News Briefs | FYI
September 7, 2026
Report card reveals supports needed for LGBTQ+ students
Nearly half of California school districts aren’t doing all they can to protect the records of transgender students, according to Equality California Institute.
The statistic comes from the institute’s 2026 Safe and Supportive Schools Report Card, which reveals progress and gaps that exist across school districts in implementing policies that support LGBTQ+ students and staff.
Only 49 percent of responding districts have all three recommended privacy protections for transgender students in place: official records updating, unofficial records updating, and segregation of birth name records. Eight percent have no protections at all.
This and other findings come at a crucial moment as debates around transgender athletes, forced outing policies and gender identity have put LGBTQ+ students at the center of a national conversation about privacy, identity, and educational equity.
“This year, we are calling on educators, administrators, education partners, and families to rise up for LGBTQ+ students. Across the country, LGBTQ+ students face a relentless wave of attacks on their rights, identities, and safety,” wrote Tony Hoang, executive director of Equality California Institute, in a news release. “California has worked to meet this
moment, and must continue to do so, through stronger protections such as the SAFETY Act and the PRISM training requirement. Now is the time to rise up for our LGBTQ+ youth.”
Equality California publishes the report card every two years as a transparency tool for school administrators.
“It should serve as a conversation starter about specific, concrete actions that districts can take to improve the school climate for LGBTQ+ and all students,” as stated in the report.
Survey results from 109 districts that responded to the institute’s 2025 survey revealed findings such as:
- Only 72 percent of districts have a suicide prevention policy that specifically addresses the needs of LGBTQ+ youth, despite LGBTQ+ students being four times more likely to attempt suicide.
- Only 61 percent of districts have explicitly communicated to staff that they are permitted to display LGBTQ+ affirming symbols, such as safe space stickers and rainbow flags, in the classroom.
- GSA and affinity groups continue to vary widely across districts and school levels. While 96 percent of responding districts allow the formation of GSA clubs, actual GSA presence in schools remains inconsistent. Only 48 percent of districts report GSAs in all high schools, and only 34 percent in all middle schools.
The implementation of the PRISM training represents a critical new benchmark in the 2025 Survey. Eighty-five percent of districts report that certificated staff serving grades 7-12 are required to complete one or more hours of LGBTQ+ specific training annually.
Review the full report at schools.eqca.org/view-2026-report.
California leads nation in data centers near school sites
California has more public schools in close proximity to existing or future data centers than any other state, according to recent reporting from The 74.
An analysis of data from Business Insider and the National Center for Education Statistics shows 602 data centers or buildings-in-progress are located within one mile of schools in California.
Fueled by demand for artificial intelligence, the data centers are an essential part of the infrastructure that powers the internet-based tools used by schools, businesses and individuals. But as the number of centers has increased, some communities are pushing back citing concerns about pollution, construction, “heat islands,” traffic, and water quality, according to the article.
Another common complaint from schools located near data centers is the sound made by the cooling systems, fans and generators used at the facilities, which some residents have likened to the sound of a jet engine, according to the reporting.
Data centers are typically located in populated areas to be near existing water and power supplies and in suburban or exurban areas, where land is more affordable.
“As the number of data centers continues to grow, it becomes increasingly likely that some will be located near schools and residential neighborhoods,” said Ahmed Saeed, an assistant professor in computer science at Georgia Tech, in the article.
Due to the recency of this phenomenon, there is little research on the long-term effects data centers have on schools. However, the article mentions forthcoming research from Brown University showing that math scores are lower among students whose schools are closer to a data center.
Read the full story at www.the74million.org/article/exclusive-nearly-1900-u-s-public-schools-within-a-mile-of-a-data-center.
District receives $3.5M grant to expand bilingual education
Woodland Joint Unified School District has been selected as one of only three school districts in California to take part in a new $3.5 million grant focused on expanding bilingual education in high schools.
The grant, funded by the Spencer Foundation, will support efforts to expand dual-language programs so students can continue learning in two languages through high school.
WJUSD will partner with universities and other school districts across California. The project includes collaborators from California State University, Sacramento; University of the Pacific; University of Oregon; and California State University, Monterey Bay, along with school district partners in Anaheim, Monterey, and Woodland. Researchers will study successful high school bilingual programs and use those findings to help design and expand local programs for students in Woodland and throughout California.
WJUSD has a long-standing commitment to bilingual education. The district currently offers dual language immersion programs at three elementary schools and two middle schools, including a growing program at Dingle Elementary School. This strong foundation will help guide the expansion of bilingual opportunities into high school.
“WJUSD is proud to be part of this important work to expand opportunities for our students,” said Superintendent Elodia Ortega-Lampkin, in a news release. “We want our students to graduate prepared for college or a career, and being bilingual is a powerful part of that future.”
Currently, many bilingual programs end in elementary or middle school. This new project aims to change that by creating stronger pathways into high school, especially for students who are already learning in two languages.
Over the next five years, the project will study successful high school bilingual programs across California.
The project is expected to benefit students by expanding access to high-quality bilingual education.
FYI
Submit nominations for ACSA offices by Sept. 18
There’s still time to submit a nomination for ACSA Vice President and ACSA Vice President for Legislative Action. The deadline is Sept. 18. Nominations may be received from regions, committees, councils, charter groups, or individual members of the association, but must include the signature of the nominee and his/her region president. New this year, each candidate is required to submit a letter of support from an ACSA member in good standing. Find more details about the offices up for election as well as the nominating form at acsa.org/officer-nominations.
Classroom debuts new episodes for new year
On the latest episode of ACSA’s The Critically Conscious Classroom, Dr. Tracie Noriega and Anthony Robinson welcome Dr. Monique Walton, Dr. Marvin Reed and Dr. Myeshia Whignam for an inspiring conversation about leading schools with joy, trust and humanity. Together, they explore how relationships, visibility and restorative practices shape school communities, how lived experiences influence leadership and what site leaders need from their districts to thrive. Watch the full episode now on YouTube (youtube.com/acsaorg) or listen on Spotify and Apple Podcasts.
Free tutoring available to all K-12 students
In partnership with the California State Library, students in kindergarten through grade 12 can access free, unlimited homework help, drop-off review services, test prep, and other resources through HomeworkCA. Tutoring is provided in English, Spanish, and Vietnamese with a live, qualified tutor. Find more information at www.tutor.com/homeworkca For questions, email catutoring@library.ca.gov.