Bill Overview
Title: Stop Sexual Harassment in K–12 Act
Description: This bill outlines the role and duties of Title IX coordinators in elementary and secondary schools, including by requiring local educational agencies to increase the number of full-time employees designated to serve as a Title IX coordinator per specified student population. The bill also creates a grant program to train teachers and staff on how to respond to signs of sexual harassment and assault of students and requires the Department of Education to develop a sexual violence climate survey.
Sponsors: Rep. Casten, Sean [D-IL-6]
Target Audience
Population: K-12 students, teachers, staff, and parents worldwide
Estimated Size: 70000000
- The bill directly impacts K-12 students by improving their safety and wellbeing through enhanced handling of sexual harassment issues.
- Title IX coordinators and staff training are crucial elements of the bill which directly involve teachers and school staff.
- Parents of K-12 students will also be indirectly impacted as the measures for protection and response affect their children's welfare.
- The grant program will influence local educational agencies financially and administratively, affecting how they allocate resources and staff.
Reasoning
- The policy directly impacts K-12 students, teachers, and staff by addressing the critical issue of sexual harassment and improving the response to such incidents.
- Based on a $3 billion budget over 10 years, funding allocation will need to be thoughtful to ensure schools of varying sizes effectively implement policy measures.
- More prevalent in larger urban settings due to higher student populations and resource variability, but must adapt to smaller and rural settings for broader equitable impact.
- Parents' peace of mind regarding their children's safety at school is a significant factor not directly measurable by budget but reflects in students' wellbeing.
- The challenges will include ensuring that the new Title IX coordinators are effective and that the training programs are well-designed to actually decrease incidents and improve response.
Simulated Interviews
High School Teacher (New York, NY)
Age: 45 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 15/20
Statement of Opinion:
- This policy could be a game changer as it mandates more comprehensive training, something we desperately need.
- Increasing Title IX coordinators means more dedicated people to handle sensitive issues promptly, rather than relying on overwhelmed teachers.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 9 | 5 |
| Year 20 | 8 | 5 |
Parent of a middle school child (Chicago, IL)
Age: 38 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 20/20
Statement of Opinion:
- As a parent, knowing that the school will have more resources and trained staff is reassuring.
- My child's safety and well-being is paramount, and this policy helps address that.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Administrative staff at a public school (San Francisco, CA)
Age: 25 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 15.0 years
Commonness: 12/20
Statement of Opinion:
- Our school often lacked clear procedures; this policy could standardize how we handle harassment.
- More coordinators mean better attention and time for incidents that arise.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 4 |
| Year 20 | 7 | 4 |
School Principal (Dallas, TX)
Age: 52 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 4/20
Statement of Opinion:
- I see this policy positively impacting our operation, but we must ensure training is practical.
- It can also help reduce liability issues by equipping our staff with necessary skills and protocols.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
High School Student (Miami, FL)
Age: 16 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- I'm relieved there might be someone focused on helping us, a known face to go to.
- It feels like steps are being taken to make schools safer for people like me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 7 | 4 |
| Year 10 | 8 | 4 |
| Year 20 | 6 | 4 |
Title IX Coordinator (Seattle, WA)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- This gives me a more defined role and scope to implement positive changes.
- Finally, we have a budget and framework to support our students effectively.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
School District Administrator (Rural Georgia)
Age: 61 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 6/20
Statement of Opinion:
- Budget is always a concern, but this directive provides federal support for vital issues.
- We will have to adapt this for rural schools, but the intention is sound.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Middle School Counselor (Los Angeles, CA)
Age: 47 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 7/20
Statement of Opinion:
- The additional coordinators will help alleviate the burden on counselors.
- I hope this means more thorough training across the staff.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 4 |
| Year 10 | 9 | 4 |
| Year 20 | 8 | 4 |
College Student studying education (Boston, MA)
Age: 20 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- It seems like a move in the right direction for safer schools.
- Hopefully, this approach can shift the culture around harassment even before students reach college.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Stay-at-home parent (Phoenix, AZ)
Age: 31 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- I welcome any change that ensures my children feel safe at school.
- I am curious about the implementation and how soon we'll see changes.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $300000000 (Low: $250000000, High: $350000000)
Year 2: $300000000 (Low: $250000000, High: $350000000)
Year 3: $300000000 (Low: $250000000, High: $350000000)
Year 5: $300000000 (Low: $250000000, High: $350000000)
Year 10: $300000000 (Low: $250000000, High: $350000000)
Year 100: $300000000 (Low: $250000000, High: $350000000)
Key Considerations
- Ensuring adequate funding is crucial to achieve the bill's objectives without overburdening existing school budgets.
- There could be variation in state and local agency responses based on regional needs and available resources.
- Long-term benefits in student behavior and wellbeing might offset initial expenses over time.
- The success of the program depends heavily on effective implementation and monitoring by educational agencies.