Council of Parent Attorneys and Advocates, Inc. v. Devos

CourtDistrict Court, District of Columbia
DecidedMarch 7, 2019
DocketCivil Action No. 2018-1636
StatusPublished

This text of Council of Parent Attorneys and Advocates, Inc. v. Devos (Council of Parent Attorneys and Advocates, Inc. v. Devos) is published on Counsel Stack Legal Research, covering District Court, District of Columbia primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Council of Parent Attorneys and Advocates, Inc. v. Devos, (D.D.C. 2019).

Opinion

UNITED STATES DISTRICT COURT FOR THE DISTRICT OF COLUMBIA

) COUNCIL OF PARENT ATTORNEYS ) AND ADVOCATES, INC., ) ) Plaintiff, ) ) v. ) Civil Action No. 18-cv-1636 (TSC) ) ) ELIZABETH (BETSY) DEVOS, ) SECRETARY OF EDUCATION; ) JOHNNY W. COLLET, ASSISTANT ) SECRETARY FOR SPECIAL ) EDUCATION AND REHABILITATIVE ) SERVICES; U.S. DEPARTMENT OF ) EDUCATION, ) ) Defendants. ) )

MEMORANDUM OPINION

This decision resolves three motions currently pending before the court: (1) Defendants’

Motion to Dismiss, ECF No. 14; (2) Plaintiff’s Motion for Summary Judgment, ECF No. 16; and

(3) Defendants’ Cross-Motion for Summary Judgment, ECF No. 22.

Having reviewed the parties’ filings, the record, and the relevant case law, the court, for

reasons set forth below, hereby DENIES Defendants’ Motion to Dismiss, ECF No. 14;

GRANTS Plaintiff’s Motion for Summary Judgment, ECF No. 16; DENIES Defendants’ Cross-

Motion for Summary Judgment, ECF No. 22; and VACATES “the Delay Regulation,”

Assistance to States for the Education of Children With Disabilities; Preschool Grants for

Children With Disabilities, 83 Fed. Reg. 31306 (July 3, 2018).

Page 1 of 43 I. BACKGROUND

A. IDEA

The Individuals with Disabilities Education Act (“IDEA”) was enacted to improve

educational outcomes for students with disabilities by “ensur[ing] that [they] receive needed

special education services.” Fry v. Napoleon Cmty. Sch., 137 S. Ct. 743, 748 (2017). The statute

requires States to implement various provisions or risk losing federal funding. See 20 U.S.C. §§

1411, 1412; Assistance to States for the Education of Children with Disabilities; Preschool

Grants for Children With Disabilities, 81 Fed. Reg. 10968-01, 10970 (Mar. 2, 2016).

Congress has amended IDEA numerous times because of the over-representation of

minority students in various special education programs. See, e.g., 20 U.S.C §§ 1400(c)(12)(B)

(“More minority children continue to be served in special education than would be expected

from the percentage of minority students in the general school population.”); (C) (“African-

American children are identified as having intellectual disabilities and emotional disturbance at

rates greater than their White counterparts.”); (D) (“In the 1998-1999 school year, African-

American children represented just 14.8 percent of the population aged 6 through 21, but

comprised 20.2 percent of all children with disabilities.”); (E) (“Studies have found that schools

with predominately White students and teachers have placed disproportionately high numbers of

their minority students into special education.”). See also Compl. ¶¶ 30-50.

In 1997 Congress amended the IDEA after finding that “[g]reater efforts [were] needed to

prevent the intensification of problems connected with mislabeling . . . among minority children

with disabilities.” Pub. L. No. 105-17, § 601(c)(8)(A), 111 Stat. 37, 40 (1997). This was the

first time Congress “expressly identified racial over-representation in special education as a

problem.” Compl. ¶ 51. To address this problem, Congress required States to collect and

Page 2 of 43 examine data to determine if significant disproportionality based on race was occurring in the

identification and placement of students with disabilities, and to provide reviews and appropriate

revisions of policies, practices, and procedures utilized in identifying students with disabilities.

Individuals with Disabilities Education Act Amendments for 1997, Pub. L. No. 105-17, § 618(c),

111 Stat. 37, 102 (1997).

Seven years later, when reauthorizing and amending the IDEA, Congress expanded the

significant disproportionality provisions beyond the identification and placement of children with

disabilities to cover the “the incidence, duration, and type of disciplinary actions, including

suspensions and expulsions.” Individuals with Disabilities Education Improvement Act of 2004,

Pub. L. No. 108-446, § 618(d)(1)(C); 118 Stat. 2647, 2739 (2004). See id. § 618(d)(1)(A)

(identification); id. § 618(d)(1)(B) (placement). If school districts (also referred to as local

education agencies (“LEAs”)) are identified as having significant disproportionality in any of

these respects, States must: (1) “provide for the review and, if appropriate, revision of the

policies, procedures, and practices used in such identification or placement;” id. § 618(d)(2)(A);

(2) require school districts to spend 15% of their federal IDEA money “to provide

comprehensive coordinated early intervening services to serve children in the local educational

agency particularly children in those groups that were significantly overidentified;” id. §

618(d)(2)(B), see id. § 613(f); and (3) “require the local educational agency to publicly report on

the revision of policies, practices, and procedures.” Id. § 618(d)(2)(C).

B. 2016 Regulations

From 2006 through 2016, the Department of Education’s (hereinafter “the Department”

or “the government”) regulations implementing the IDEA gave States “the discretion to define

[significant disproportionality] for the LEAs and for the States in general.” Assistance to States

Page 3 of 43 for the Education of Children With Disabilities and Preschool Grants for Children With

Disabilities, 71 Fed. Reg. 46540, 46738 (Aug. 14, 2006). This approach started to shift in 2014,

when the Government Accountability Office (“GAO”) reported that “the way some States

defined overrepresentation made it unlikely that any districts would be identified.” U.S. Gov’t

Accountability Office, GAO-13-137, Individuals with Disabilities Education Act: Standards

Needed to Improve Identification of Racial and Ethnic Overrepresentation in Special Education

(2013), https://www.gao.gov/products/GAO-13-137. The GAO recommended “a standard

approach for defining significant disproportionality to be used by all states.” Id. at 22.

In 2014, following the GAO report, the Department issued a Request for Information, 79

Fed. Reg. 35154 (June 19, 2014), because of “concern[] that the definitions and procedures for

identifying LEAs with significant disproportionality that many States have established may set

the bar so high that even LEAs with significant racial and ethnic disparities in the identification

of children for special education are not identified as having significant disproportionality.” Id.

at 35155.

After considering the responses to the Request for Information, the Department issued a

Notice of Proposed Rulemaking that would “require States to use a standard methodology . . .

when making determinations of significant disproportionality.” Notice of Proposed Rulemaking

Regarding Assistance to States for the Education of Children With Disabilities; Preschool Grants

for Children With Disabilities, 81 Fed. Reg. 10968, 10978 (Mar. 2, 2016). In response to

comments, the Department revised the proposed regulations and adopted its final regulations in

2016. Final Regulation Regarding Assistance to States for the Education of Children With

Disabilities; Preschool Grants for Children With Disabilities, 81 Fed. Reg. 92376, 92378 (Dec.

19, 2016) (hereinafter “2016 Regulations”). In issuing the 2016 Regulations, the Department

Page 4 of 43 noted that “[m]any commenters” asserted that the proposed regulations “would put into place

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