution it makes in creating a more vibrant

and diverse community. We welcome as members any and all individuals, regardless of sexual orientation,

gender identity/expression or occupation, who are committed to seeing this philosophy realized in K–12

schools.

National Headquarters

121 West 27th Street, Suite 804

New York, NY 10001

Ph: 212-727-0135 Fax: 212-727-0254

DC Policy Office

1012 14th Street, NW, Suite 1105

Washington, DC 20005

Ph: 202-347-7780 Fax: 202-347-7781

Western Office

870 Market Street, Suite 547

San Francisco, CA 94102

Ph: 415-551-9788 Fax: 415-551-9789

glsen@glsen.org

www.glsen.org

© 2004 Gay, Lesbian and Straight Education Network

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Introduction

1

Key Findings

2

State Information: Methodology and Purpose

5

State Information

5

State Public School Information

5

Safe Schools Laws

6

Other Relevant Statewide Laws

6

Sexuality and HIV/STD Education

7

Local Safe Schools Policy

7

Student Activity

8

State Grading Methodology

9

2004 State of the States Report Card

10

State Profiles

13

Data Sources

117

TABLE OF CONTENTS

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The State of the States 2004 report summarizes the laws affecting students, particularly, lesbian,

gay, bisexual and transgender (LGBT) students in the 50 states and the District of Columbia. The

Gay, Lesbian and Straight Education Network (GLSEN) prepared this State of the States 2004

report to continue the comprehensive collection of data and information related to education issues

affecting lesbian, gay, bisexual, and transgender students, teachers, and staff.

Results from the 2003 GLSEN National School Climate Survey indicate a great need to enact and

fully implement statewide laws in order to effectively confront harassment and discrimination in

schools. More than 84% of lesbian, gay, bisexual and transgender (LGBT) students report being

verbally harassed because of their sexual orientation and nearly 40% report being physically

harassed. Additionally, more than 90% of LGBT students regularly hear anti-LGBT comments at

school. Transgender youth are disproportionately likely to face harassment. In the survey, 55% of

transgender students reported being physically harassed because of their gender, gender

expression, or sexual orientation. And while all of this is occurring nearly 85% of LGBT students

report that faculty or staff never intervened or intervened only some of the time when present and

homophobic remarks were made.

For the purposes of this report safe schools laws are statewide anti-harassment and/or non-

discrimination laws that are inclusive of the categories of sexual orientation and/or gender

identity/expression and safe schools policies are those passed by a local educational agency (LEA)

governing authority, generally a school board.

1

INTRODUCTION

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Number of Students Protected

There are approximately 47.7 million elementary and

secondary students in the United States. Of those only

12.1 million have statewide legal protections from

harassment and/or discrimination in school based on their

sexual orientation and only 8.4 million students have

statewide legal protections based on their gender

identity/expression. A staggering 75% of students in the

United States have no state laws to protect them from

harassment and discrimination in school based on their

sexual orientation and 82% of students have no state

laws protecting them form harassment and discrimination

based on their gender identity/expression.

There are at least 5.1 million students who have local

policy protections in states that do not have a statewide

law. When added to the 12.1 million students that have

statewide protections based on sexual orientation, there are a least 17.1 million students in the

United States that have some form of explicit protection. However, this still leaves two-thirds of all

elementary and secondary students with no explicit protections from harassment and

discrimination in school based on their sexual orientation and gender identity/expression.

GLSEN believes that these statistics are illustrative of the lack of a national commitment to creating

a safe learning environment for all students. Moreover, they reveal that transgender students, who

are often the most likely targets of harassment, are ironically the least likely to be protected. They

demonstrate that, even in the wake of unprecedented levels of school violence, there is not a

corresponding sense of urgency to remedy one of the key factors that contributes to this violence.

Safe Schools Laws in the States

Only eight states and the District of Columbia currently have statewide legal protections for

students—three with protections for the categories of sexual orientation and gender identity and

five with protections exclusively for sexual orientation. States that have protections for sexual

orientation and gender identity are California, Minnesota and New Jersey. States that have

protections for only sexual orientation are Connecticut, Massachusetts, Vermont, Washington and

Wisconsin. Meanwhile, only 10 states considered safe schools legislation during the 2003

legislative session.

Nine states currently have statewide “anti-bullying” laws. In most cases, these laws do not explicitly

define “bullying” or list categories of students who should be protected from specific and prevalent

forms of bullying. Because of their vague nature, these laws are ineffective in protecting students

from harassment and discrimination in schools as they do not provide teachers and administrators

with clear legal guidance. States that currently have these laws in place are Arkansas, Colorado,

Georgia, Louisiana, Okalahoma, Oregon, Illinois, New Hampshire and West Virginia.

This information is critical to understanding the lack of commitment among the majority of states to

schools that are discrimination and harassment free for lesbian, gay, bisexual and transgender

2

# of Students with

Statewide Protections

12.1 Million (25%)

# of Students with

No Statewide Protections

35.6 Million (75%)

KEY FINDINGS

Students with Statewide

Legal Protections in School

Based on Sexual Orientation

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students. The number of laws that provide statewide

protections illustrates that while some progress has

been made, there is a great need for a stronger

commitment to effective solutions to the problem of

harassment and discrimination in our schools.

Additionally, the number of generic “anti-bullying”

laws demonstrates that there is either a lack of

knowledge or a lack of will around explicitly

outlawing harassment and discrimination against

LGBT students by explicitly listing the categories of

sexual orientation and gender identity/expression for

such protections.

Other Relevant State Laws

At least seven states have prohibitions on the

positive portrayal of homosexuality in schools. These

states are Alabama, Arizona, Mississippi,

Oklahoma, South Carolina, Texas and Utah. In one

of the more egregious and hostile examples of these

types of laws, Oklahoma law requires that AIDS

prevention education must specifically teach

students that, among other things, engaging in

homosexual activity is primarily responsible for

contact with the AIDS virus.

1

Additionally, at least

eight states require the promotion of monogamous

heterosexual marriage, often exclusive of any other

relationship. Such stigmatizing laws and policies

create a hostile and dangerous climate for all

students, but specifically gay, lesbian, bisexual and

transgender students.

Fourteen states have workplace protections for

teachers, administrators, faculty and staff of schools

—four with protections for the categories of sexual

orientation and gender identity and ten with

protections exclusively for sexual orientation. States

with protections for sexual orientation and gender

identity are California, Minnesota, New Mexico and

Rhode Island. States with protection only for sexual

orientation are Connecticut, Hawaii, Maryland,

Massachusetts, Nevada, New Hampshire, New

Jersey, New York, Vermont and Wisconsin.

3

R.I.

CT.

N.J.

MD.

D.C.

State Law that Prohibits Harassment and/or Discrimination

based on Sexual Orientation or Gender Identity in Schools

State Regulation or Policy that Prohibits Harassment and/or

Discrimination based on Sexual Orientation in Schools

State Law that Prohibits Harassment and/or Discrimination

based on Sexual Orientation in Schools

State Ethical Code for Teachers Prohibits Discrimination

based on Sexual Orientation

R.I.

CT.

N.J.

MD.

D.C.

State Law or Policy Prohibits the Positive Depiction of Homosexuality

in Schools

State Law or Policy Prohibits the Positive Depiction of Homosexuality

and Requires the Promotion of Heterosexual Marriage in Schools

State Law or Policy Requires the Promotion of Heterosexual Marriage

in Schools

1 OK School Code Sec.11-103.3(D)(1)

Statewide Education Laws and Policies

Statewide Schools that Stigmatize LGBT People

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CONCLUSION

GLSEN believes that schools should have no tolerance for harassment or discrimination of any

type, including harassment and discrimination based on sexual orientation and gender identity.

A school without harassment and discrimination creates a safer learning environment and boosts

all student achievement.

A growing number of states and school districts are making efforts to curtail harassment and

discrimination in schools through legislative and policy change. However, statewide laws and local

policies have not yet been passed in the numbers necessary to match the level of harassment

and discrimination that students and faculty are constantly facing in schools. There is an endemic

problem of harassment and discrimination in education across the nation, and the hallways,

classrooms, locker rooms, buses and bathrooms of our schools are still a sanctuary for this type of

behavior. There is a great need for policymakers to meet this problem with the will and knowledge

associated with strong leadership in order to close the chasm that exists between this widespread

problem and the necessary solutions engendered in statewide safe schools laws.

This information is meant to demonstrate the type of climate in which many students, teachers,

administrators and staff are working. These laws have a critical impact on a school climate

because they play a significant role in the creation of an educational environment that is either

welcoming or often hostile to students and faculty.

4

R.I.

CT.

N.J.

MD.

D.C.

Considered Legislation that Prohibits Harassment and/or Discrimination

based on Sexual Orientation or Gender Identity in Schools

Considered Legislation that Prohibits Bullying in Schools,

but Lists no Protection

Considered a State Regulation or Policy that Prohibits Harassment

and/or Discrimination based on Sexual Orientation in Schools

Considered Legislation that Prohibits Harassment and/or Discrimination

based on Sexual Orientation in Schools

R.I.

CT.

N.J.

MD.

D.C.

Considering Legislation that Prohibits Harassment and/or Discrimination

based on Sexual Orientation or Gender Identity in Schools

Considering a State Regulation or Policy that Prohibits Harassment

and/or Discrimination based on Sexual Orientation in Schools

Considering Legislation that Prohibits Harassment and/or Discrimination

based on Sexual Orientation in Schools

Statewide Education Legislation: 2003 Session

Statewide Education Legislation: 2004 Session

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STATE INFORMATION

Methodology

Senate and House/Assembly statistics are those of each state legislature and give the break down

of Democrats (D) and Republicans (R) in each chamber.

The population numbers shown are the Census Bureau’s 2002 estimates.

Education revenue is based on the United States National Center for Education Statistics’ (NCES)

estimates for public elementary and secondary school budgets for grades pre-kindergarten through

12 for the 2001–02 school year (fiscal year 2002). The NCES is and agency of the United States

Department of Education (ED).

Purpose

These statistics were included to give the reader an overview of each state’s demographics and

political climate in order to better contextualize the specific education and safe schools information.

STATE PUBLIC SCHOOL INFORMATION

Methodology

“Students of color” includes Black or African American persons, American Indian and Alaska Native

persons, Asian persons, Native Hawaiian persons and other Pacific Islanders, and persons of

Hispanic or Latino origin. The percentages given are based on NCES estimates for the 2001–2002

school year.

The number of districts, number of schools, number of teachers, teacher salary and student

enrollment for pre-kindergarten through twelfth grades are all based on NCES data for the

2001–2002 school year.

Purpose

This information is included to allow the reader to understand the size, scope and demographics of

each state’s education system. Additionally, this information is meant to give the reader a general

understanding of each state’s overall education climate as well as its financial commitment to

education. GLSEN believes that a quality K–12 education is the right of every student and that

federal, state and local governments should adequately fund K–12 schools.

5

STATE INFORMATION

METHODOLOGY AND PURPOSE

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SAFE SCHOOLS LAW

Methodology

For the purposes of this report safe schools laws are statewide anti-harassment and/or non-

discrimination laws that are inclusive of the categories of sexual orientation and/or gender

identity/expression.

Only the categories relevant to our inquiry (sexual orientation and gender identity/expression) are

specifically mentioned, even though the laws contain numerous other enumerated categories.

While only three state education non-discrimination laws explicitly cover transgender students

specifically, the Federal courts and guidance from the Office of Civil Rights of the U.S. Department

of Education have made clear that, for purposes of Title IX, sex discrimination includes

discrimination based on the failure to conform to gender stereotypes. A number of state courts and

state human rights commissions have followed this interpretation when applying their respective

state education non-discrimination laws which may, in some cases, afford transgender students a

degree of legal protection.

Purpose

This information is key to understanding each state’s commitment to schools that are free from

discrimination and harassment for lesbian, gay, bisexual and transgender students. This information

allows the reader to understand whether a state has explicitly outlawed anti-LGBT discrimination

and harassment and if so, the varying components of each law. GLSEN believes that students in all

schools have the right to an education free of discrimination and harassment and believes that this

can best be achieved by the adoption and enforcement of non-discrimination and anti-harassment

laws and policies that include sexual orientation and gender identity/expression.

OTHER RELEVANT STATEWIDE LAWS

Methodology

Nondiscrimination laws refer to those that prohibit discrimination in employment. Many of the laws

referenced also prohibit discrimination in other areas. As with the school laws, while most state

laws prohibiting employment discrimination do not explicitly include gender identity and expression,

state courts and state human rights commissions in a number of states have held that transgender

people are covered under the sex and/or disability protections.

Minimum age in which a minor can access STD services outlines whether such an age

requirement is in place, whether the STD services include HIV testing and treatment and whether a

physician is allowed to inform the parents that the minor is seeking services or treatment.

Purpose

This information is meant to give the reader a greater understanding of the climate in which

students, teachers, administrators and staff are working. These laws have a critical impact on a

school climate because they play a pivotal role in the creation of an educational environment that is

6

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either welcoming or often hostile to students and faculty. For instance, without guaranteed job

protections, many teachers may decline to sponsor a controversial Gay/Straight Alliance for fear of

retribution. GLSEN believes that school employees best serve students when they have workplaces

that are free from discrimination and harassment and that the best way to achieve that goal is

through the adoption and enforcement of non-discrimination and anti-harassment policies that are

inclusive of sexual orientation and gender identity/expression. Additionally, GLSEN believes that all

students have the right to accurate information relating to LGBT people, history, culture and ideas.

SEXUALITY AND HIV/STD EDUCATION

Methodology

“Local determination” means there is no state mandate to teach.

“Local control” means that the substantive decisions about what to include are made by the local

district.

As means of background, states that receive Federal funds through either Welfare reform (TANF),

SPRANS-CBAE, or AFLA programs must follow specific abstinence-only guidelines with respect to

the content of their sexuality education programs. An explanation of these Federal guidelines is not

included in this report. Rather, this section deals exclusively with the HIV/STD and sexuality

education policies prescribed by the states themselves. However, all states except California

accept some Federal abstinence-only funding through Welfare reform.SPRANS-CBAE (Special

Projects of Regional and National Significance Community Based Abstinence Education) and

AFLA (American Family Life Act) funding goes directly to local groups, who often use this funding

to teach abstinence only education in their local schools.

Currently, education on HIV/AIDS or other STDs is mandated in 38 states and DC. Only 22 states

and DC require broader sexuality education. If mandated, this is indicated.

Purpose

This information is meant to give the reader a greater understanding of the subject matter that

LGBT students are learning. Certain forms of sexuality education (e.g., Abstinence only) often do

not provide LGBT students with information regarding their current or future health needs. GLSEN

believes that students have the right to have accurate information relating to LGBT health services

and other resources.

LOCAL SAFE SCHOOLS POLICY

Methodology

For the purposes of this report safe schools policies are those passed by a local educational

agency (LEA) governing authority, generally a school board. They are anti-harassment and/or

non-discrimination policies that are inclusive of the categories of sexual orientation and/or

gender identity.

7

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Information was gathered from the largest two to five school districts from each state according to

student population. School district population data was collected from the U.S. Department of

Education.

Only the categories relevant to our inquiry (sexual orientation and gender identity/expression) are

specifically mentioned, even though the policies contain numerous other enumerated categories.

Purpose

This section is meant to give the reader a more accurate picture of the number of students

protected by anti-LGBT harassment or discrimination law or policy. While many states have yet to

pass safe schools laws, some of their largest school districts already have policies that prohibit

anti-LGBT harassment and discrimination in schools. Therefore, some form of protection is in place

for students. GLSEN believes that students in all schools have the right to an education free of

discrimination and harassment and believes that this can best be achieved by the adoption and

enforcement of non-discrimination and anti-harassment laws and policies that include sexual

orientation and gender identity/expression.

STUDENT ACTIVITY

Methodology

The number of groups refers to gay-straight alliances (GSAs) or similar such groups. It is important

to note that the groups included are only those that have opted to register with GLSEN. While

estimates vary, we believe there are 25–75% more groups in any state.

Likewise, the “number of schools with participants in the Day of Silence” numbers are based

exclusively on self-report to GLSEN. It is estimated that Day of Silence activities occurred at many

more schools than are indicated in this report.

Purpose

This information is meant to allow the reader to understand the amount of direct support LGBT

students and their allies are receiving from their peers in any given state. GLSEN affirms the right

of students to organize and lead school supported Gay-Straight Alliances and other appropriate

groups that address LGBT issues in schools.

8

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General Education

+20 points

A state with high performing general education provisions can receive a maximum of 20 points,

with student/teacher ratio, teacher salary, per pupil funding and graduation rate each receiving a

maximum of five points. Such indicators were chosen as they reflect a state’s commitment to

providing adequate resources to its schools as well as its success in matriculating students. The

maximum number of points are given for being 25 percent or more above the median in the areas

of student/teacher ratio, teacher salary and per pupil funding and 10 percent or more above the

median in the area graduation rates. Declining points are given for being in the remaining ranges:

four for being less than 25 percent above the median, three for being at the median, two for being

up to 25 percent below the median and one for being less than 25 percent below the median.

State Safe Schools Law

+30 points

A state with a safe schools law that is sexual orientation and gender identity inclusive can receive a

maximum of 30. If the law excludes gender identity, then the state will only receive 24 points.

State Non-Discrimination Law

+20 points

A state with a non-discrimination law that is sexual orientation and gender identity inclusive can

receive a maximum of 20 points. If the law excludes gender identity, then the state will receive

16 points.

Sexuality Education

+15 points

A state with requirements to teach sexuality education and HIV/STD education can receive a

maximum of 15 points. Each state will receive 10 points if there is a statewide requirement to teach

sexuality education and an additional five points if there is a statewide requirement to

provide HIV/STD education.

Local Safe Schools Policy

+15 points

A state with safe schools policies in their two largest school districts can receive a maximum of 15

points, but only a maximum of 7.5 points if only one of the school districts has a safe schools

policy. Percentages were weighted to take gender identity policies into account. Districts received a

score of 80 percent (6 points) for a sexual orientation inclusive policy and 100 percent (7.5 points)

for a sexual orientation and gender identity inclusive policy.

Statewide Law that Stigmatizes LGBT People

-10 points

A state with a law that specifically prohibits the discussion of lesbian, gay, bisexual and

transgender people and their families in schools will have 10 points removed from their

overall score.

9

STATE GRADING

METHODOLOGY

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10

SCORE

STATE

(out of 100)

GRADE

SCORE

STATE

(out of 100)

GRADE

Alabama

3

F

Alaska

43

F

Arizona

2

F

Arkansas

10

F

California

80.5

B

Colorado

23.5

F

Connecticut

75

C

District of Columbia

89

B

Delaware

31

F

Florida

34

F

Georgia

25

F

Hawaii

43

F

Idaho

8

F

Illinois

34

F

Indiana

19

F

Iowa

39

F

Kansas

27

F

Kentucky

23

F

Louisiana

9

F

Maine

35

F

Maryland

56

F

Massachusetts

70

C

Michigan

20

F

Minnesota

91

A

Mississippi

-3

F

Missouri

29

F

Montana

11

F

Nebraska

26

F

Nevada

52.5

F

New Hampshire

45

F

New Jersey

95

A

New Mexico

40

F

New York

49

F

North Carolina

26

F

North Dakota

29

F

Ohio

19

F

Oklahoma

10

F

Oregon

28

F

Pennsylvania

33

F

Rhode Island

65

D

South Carolina

14

F

South Dakota

18

F

Tennessee

31

F

Texas

12

F

Utah

13

F

Vermont

82

B

Virginia

35

F

Washington

51.5

F

West Virginia

29

F

Wisconsin

73

C

Wyoming

27

F

2004 STATE OF THE STATES

REPORT CARD

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How to interpret these grades:

It is important to understand how to interpret the

grades given. They measure whether or not state

and local policymakers have put in place the laws

and policies and committed the resources that

schools need to create an environment where

every student can learn, regardless of sexual

orientation or gender identity/expression. Of

course, having such laws, policies and resources

is but a prerequisite for changing school climate,

as this cannot be done without effective

implementation by school boards, administrators,

and teachers. Enacting a law or policy is the end

of the beginning of the work that needs to be done

to make schools safe, not the beginning of the

end. Conversely, there may be individual schools,

administrators, or teachers that are doing an

excellent job in states with low scores: it is

important to note, though, that their good work is

being done in spite of, not because of, the

education policymakers of their state. Thus, these

grades offer us an important vantage point, but do

not “tell all” about the climate of any particular

school or system in the states we have surveyed.

11

14

8

20

0

5

10

15

20

DISTRIBUTION OF F-GRADE

(OUT OF 100 POINTS)

NU

M

BER OF ST

A

TES

REC

EIVING AN

F-GR

ADE

(40–59)

(20–39)

(0–19)

# of States

Receiving a

B-Grade

# of States

Receiving an

F-Grade 42

# of States

Receiving

an A-Grade

# of States

Receiving a

D-Grade

# of States

Receiving a

C-Grade

1

3

3

2

Grade Distribution

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STATE PROFILES

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LOUISIANA (LA)

50

STATE INFORMATION:

Population:

4,482,646

Governor

Kathleen Blanco (D)

Chief School Official

Superintendent of Education Cecil J. Picard

(Appointed by the State Board of Education)

Senate:

24 D / 15 R

House:

67 D / 37 R

Education Revenue:

$4,600,000,000

Federal Funding:

$541,180,000

State Funding:

$2,366,566,000

Local Funding:

$1,680,170,000

STATE PUBLIC SCHOOL INFORMATION:

Number of Students:

731,328

Number of Teachers:

49,980

Number of Schools:

1,509

Number of School Districts:

66

Student/Teacher Ratio:

15:1

Average Teacher Salary:

$35,437

Per-Pupil Expenditure:

$6,037

High School Graduation Rate:

82.1%

Percentage of Students of Color:

51.0%

Teacher’s Unions

Louisiana Association of Educators (http://www.lae.org)

STATE SAFE SCHOOLS LAW:

No (Anti-bullying law with no categories of protection)

OTHER RELEVANT STATE LAWS:

Non-Discrimination

Yes

I

Sexual Orientation Inclusive

No

I

Gender Identity Inclusive

No

DP Benefits

No

DP Registry

No

Anti-Marriage Law

Passed in 1999

Hate Crimes

Yes

I

Sexual Orientation Inclusive

Yes

I

Gender Identity Inclusive

No

Other:

Minimum Age at which a minor may receive STD testing and treatment

None

HIV is explicitly included in policy

No

Physician may inform parents (but is not required to do so)

Yes

Promotion of monogamous heterosexual marriage

LA Executive Order MJF 98-11

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SEXUALITY AND HIV/AIDS EDUCATION:

HIV/STD

Local determination

I

Abstinence

Must be Stressed

I

Contraception

Local Control

Sexuality

Local determination

I

Abstinence

Must be Stressed

(specifically abstinence until marriage)

I

Contraception

Local Control

Parent Opt-Out

Yes

Parent Consent

No

DISTRICT POLICY INFORMATION:

Safe

Sexual

Gender

District

# of

School

Orientation

Identity

Name

students

Policy

Inclusive

Inclusive

Orleans Parish

School Board

73,185

No

East Baton Rouge

Parish School Board 52,347

No

Jefferson Parish

School Board

50,766

No

STUDENT ACTIVITY:

Number of Groups:

11

Day of Silence

Yes

I

Number of Schools with Participants: 4

51

GRADE

GENERAL EDUCATION

(20): 9

Student/Teacher Ratio

(5): 3

Teacher Salary

(5): 2

Per-pupil Expenditure

(5): 2

Graduation Rate

(5): 2

STATE SAFE SCHOOLS LAW (30): 0

Sexual Orientation Inclusive

(24): 0

Transgender Inclusive

(6): 0

STATE

NON-DISCRIMINATION LAW

(20): 0

Sexual Orientation Inclusive

(16): 0

Transgender Inclusive

(4): 0

SEXUALITY EDUCATION

(15): 0

Statewide Requirement to

Teach HIV/STD Education

(5): 0

Statewide Requirement

to Teach Sexuality Education

(10): 0

LOCAL

SAFE SCHOOLS POLICIES

(15): 0

Sexual Orientation Inclusive

(12): 0

Transgender Inclusive

(3): 0

SCHOOLS LAW THAT

STIGMATIZES LGBT PEOPLE (-10): 0

TOTAL: 9

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DATA SOURCES

Assorted State and Municipal Websites

Data: Laws and policies

Alan Guttmacher Institute

http://www.agi-usa.org

Data: Sexuality education laws and policies, age of consent for treatment

Education Week

National Education News and State Statistics

http://www.educationweek.org/context/states/

Data: Governor, chief state school officer, teachers union name and link

Human Rights Campaign

http://www.hrc.org

Data: Hate crimes laws, domestic partnership policies, non-discrimination laws and policies

Lambda Legal

http://www.lambdalegal.org/cgi-bin/iowa/states/domesticpart-map

Data: domestic partnership policies

National Association of State Boards of Education

http://www.nasbe.org/Educational_Issues/State_Stats.html

Data: Selection of chief state school officer

National Center for Education Statistics

Data File: Public, Student and Staff Graduate Counts by State: School Year 2001–02

http://nces.ed.gov/pubs2003/snf_report03/index.asp

Data: Number of teachers, number of students, and ethnicity of students

NCES Statistical Analysis Report: Overview of Public Elementary and Secondary Schools and Districts:

School Year 2002-2002

http://nces.ed.gov/pubs2003/overview03/index.asp

Table 4. Data: Number of districts, Table 5. Data: Number of schools and Number of districts

Quick Tables and Figures: Estimated student membership, number of teachers, revenues, expenditures,

and pupil/teacher ratio, for public elementary and secondary schools, by state, for grades pre-kindergarten

through 12: School year 2000–01/Fiscal year 2001

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003362

Data: Revenue

SIECUS

http://www.siecus.org

Data: Sexuality education laws and policies

State Statutes and Codes

Located at Legal Information Institute at http://www.law.cornell.edu/statutes.html

U.S. Census Bureau

State and County QuickFacts

http://quickfacts.census.gov/qfd

Data: Population and ethnic demographics

117

DATA SOURCES

[Calpernia]

This covers a little more about “Local determination” and “Local control” as per the family life content getting into the education system.

[Calpernia]

ping

[little jeremiah]

Homosexual Agenda Ping Big Time! And thanks very much, Cal, for finding this and posting it.

Although it's long and full of fine print, anyone who wants to know what those who want to recruit and indoctrinate all the children in America are up to NEEDS to not only plow through this, but inform others - your family, extended family, friends, fellow congregants, everyone in your address book.

The word needs to get out about the goals of the "gay" indoctrinators. The MSM sure isn't going to do the job.

Freepmail me if you want on/off this pinglist.

[Mulch]

Please help me understand why you are posting this.

[redlocks322]

This is ultra sickening. Elementary age children haven't even reached puberty yet, MUCH LESS know whether or not they are gay!

[Calpernia]

This is the study that was done in reference to the Family Life Plan design that the states are starting to inject in the educational system.

[Calpernia]

The hard link is to the PDF file. If the html post is hard to read, the hard copy can be downloaded.

[Mulch]

This is tantamount to child abuse. And these are the same people that think any reference to God must be eliminated from the curriculum.

[Calpernia]

Link for reference:

"Little Black Book"

http://www.freerepublic.com/focus/f-news/1406941/posts
Group admits giving out 'gay' sex book
High schoolers received 'hard-core porn' homosexual 'how-to'

[texaslil]

Forgot the barf alert, Calpernia. Thanks for posting this. Question: Why on earth does any school district let these people in to do these trashy surveys? Schools should have no part of this.

No wonder thinking parents are disgusted. I could care less if these people are gay, bisexual, or even into beastiality, it used to be a private matter with no place in the school. Hasn't anyone figured out that school is not a place where everyone feels good about themselves, but a place to learn? As someone who has taught before, I can tell you no learning is going on in many schools, with the exception of learning how to deal drugs, put the make on anyone handy, make babies out of wedlock, shop lift, etc. I'm quite sure most of the ones I dealt with are now in the pen and other unsavory places. The real problem is that many of these children feel TOO GOOD ABOUT THEMSELVES!!! They're brash, cocky, in-your-face, and very much delinquent. What they really want to learn is the above mentioned, and whatever floats their boat is not only A-OK, but to be celebrated---and boy do they celebrate. What ever happened to teaching children the skills needed to make a living?

[Calpernia]

If my kids were in the public school systems, I would be pitching a fit that they handed over any data to GLSEN.

[Tired of Taxes]

I see they gave NJ an A-grade. ;-)

the number of generic “anti-bullying” laws demonstrates that there is either a lack of knowledge or a lack of will around explicitly outlawing harassment and discrimination against LGBT students by explicitly listing the categories of sexual orientation and gender identity/expression for such protections.

So... it's not enough to outlaw bullying. The words "sexual orientation" and "gender identity/expression" must be explicitly stated...

...at least eight states require the promotion of monogamous heterosexual marriage, often exclusive of any other relationship. Such stigmatizing laws and policies create a hostile and dangerous climate for all students, but specifically gay, lesbian, bisexual and transgender students.

Oh, heavens no! Don't promote monogamous marriage (there is no other besides heterosexual) without enlightening children to the many sexual options available to them. ;-)

This report would be hysterically funny if it weren't actually coming to pass.

[Calpernia]

enlightening children to the many sexual options = safe schools


What is wrong with this statement??!!

[DirtyHarryY2K]

Thanks.

Keep an eye on them because if they get their way and parents refuse to let their children be indoctrinated with perversion they'll have you arrested and barred from school property..

Ask this guy..

[darkangel82]

It's more leftist double-speak.

[Calpernia]

Arrested father had point to make
Disputed school's lesson on diversity

http://www.freerepublic.com/focus/f-news/1460608/posts

[AmericanChef]

I'm sure their study was veeeeery scientific, and NONE of the questions were loaded (Need I say it? Yes, it's sarcasm). I'll also bet that lots of kids took the survey because they could get out of class.

You'd be surprised how many schools sign up for these surveys. Some are surveys they take every year, producing the same results - and the schools PAY for them plus a pile of reports on the "data". Disgusting waste of class time and taxpayer money.

[DirtyHarryY2K]

David Parker Blog

Must read! Radical Demonstration Planned Against David Parker

[gidget7]

To answer your question as to why schools go along with it, you can thank the ACLU, they take districts to court who do not comply, and a lot of schools are unwilling to take it that far.

Still a lot of folks, even here on FR refuse to accept that this is really going on, or the harm being done to society and our children. GLDSEN people are NOT teachers, or any other profession that should give them access to children. They and their agenda are strictly political, and they have no business in schools. Margaret Spellings need to put a stop to this!

Who you have sex with, and how, are private matters, behaviors, NOT GENETICS! and certainly not due minority status. Were to accept the "born that way" agenda, and give these people minority status, we would have to also include those who fancy themselves attracted to animals, those that partake in torture and whips and chains, those who fancy themselves born as vampires, for that matter!!!