Bill Overview
Title: Don’t Block LGBTQ Act of 2022
Description: This bill prohibits elementary schools, secondary schools, or public libraries that receive discount rates for telecommunications services under the universal service support program from blocking internet access to lesbian, gay, bisexual, transgender, or queer resources. The bill does not prohibit schools or libraries from blocking content that is obscene, child pornography, or harmful to minors.
Sponsors: Rep. Schneider, Bradley Scott [D-IL-10]
Target Audience
Population: people who seek access to LGBTQ resources in schools or libraries
Estimated Size: 10000000
- The target population includes LGBTQ students and library users who seek access to online LGBTQ resources.
- Public institutions such as schools and libraries that receive federal funding for telecommunications services are directly affected.
- Educators and library staff who facilitate students' and patrons' internet access will also be impacted.
- The LGBTQ community at large, as increased access to resources may foster inclusivity and understanding.
Reasoning
- The bulk of the funding would likely support infrastructure upgrades to ensure access is unimpeded by technological limitations.
- Given the budget, the policy might not substantially change individual well-being nationwide but could create pockets of significant impact in underserved areas.
- Considering the broad reach but specific focus, certain locations or districts where access is currently limited could see the biggest improvements.
- Schools in metropolitan areas may already have liberal access policies, suggesting they will be less affected.
- Students or library users that currently depend on blocked resources will see the most benefit, with increased well-being scores possible here.
Simulated Interviews
High School Student (Austin, Texas)
Age: 17 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- I've often struggled to find resources at the school library about LGBTQ topics because they're blocked.
- I feel like this policy could open a lot of doors for us to learn more and support each other.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 5 |
Librarian (San Francisco, California)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 8/20
Statement of Opinion:
- It's frustrating to have to deny patrons access to information due to blockages.
- This law would help us uphold the principles of free information access.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 9 | 7 |
School Counselor (Rural Alabama)
Age: 32 | Gender: other
Wellbeing Before Policy: 4
Duration of Impact: 20.0 years
Commonness: 5/20
Statement of Opinion:
- Many students in rural areas lack access to supportive resources online.
- This policy could help bridge that gap and make students feel more accepted.
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 | 7 | 4 |
| Year 20 | 7 | 4 |
Teacher (Chicago, Illinois)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 7/20
Statement of Opinion:
- The restrictions on internet access often hinder teaching materials, especially regarding diversity topics.
- Expanding access would surely benefit my students' understanding of a wider world.
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 | 8 | 6 |
| Year 20 | 8 | 6 |
Middle School Student (Phoenix, Arizona)
Age: 14 | Gender: male
Wellbeing Before Policy: 3
Duration of Impact: 15.0 years
Commonness: 10/20
Statement of Opinion:
- I'm constantly looking for answers and support online, but it's often blocked at school.
- This change would be a lifeline to learn and connect with others.
- I feel like I wouldn’t be so isolated.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 3 |
| Year 2 | 6 | 3 |
| Year 3 | 7 | 3 |
| Year 5 | 8 | 3 |
| Year 10 | 8 | 3 |
| Year 20 | 9 | 3 |
Retired Educator (New York City, New York)
Age: 60 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- Having seen the struggles of my children accessing information, I know how vital such policies are.
- This law would keep progress going, although some places might not be drastically changed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
College Student (Miami, Florida)
Age: 23 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 14/20
Statement of Opinion:
- Access has been integral during my transition and in finding support networks.
- Ensuring high school students get the same would improve many lives but is less relevant to me personally.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 6 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Software Developer (Seattle, Washington)
Age: 30 | Gender: other
Wellbeing Before Policy: 9
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- Personally, my access isn't restricted, but I see the systemic benefits.
- This bill will help upcoming generations and foster inclusivity from a younger age.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Library Director (Charlotte, North Carolina)
Age: 38 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- This policy aligns with our goals of equal access.
- Some branches already comply, so immediate changes might be limited.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 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 (Portland, Oregon)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 13/20
Statement of Opinion:
- Given what my child has faced, this access is crucial to their well-being.
- Policy execution will determine how effective this change is for us.
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 | 8 | 6 |
Cost Estimates
Year 1: $50000000 (Low: $25000000, High: $75000000)
Year 2: $50000000 (Low: $25000000, High: $75000000)
Year 3: $50000000 (Low: $25000000, High: $75000000)
Year 5: $50000000 (Low: $25000000, High: $75000000)
Year 10: $50000000 (Low: $25000000, High: $75000000)
Year 100: $50000000 (Low: $25000000, High: $75000000)
Key Considerations
- The bill focuses on improving access to LGBTQ resources, a factor which is important in promoting educational equity and inclusivity.
- Institutions may incur costs due to technology upgrades or staff training required to comply with the policy.