Education department launches federal investigation into D.C. public schools’ special education services

CV NEWS FEED // The U.S. Department of Education’s Office for Civil Rights (OCR) launched an investigation into Washington, D.C., public schools March 5, responding to concerns that the district may be violating federal civil rights laws by failing to adequately support students with disabilities.

The probe follows a December 2024 report from the District of Columbia Advisory Committee that indicated that the District of Columbia Public Schools (DCPS) system may be placing undue burdens on families seeking special education services, according to a press release from the U.S. Department of Education. 

The report had found that DCPS receives more complaints per 10,000 students regarding special education services than any other state or territory. 

In a letter to DCPS Chancellor Lewis D. Ferebee, OCR announced its “directed investigation” into whether the district is in compliance with federal disability rights laws. 

The Advisory Committee’s report also criticized the district’s dispute resolution system, saying that it forces families to take legal action to secure services their children are legally entitled to receive. Concerns related to transportation for special education students were also cited, including delays, unreliable scheduling, and a lack of proper oversight.

OCR’s inquiry will focus on whether DCPS is in violation of Title II of the Americans with Disabilities Act and the Rehabilitation Act of 1973, both of which prohibit discrimination against individuals with disabilities in federally funded programs. 

In the press release, U.S. Secretary of Education Linda McMahon emphasized the department’s commitment to ensuring equal educational access.

“The Department of Education has a solemn responsibility to protect all students from discrimination, especially our most vulnerable,” McMahon said in the press release. “We will ensure schools are fulfilling their commitment to provide all students with equal access to educational opportunities and not placing unnecessary burdens on families to fight for special education services for their children to which they are entitled under law.” 

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