Transforming Special Education Litigation: The Milestone of Perez v. Sturgis Public Schools

In March 2023, the Supreme Court issued a landmark decision in Perez v. Sturgis Public Schools, which held that individuals seeking compensatory damages under federal anti-discrimination laws, like the Americans with Disabilities Act, no longer need to satisfy the administrative exhaustion requirement in the Individuals with Disabilities Act (“IDEA”). Under IDEA, all students with disabilities are entitled to a free appropriate public education, which means that students with disabilities are entitled to individualized education services that meet their needs. In Perez, the plaintiff, Miguel Luna Perez, was a deaf student who alleged that the Sturgis Public Schools discriminated against him by not providing proper accommodations, such as a qualified sign language interpreter in his classes. The district court and the Sixth Circuit dismissed the plaintiff’s claims because of an IDEA provision that requires the plaintiff exhaust all administrative procedures before seeking relief in court. The Supreme Court reversed the Sixth Circuit decision, reasoning that the exhaustion requirement did not apply to Perez as he sought compensatory damages, which are unavailable under IDEA. This ruling means that families can now directly hold schools financially accountable for IDEA violations. This Note discusses Perez’s profound impact on the special education landscape. The greater accessibility for families to litigate will ideally lead to greater accountability and IDEA compliance as schools strategize to avoid litigation and paying costly compensatory damages. Although this decision is a victory for students with disabilities, a major downside of Perez is that paying compensatory damages increases schools’ financial strain and may hinder their abilities to address systemic issues in their special education framework. To ensure that school districts can properly address structural issues and adequately support students with disabilities post-Perez, this Note argues for clearer IDEA guidelines and robust monitoring systems. There are many uncertainties that follow in the wake of Perez, but the decision has the potential to encourage much-needed progress in special education services nationwide.

INTRODUCTION

In March 2023, the United States Supreme Court delivered a landmark decision for students with disabilities. The Court unanimously ruled in Perez v. Sturgis Public Schools that a student with a disability is not required to exhaust the administrative due process procedures under the Individuals with Disabilities Education Act (“IDEA”) before seeking monetary damages under the Americans with Disabilities Act of 1990 (“ADA”) or other federal antidiscrimination laws.1Perez v. Sturgis Pub. Schs., 598 U.S. 142, 150–51 (2023). Under IDEA, students with disabilities are required to receive a “free and appropriate public education,” but money damages are not available as relief.2See id. at 147.

IDEA mandates that students with disabilities receive a free appropriate public education (“FAPE”), which includes providing special education and related services from preschool through secondary school that meet state educational agency standards and conform with the student’s individualized education program (“IEP”).320 U.S.C. § 1401(9). An IEP is a written statement developed by a local educational agency, like a school district. It is a collaboration between a child’s parents and school personnel to identify a student’s needs and to develop a plan to achieve educational goals.4Id. § 1414(d). Parents are intended to play “a significant role” in the IEP process.5Winkelman v. Parma City Sch. Dist., 550 U.S. 516, 524 (2007) (citation omitted). IEPs also prescribe the types of supplementary services the student will receive, along with an explanation of whether the child is able to participate in regular classes with nondisabled children.620 U.S.C. § 1414(d). For a list of the specific contents of an individualized education program (“IEP”), see 20 U.S.C. § 1414(d)(1)(A)(i)(I)–(VI).

Three main federal laws exist to protect children with disabilities: IDEA,720 U.S.C. § 1400(a)–(d). the ADA,842 U.S.C. § 12101(a)–(b). and section 504 of the Rehabilitation Act of 1973 (“section 504”).929 U.S.C. § 794(a)–(d). Both IDEA and section 504 confer a right to FAPE, though the two have distinct conceptions of the meaning.10Compare 20 U.S.C. § 1401(9), with 34 C.F.R. § 104.33 (The Individuals with Disabilities Education Act’s (“IDEA”) free appropriate public education (“FAPE”) obligation focuses on providing students with an IEP and proper accommodations while section 504 of the Rehabilitation Act (“section 504”) ensures that students with disabilities’ needs are met as adequately as their peers without disabilities, introducing a more comparative aspect to the concept). Though the ADA does not contain a FAPE obligation, its regulations are mandated to be consistent with all section 504 regulations, so it does not undermine section 504’s FAPE obligation.11See 42 U.S.C. § 12133; 28 C.F.R. § 35.103(a). The ADA was enacted twenty-five years after IDEA to “provide a clear and comprehensive national mandate” to address pervasive discrimination against individuals with disabilities in areas such as “employment, housing, public accommodations, [and] education . . . .”1242 U.S.C. § 12101(a)–(b). The ADA mandates that employers and public entities make reasonable modifications to their policies or facilities to accommodate individuals with disabilities. Section 504 is an antidiscrimination statute that also protects individuals with disabilities from being denied benefits or excluded from participation in any program receiving federal funding, including public schools.1329 U.S.C. § 794(a)–(b).

IDEA, the ADA, and section 504 all define “disability” differently, although there are overlaps among them. In this Note, “students with disabilities” refers to students who qualify under IDEA. IDEA defines a student with a disability as a child, aged between three to twenty-one, “with intellectual disabilities, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance, . . . orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities” who thereby “needs special education and related services.”1420 U.S.C. § 1401(3)(A). The ADA’s definition for “disability” is more stringent, as an individual must have “a physical or mental impairment that substantially limits one or more major life activities” and a record of the impairment.1542 U.S.C. § 12102(1)(A)–(B). Section 504 incorporates part of the ADA definition, but requires that an individual with a disability have a physical or mental impairment that “results in a substantial impediment to employment” and can benefit from vocational rehabilitation services.1629 U.S.C. § 705(20)(A). The ADA and section 504 operate similarly to prohibit discrimination on the basis of disability in programs that receive federal funding.17B.C. v. Mount Vernon Sch. Dist., 837 F.3d 152, 161 n.9 (2d Cir. 2016). So, although IDEA and ADA both provide relief for individuals with disabilities, they function differently; the ADA addresses broader discrimination in major areas of public life like employment and public accommodations, while IDEA is focused only on special education services in public education.18Id. at 161. Importantly, the different “disability” definitions mean that a person who receives special education services under IDEA does not necessarily have a disability recognized under the ADA and section 504.19Id.

In Perez v. Sturgis Public Schools, Miguel Luna Perez, a deaf student in Michigan, faced significant challenges in his education. Perez attended schools in the Sturgis Public School District (“SPSD”) and was entitled to a sign language interpreter during class.20Perez v. Sturgis Pub. Schs., 598 U.S. 142, 145 (2023). Although the school provided him with a classroom aide, Perez’s assigned aide was unqualified to teach sign language.21Id. As Perez neared high school graduation, the school informed his parents that he did not fulfill his diploma requirements and would not graduate, which prompted Perez to file a complaint with the Michigan Department of Education.22Id. Perez alleged that SPSD denied him an adequate education in violation of IDEA, the ADA, section 504, and two other disability laws.23Perez v. Sturgis Pub. Schs., 3 F.4th 236, 239 (6th Cir. 2021). SPSD and Perez agreed to a settlement that included post-secondary compensatory education and sign language instruction for Perez.24Id. Perez subsequently sued SPSD in federal district court.25Perez v. Sturgis Pub. Schs., No. 18-cv-1134, 2019 U.S. Dist. LEXIS 219220, at *1 (W.D. Mich. June 20, 2019). The Western District of Michigan dismissed Perez’s ADA claim, citing his failure to exhaust administrative proceedings because he had settled his IDEA claim—a decision the Sixth Circuit affirmed.26Perez, 3 F.4th at 245.

The central question before the Supreme Court in this case was whether IDEA and the ADA required a student to exhaust administrative proceedings against the school district, even when such proceedings would not provide the relief sought.27Perez, 598 U.S. at 144. The Court’s unanimous opinion held that an ADA lawsuit seeking compensatory damages could proceed without exhausting the administrative processes of IDEA because the remedy sought under the ADA was not one provided by IDEA.28Id. at 151. Perez is important because it changes the landscape of special education law, opening the door for families to seek compensatory damages without undergoing an extensive exhaustion process. Rather than being forced to participate in due process hearings, families can readily hold school districts financially accountable for IDEA noncompliance.

This ruling will have significant implications for the rights of children with disabilities and how school districts handle future litigation. One implication is that the process for seeking compensatory damages from school districts became more streamlined, since families may bypass IDEA’s exhaustion requirement. Previously, the burden of exhausting IDEA’s administrative procedures was a deterrent for families seeking remedies under federal statutes like the ADA and section 504. Another implication is that the rights of students with disabilities are enhanced, as families have more leverage when negotiating settlements with school districts. Families may feel more empowered by the possibility of receiving monetary damages that will offset their litigation costs and propel school districts to address their inadequate special education programs. The availability of compensatory damages will likely lead to an increase in the number of cases brought against school districts.

However, there may be unforeseen negative consequences of increased family advocacy: prolonged legal battles and compensatory damage payouts may strain school districts’ resources and divert attention away from students. School districts that are already struggling financially might experience a further breakdown in their special education services as reduced funding and resources prevent them from addressing the educational needs of students. It may be that some families will receive rightful compensation while other students with disabilities struggle against systemic issues in the administration of special education programs exacerbated by the effects of the Perez decision.

This Note proposes that the Supreme Court’s decision in Perez will have far-reaching consequences for the families of students with disabilities and school districts’ approaches to litigation, as well as policy implications for educational agencies in the implementation of special education services under IDEA. Part I of this Note offers an overview of IDEA’s history, the statute’s requirements and procedural framework, and an explanation of IDEA’s exhaustion requirement that is central to the discussion in Perez. Also, Part I offers a brief explanation of the ADA and section 504 in relation to IDEA and the standards for receiving compensatory damages through these laws. Part II discusses a few important Supreme Court cases that litigated standards and definitions under IDEA. To fully understand the importance of the Perez decision, it is important to contextualize Perez alongside other IDEA cases heard by the Supreme Court. Part III explores the background and discussion of Perez and its implications for future special education litigation. Finally, Part IV explores potential consequences of the Perez decision and offers policy recommendations on how educational agencies can better meet IDEA requirements and address the needs of students with disabilities.

I.  FOUNDATIONS OF SPECIAL EDUCATION LAW

This Part provides background information about the creation of IDEA and a detailed explanation of the statute’s intentions, procedural framework, and enforcement through state educational agencies. This Part also briefly explains IDEA’s exhaustion requirement, which is central to Perez. The final Section of this Part describes the process and standards for a party bringing a discrimination claim for money damages under the ADA and section 504, since compensatory damages are unavailable under IDEA.

A.  History of IDEA

Beginning with the Civil Rights Movement, advocates for students with disabilities argued that the exclusion of students with disabilities from schools was a denial of equal educational opportunities analogous to racial segregation in schools.29Antonis Katsiyannis, Mitchell L. Yell & Renee Bradley, Reflections on the 25th Anniversary of the Individuals with Disabilities Education Act, 22 Remedial & Special Educ. 324, 325 (2001). Advocacy organizations and parents sued states, alleging that inappropriate educational services violated the Constitution.30Id. Congress responded by enacting the Elementary and Secondary Education Act of 1965, in which the federal government provided funding to educate students below the poverty line and improve the education of students with disabilities in public schools.31Id. In 1970, the Education of the Handicapped Act (“EHA”) was passed and provided grant funding for higher education institutions to develop special education teacher training programs.32Id. Two 1972 cases, Pennsylvania Ass’n for Retarded Children (PARC) v. Pennsylvania and Mills v. District of Columbia, are considered to be the most notable cases in special education and foundational to the ideas in IDEA.33Blakely Evanthia Simoneau, Special Education in American Prisons: Risks, Recidivism, and the Revolving Door, 15 Stan. J. C.R. & C.L. 87, 94 (2019) (“One can trace [PARC and Mills] to many of the cornerstone ideas that are still present in the IDEA today.”). In PARC, the district court approved an amended consent agreement that obligated the state of Pennsylvania to place every child with a disability “in a free, public program of education and training appropriate to the child’s capacity.”34Pa. Ass’n Retarded Child. v. Pennsylvania, 343 F. Supp. 279, 307 (E.D. Pa. 1972). In Mills, the district court held that the District of Columbia public school system must utilize their financial resources so “that no child is entirely excluded from a publicly supported education consistent with [their] needs and ability to benefit therefrom,” especially for students with disabilities.35Mills v. Bd. of Educ., 348 F. Supp. 866, 876 (D.D.C. 1972). Though PARC and Mills are most frequently referenced, there were more than thirty federal cases during this period in which courts upheld the same principles outlined in PARC and Mills.36Edwin W. Martin, Reed Martin & Donna L. Terman, The Legislative and Litigation History of Special Education, 6 Future Child. 25, 28 (1996).

In the early 1970s, only 3.9 million of the 8 million children with documented disabilities in the United States had access to an adequate education.37Rosemary Queenan, Delay & Irreparable Harm: A Study of Exhaustion Through the Lens of the IDEA, 99 N.C. L. Rev. 985, 999 (2021). In 1975, President Gerald Ford signed into law an amendment to the EHA, the Education for All Handicapped Children Act (“EAHCA”).38Id. The EAHCA’s purpose was to ensure that students with disabilities received a FAPE, to protect the rights of students and parents, and to assist states and school districts in providing services.3920 U.S.C. § 1400(d)(1)(A)–(C); Tom E.C. Smith, Serving Students with Special Needs 6 (2016). The EAHCA’s enactment was significant because it marked the first time that a FAPE was memorialized in the law.40George A. Giuliani, The Comprehensive Guide to Special Education Law 44 (2012).

In 1990, amendments were passed to the EAHCA, and the law was renamed as the Individuals with Disabilities Education Act, as it is known today.41Individuals with Disabilities Act, Pub. L. No. 101-476, § 901(a)(1), 104 Stat. 1142 (1990). IDEA changed the terms “children” to “individuals” and “handicapped” to “with disabilities” from the previous law. Giuliani, supra note 40, at 44. IDEA’s purpose is to ensure that every child with a disability received a FAPE.42Thomas F. Guernsey & Kathe Klare, Special Education Law 1 (1993). Importantly, IDEA provides funding to states and school districts that comply with its mandates.43Id. at 6. For details of the three-part formula IDEA uses to allocate funding for states, see generally Richard N. Apling, Cong. Rsch. Serv., RL31480, Individuals with Disabilities Education Act (IDEA): State Grant Formulas 6–7 (2003). The combination of IDEA’s function and purpose make it both an educational grant program and a civil rights statute, rendering it a unique piece of legislation. In 1997, amendments restructured IDEA into four parts: (1) general provisions; (2) assistance for all children with disabilities; (3) infants and toddlers with disabilities; and (4) national activities to improve the education of students with disabilities.44Statute and Regulations, Individuals with Disabilities Educ. Act, https://sites.ed.gov/idea/statuteregulations [https://perma.cc/M55A-FNW9].

B.  Inside IDEA

1.  IDEA Requirements and Procedural Framework

IDEA contains an administrative framework that was intended to ensure that parents of students with disabilities have enforceable opportunities to participate in all aspects of their children’s education.45Dean Hill Rivkin, Decriminalizing Students with Disabilities, 54 N.Y.L. Sch. L. Rev. 909, 912 (2010). The Supreme Court has made it clear that IDEA guarantees a substantively adequate program to all eligible students with disabilities, which is satisfied when a child’s IEP sets out an educational program that reasonably allows the child to receive educational benefits and advance from grade to grade.46Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, 580 U.S. 386, 394 (2017). IDEA is centered around the provision of a FAPE, which must be made in conformity with the IEP.47See 20 U.S.C. § 1401(9)(D). IDEA does this by guaranteeing a FAPE in the least restrictive environment (“LRE”) for all students with disabilities and through the creation and implementation of IEPs.48See id. § 1412(a)(4)–(5)(B). A FAPE in conformity with an IEP must be specially designed to meet the unique needs of a child with a disability and include any related services that would benefit the child.49See id. § 1401(26)(A), (29). All states covered by IDEA must provide a child with a disability with special education and related services as prescribed by his IEP.50See id. § 1401(9)(D). IDEA defines “special education” as specially designed instruction to meet the unique needs of a child with a disability, and “related services” as the support services required to assist a child to benefit from that instruction.51Id. § 1401(26), (29). These services can include speech-language pathology, interpreters, occupational therapy, and counseling services.52Id. § 1401(26)(A).

A FAPE must “have been provided at public expense, under public supervision and direction, and without charge” at an appropriate level of education that meets state standards.53Id. § 1401(9)(A). The LRE means that, to the “maximum extent appropriate,” children with disabilities are to be educated with children who are not disabled in a regular classroom setting, and that removal of children with disabilities from the regular classroom environment occurs only in cases of severe disability or when supplementary services “cannot be achieved satisfactorily.”54Id. § 1412(a)(5)(A).

IDEA requires school districts to develop an IEP for each child with a disability.55Id. §§ 1412(a)(4), 1414(d)(2)(A). Parental concerns regarding their child’s education must be considered by the team.56Id. § 1414(d)(3)(A)(ii). States are required to oversee this process and ensure that parents of a child with a disability are involved in the IEP discussion and any decisions about the educational placement of their child.57Id. § 1414(e). A student’s IEP must state the special education and related services that will be provided so that the child may advance toward achieving the annual goals set in their IEP.58Id. § 1414(d)(1)(A)(i)(IV). An IEP must also state the child’s current levels of academic achievement and functional performance, while explaining how the child’s progress toward achieving their annual goals will be measured.59Id. § 1414(d)(1)(A)(i)(I)–(III). Based on these goals, an IEP will prescribe the special education and related services that will be provided.60Id. § 1414(d)(1)(A)(i)(IV).

IDEA has a comprehensive enforcement scheme that requires states to establish and maintain procedural safeguards to ensure that students with disabilities are receiving their basic right to education—a FAPE.61See id. § 1415(a); Rivkin, supra note 45, at 912. State and local compliance with IDEA is monitored by federal review.6234 C.F.R. §§ 104.61, 100.7. Procedural safeguards are in place to “guarantee parents both an opportunity for meaningful input into all decisions affecting their child’s education and the right to seek review of any decisions they think inappropriate.”63Honig v. Doe, 484 U.S. 305, 311–12 (1988). For example, states are mandated to provide an opportunity for parents to examine all relevant school records.6420 U.S.C. § 1415(b)(1). Whenever parents have complaints about the adequacy of their child’s education, like in the development of their IEP, the involved state must provide an opportunity for the party to present a complaint “with respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education to such child.”65Id. § 1415(b)(6)(A).

Once a party presents a complaint, a review process begins, in which the parents of the child with a disability discuss their complaint with the local educational agency in a preliminary meeting and the parties work to reach a resolution.66Id. § 1415(f)(1)(B)(i)(IV). If the agency fails to resolve the complaint to the parent’s satisfaction within thirty days, the party may request an impartial due process hearing, which can be conducted by either the local educational agency or the state educational agency.67Id. § 1415(f)(1)(A), (f)(1)(B)(ii). A due process hearing is overseen by an impartial hearing officer who considers sworn testimony and evidence to make a decision.68See id. § 1415(f)(3)(A), (E). The hearing officer’s decision must be made on substantive grounds based on a determination of whether the child received a FAPE.69Id. § 1415(f)(3)(E)(i). For a hearing officer to be “impartial,” they must not be an employee of the state educational agency or the child’s school district.70Id. § 1415(f)(3). The officer may find a violation of a FAPE only if the procedural inadequacies “impeded the child’s right to a free appropriate public education,” “significantly impeded the parents’ opportunity to participate in the decisionmaking process,” or deprived the child of educational benefits.71Id. § 1415(f)(3)(E)(i)–(ii). Notably, decisions made in due process hearings are binding on both parties, though parties may appeal a decision of the local educational agency to the state educational agency.72Id. § 1415(g)(1), (i)(1)(A). Once the state educational agency reaches a decision, the aggrieved party may bring an action in state or federal district court.73Id. § 1415(i)(1)–(2)(A). The court will then review the administrative record, with supplementary evidence submitted at the request of a party, before granting “such relief as the court determines is appropriate” to the prevailing party.74Id. § 1415(i)(2)(C)(iii).

IDEA does not grant compensatory damages, but it does provide for discretionary attorneys’ fees.75Id. § 1415(i)(3)(B)(i). Most IDEA remedies have been equitable remedies, such as tuition reimbursement or injunctive relief.76See Deborah A. Mattison & Stewart R. Hakola, The Availability of Damages and Equitable Remedies Under the IDEA, Section 504, and 42 U.S.C. Section 1983, Individuals with Disabilities Educ. L. Rep.: Special Report No. 7 1, 1–5 (1992) (outlining equitable remedies under IDEA identified by case law). Courts have also been given broad discretion in providing equitable relief that it finds appropriate and consistent with the purposes of IDEA, ADA, and section 504.77James A. Rapp, 4 Education Law § 10C.13(4)(b) (2023). A court or hearing officer may require an educational agency to reimburse the parents of a child with a disability for the cost of private school enrollment if the school district cannot adequately provide a FAPE.7820 U.S.C. § 1412(a)(10)(C)(ii).

Once a state accepts IDEA’s financial assistance, an eligible child under the statute has a substantive right to a FAPE.79Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 158 (2017). IDEA has six categories of mandates that states must meet to receive funding: (1) educational agencies must provide services to all qualified students with disabilities, regardless of the severity of their disabilities; (2) educational agencies must evaluate each student with a disability that requests a FAPE; (3) all students with disabilities aged between three and twenty-one who need special education and related services must receive a FAPE; (4) students with disabilities must be educated in the general classroom or the LRE as much as possible; (5) several procedural safeguards must be followed to guarantee a FAPE; and (6) parents must be involved at every stage of the process.80Mitchell L. Yell, Erik Drasgow, Renee Bradley & Troy Justesen, Contemporary Legal Issues in Special Education, in Critical Issues in Special Education: Access, Diversity, and Accountability 16, 20–23 (Audrey McCray Sorrells et al. eds., 2004).

2.  State Responsibilities Under IDEA

In the United States, Congress does not have constitutional authority over education, so it exerts pressure on states using its spending powers,81Julie Underwood, When Federal and State Laws Differ: The Case of Private Schools and the IDEA, Phi Delta Kappan: Under the Law, Nov. 2017, at 76, 76, https://kappanonline.org/underwood-private-schools-idea-special-education-services [https://perma.cc/CN9B-WP5Q]. particularly by offering federal funding to state and local agencies that meet IDEA conditions.8220 U.S.C. §§ 1412(a), 1413(a). This funding allows the federal government to oversee state educational authorities, such as state departments of education. State educational authorities then oversee local educational authorities, which are responsible for the implementation of IDEA mandates in schools.83See Guernsey & Klare, supra note 42, at 6. But IDEA serves only as a floor for student rights, and many states have established their own statutes to further expand upon federal mandates in the special education context. These state laws play a critical role in shaping the law for students with disabilities, so the landscape of disability-rights law can vary significantly from one jurisdiction to another. For example, what a student must do to exhaust IDEA administrative requirements before bringing a lawsuit depends on each state’s rules. IDEA allows states to choose between a one- or two-tiered system for administrative review. In a one-tiered system, a state educational agency decides a student’s case.84See 20 U.S.C. § 1415(f)(1)(A). In a two-tiered system, a local educational agency decides the case before a party can appeal for an impartial hearing conducted by the state educational agency; all of which must happen before a civil action may be brought in a state or federal district court.85Id. § 1415(f)(1)(A), (g)(1), (i)(2)(A).

Under IDEA, state and local departments of education receive federal financial assistance if they provide a FAPE for children with disabilities.86Cong. Rsch. Serv., R44624, The Individuals with Disabilities Act (IDEA) Funding: A Primer 1 (2019). A state may provide educational benefits that exceed those required by IDEA, with the state standards being equally enforceable through IDEA.87Blackmon v. Springfield R-XII Sch. Dist., 198 F.3d 648, 658 (8th Cir. 1999). A state must certify to the Secretary of Education that it has policies and procedures that will meet IDEA’s conditions, especially IDEA’s principal obligation to provide a FAPE to all eligible students with disabilities.8820 U.S.C. § 1412(a)–(a)(1)(A). A local educational agency or school district is eligible to receive a share of the state’s federal funding if it has policies and programs that are consistent with the state’s policies.89Id. § 1413(a)(1). Thus, a school district’s obligations under IDEA are dependent on the state’s formal procedures and obligations, which must align with IDEA.

3.  Section 1415(l): IDEA Exhaustion Requirement

In § 1415(l) of IDEA (“section 1415(l)”), the statute requires that parties first exhaust administrative remedies before filing a complaint in state or federal court regarding the denial of a FAPE.90Id. § 1415(l) (“[B]efore the filing of a civil action under such laws seeking relief that is also available under this subchapter, the procedures under subsections (f) and (g) shall be exhausted . . . .”). As the Supreme Court explained in Weinberger v. Salfi,

Exhaustion is generally required as a matter of preventing premature interference with agency processes, so that the agency may function efficiently and so that it may have an opportunity to correct its own errors, to afford the parties and the courts the benefit of its experience and expertise, and to compile a record which is adequate for judicial review.91Weinberger v. Salfi, 422 U.S. 749, 765 (1975).

The exhaustion doctrine is also premised on the idea “that [educational] agencies, not the courts, ought to have primary responsibility for the programs that Congress has charged them to administer.”92McCarthy v. Madigan, 503 U.S. 140, 145 (1992). Although courts have discretion in their decision to rule on exceptions to the exhaustion requirement, the “[a]pplication of the doctrine to specific cases requires an understanding of its purposes and of the particular administrative scheme involved.”93McKart v. United States, 395 U.S. 185, 193 (1969); see Hoeft v. Tucson Unified Sch. Dist., 967 F.2d 1298, 1303 (9th Cir. 1992) (“In determining whether these exceptions apply, our inquiry is whether pursuit of administrative remedies under the facts of a given case will further the general purposes of exhaustion and the congressional intent behind the administrative scheme.”).

In analyzing whether an exception to the rule should be granted, courts previously considered whether the purposes of exhaustion would be served by requiring plaintiffs to exhaust administrative remedies.94See, e.g., Bowen v. City of New York, 476 U.S. 467, 484 (1986). Congress’s aim was to allow educational agencies and parents to work together in developing a child’s IEP.95Smith v. Robinson, 468 U.S. 992, 1012 (1984) (emphasizing Congress’s position that parents and local educational agencies collaborate to formulate a child’s IEP). Requiring the exhaustion of administrative processes allows for an exploration of the educational issues at hand, a complete consideration of the factual record, and the opportunity for educational agencies to correct the problems in their special education programs.96Hoeft, 967 F.2d at 1303.

There have been exceptions to the exhaustion requirement in certain situations, though the accepted exceptions differ across circuits.97See, e.g., Honig v. Doe, 484 U.S. 305, 327 (1988) (“[P]arents may bypass the administrative process where exhaustion would be futile or inadequate.”); Hoeft, 967 F.2d at 1302–03 (“[T]his exhaustion requirement is not a rigid one, and is subject to certain exceptions.”); Queenan, supra note 37, at 97. Before the Perez decision, courts recognized that there were instances in which the exhaustion requirement did not further the goals of IDEA and excused exhaustion, but only “in cases of futility and inadequacy.”98Hoeft, 967 F.2d at 1303. See generally 20 U.S.C. § 1415(b)–(c) (establishing procedural safeguards and due process rights under IDEA, including rights to administrative remedies and judicial review).

C.  The ADA and Section 504 of the Rehabilitation Act

The ADA and section 504 of the Rehabilitation Act of 1973 are federal statutes focused on preventing discrimination against individuals with disabilities.99Mark P. Gius, The Impact of the Americans with Disabilities Act on Per-Student Public Education Expenditures at the State Level: 1987—2000, 66 Am. J. Econ. & Socio. 925, 925 (2007). Section 504 applies to all organizations that receive federal funding, which includes public schools.100Id. at 925–26. Prior to section 504, neither federal, state, nor local law protected people with disabilities from discrimination in schools.101See Ruth Colker, Disabled Education: A Critical Analysis of the Individuals with Disabilities Act 17–18 (2013) (outlining the historical background of pre-section 504 discrimination in education). The ADA extends to secular private schools that do not receive federal funding.102Perry A. Zirkel, Are School Personnel Liable for Money Damages Under the IDEA or Section 504 and the ADA?, 27 Exceptionality 77, 78 (2018). The ADA was enacted twenty-five years after IDEA “to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.”10342 U.S.C. § 12101(b)(1). The ADA covers a broader range of areas than IDEA since it focuses on all types of discrimination individuals face in areas such as employment, housing, and health services, in addition to education.104Jane E. West, Virginia L. McLaughlin, Katharine G. Shepherd & Rebecca Cokley, The Americans with Disabilities Act and the Individuals with Disabilities Education Act: Intersection, Divergence, and the Path Forward, 34 J. Disability Pol’y Stud. 224, 225 (2023). Title II of the ADA forbids any public entity, including schools, from discriminating based on disability,10542 U.S.C. §§ 12131–65. and section 504 applies the same prohibition to any federally funded program.10629 U.S.C. § 794(a). The Supreme Court has interpreted section 504 as “demanding certain ‘reasonable’ modifications to existing practices in order to ‘accommodate’ persons with disabilities.”107Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 160 (2017) (quoting Alexander v. Choate, 469 U.S. 287, 299–300 (1985)).

Unlike IDEA, both the ADA and section 504 authorize individuals to seek redress for violations of their rights by bringing suits for money damages.10829 U.S.C. § 794a(a)(2); 42 U.S.C. § 12133. The available remedies under section 203 of the ADA are the same remedies available under section 504 of the Rehabilitation Act, which are also the same remedies available under Title VI of the Civil Rights Act of 1964.10929 U.S.C. § 794a(a)(1); 42 U.S.C. § 12133. Based on that statutory language, the Supreme Court has found that “the remedies for violations of § 202 of the ADA and § 504 of the Rehabilitation Act are coextensive with the remedies available in a private cause of action brought under Title VI of the Civil Rights Act of 1964.”110Barnes v. Gorman, 536 U.S. 181, 185 (2002).

Although the ADA is intended to protect individuals with disabilities, many people have been refused coverage.111Kay Schriner & Richard K. Scotch, The ADA and the Meaning of Disability, in Backlash Against the ADA: Reinterpreting Disability Rights 164, 171–72 (Linda Hamilton Krieger ed., 2003). Many courts have ruled that plaintiffs were not covered under the ADA’s definition of “disability,” as they did not fulfill any of the ADA’s three requirements of having “a physical or mental impairment that substantially limits one or more major life activities,” having “a record of such an impairment,” or “being regarded as having such an impairment.”11242 U.S.C. § 12102(1). The narrow interpretation of the definition has shrunk the number of people in this protected class.113Steven S. Locke, The Incredible Shrinking Protected Class: Redefining the Scope of Disability Under the Americans with Disabilities Act, 68 U. Colo. L. Rev. 107, 108–09 (1997).

The standard for obtaining compensatory damages under the ADA or section 504 is substantial. Different circuits have adopted similar requirements to establish a discrimination case under either the ADA or section 504.114Grzan v. Charter Hosp., 104 F.3d 116, 119 (7th Cir. 1997) (“[Plaintiff’s] prima facie case must set out four elements: ‘(1) that [she] is a handicapped individual under the Act, (2) that [she] is otherwise qualified for the [benefit] sought, (3) that [she] was [discriminated against] solely by reason of [her] handicap, and (4) that the program or activity in question receives federal financial assistance.” (quoting Johnson by Johnson v. Thompson, 971 F.2d 1487, 1492 (10th Cir. 1992)) (internal quotations omitted)); Gorman v. Bartch, 152 F.3d 907, 911 (8th Cir. 1998) (“To prevail on a claim under § 504, a plaintiff must demonstrate that: (1) he is a qualified individual with a disability; (2) he was denied the benefits of a program or activity of a public entity which receives federal funds, and (3) he was discriminated against based on his disability.”); Estate of Lance v. Lewisville Indep. Sch. Dist., 743 F.3d 982, 990 (5th Cir. 2014) (“In the school setting, ‘[t]his court has previously determined that a cause of action is stated under § 504 when it is alleged that a school district has refused to provide reasonable accommodations for the handicapped plaintiff to receive the full benefits of the school program.’ ” (quoting Marvin H v. Austin Indep. Sch. Dist., 714 F.2d 1348, 1356 (5th Cir. 1983))). To establish a disability discrimination claim under the ADA or section 504, a plaintiff must demonstrate that a student is a “qualified individual with a disability”; “was excluded from participation in,” or otherwise discriminated against by “a public entity’s services, programs or activities”; and that exclusion or discrimination was the result of the student’s disability.115B.C. v. Mount Vernon Sch. Dist., 837 F.3d 152, 158 (2d Cir. 2016) (internal citation omitted). Claims for compensatory damages under the ADA require a finding of intentional discrimination or an intentional denial of benefits, such as deliberate indifference from a school district.116Updike v. Multnomah Cnty., 870 F.3d 939, 950 (9th Cir. 2017); Chambers v. Sch. Dist. of Phila. Bd. of Educ., 537 F. App’x. 90, 96 (3d Cir. 2013); S.H. v. Lower Merion Sch. Dist., 729 F.3d 248, 261 (3d Cir. 2013). For example, in the Ninth Circuit, to prevail on a section 504 claim, a plaintiff must establish that (1) they have a disability; (2) they were otherwise qualified to receive a benefit; (3) they were denied the benefit solely because of their disability; and (4) the program receives federal financial assistance.117Updike, 870 F.3d at 949. To receive compensatory damages, a plaintiff must additionally prove intentional discrimination, such as showing deliberate indifference.118Id. at 950; Csutoras v. Paradise High Sch., 12 F.4th 960, 969 (9th Cir. 2021).

II.  JUDICIAL MILESTONES IN SPECIAL EDUCATION

This Part gives a brief overview of a few important IDEA cases in which the Supreme Court has decided individual disputes between children and their schools. It also aims to contextualize the Supreme Court’s decision in Perez by highlighting the Court’s role in clarifying IDEA provisions and its consistent deference to parents advocating for their children’s educational rights. Finally, this Part explains Fry v. Napoleon Community Schools, which is the last IDEA case the Supreme Court heard before Perez and addresses related questions about IDEA’s exhaustion requirement.

In Board of Education v. Rowley, the Supreme Court interpreted the term “appropriate” in IDEA’s statutory construct pertaining to FAPE.119Bd. of Educ. v. Rowley, 458 U.S. 176, 197 n.21 (1982). The Court rejected lower court decisions that required educational achievement to a child’s “full potential,” instead concluding that one of the main functions of IDEA was to create “access to specialized instruction and related services which are individually designed to provide educational benefit to” a child with disabilities.120Id. at 186, 201. The Court interpreted “appropriate” to establish a “basic floor of opportunity” that required school districts to provide disabled children with an “educational benefit.”121Id. at 201, 203–04. This case has been extremely important in clarifying the level of service school districts are required to provide to students.

Amy Rowley, a deaf student, attended public school and received services under the then EAHCA.122Id. at 184. When Rowley’s parents requested that the school provide her with a sign language interpreter, school officials refused, maintaining that the services she had already received were sufficient for her needs.123Id. at 184–85. Rowley received speech and language therapy and had an audio amplification system, which the school argued was sufficient due to Rowley’s passing grades.124Id. Rowley’s parents filed an administrative complaint based on the school’s refusal to provide her with a sign language interpreter, which resulted in a favorable decision for the school district. The federal district court then ruled in the parents’ favor, which was affirmed by the Second Circuit.125Rowley v. Bd. of Educ., 632 F.2d 945, 948 (2d Cir. 1980). The school district appealed to the Supreme Court, which discussed two central questions: “What is meant by the [EAHCA’s] requirement of a ‘free appropriate public education’? And what is the role of state and federal courts in exercising the review granted by [EAHCA]?”126Rowley, 458 U.S. 176, 186 (1982).

The Court’s majority opinion looked at the Congressional intent of the EAHCA, which focused on remedying the exclusion of children with disabilities from normal school environments. Justice Rehnquist wrote that “the intent of the Act was more to open the door of public education to handicapped children on appropriate terms than to guarantee any particular level of education once inside.”127Id. at 192. The Court explained that a school’s obligation was satisfied by providing the basic floor of services rather than the maximum needed for a child to succeed, since that would go farther than what the Court believed Congress intended.128Id. at 198–99. Notably, the Court also declared that a court had the authority to grant whatever relief it deemed appropriate under the EAHCA where a school failed to satisfy procedural obligations, but emphasized that this authority was limited to procedural compliance rather than imposing substantive educational standards.129Id. at 205–07. The Court’s decision in Rowley had practical implications for district courts, as many were guided by the two questions the Rowley Court posited: “First, has the State complied with the procedures set forth in the [EAHCA]? And second, is the individualized educational program developed through the [EAHCA’s] procedures reasonably calculated to enable the child to receive educational benefits?”130Id. at 206–07. Courts have used these two questions to determine whether school districts have done enough for students, and maintain that they may not substitute any preferred policies over the school’s discretion.131See, e.g., R.B. ex rel. F.B. v. Napa Valley Unified Sch. Dist., 496 F.3d 932, 946 (9th Cir. 2007); CP v. Leon Cnty. Sch. Bd. Fla., 483 F.3d 1151, 1153 (11th Cir. 2007). The Rowley Court also recognized that states have the primary responsibility for developing and executing educational programs and determining educational policies since “courts lack the ‘specialized knowledge and experience’ necessary to resolve ‘persistent and difficult questions of educational policy.’ ”132Rowley, 458 U.S. 176, 208 (1982) (quoting San Antonio Indep. Sch. Dist. v. Rodriguez, 411 U.S. 1, 42 (1973)).

In Endrew F. v. Douglas County School District RE-1, the Supreme Court clarified its position on IDEA’s FAPE provision, finding that an IEP must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”133Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, 580 U.S. 386, 403 (2017). A child with disabilities should still have the opportunity to be educated in a regular classroom that will “ ‘enable the child to achieve passing marks and advance from grade to grade.’ ”134Id. at 394 (quoting Rowley, 458 U.S. at 204). In Endrew, the parents of a fifth-grade student with autism sought reimbursement of tuition costs for placement in a private school.135Id. at 395–96. His parents were dissatisfied with his progress in public school because his IEP goals carried over year-to-year and he failed to make progress in his learning.136Id. at 395. Endrew’s parents filed a complaint with the Colorado Department of Education seeking reimbursement, which required them to demonstrate that the school district had not provided Endrew with a FAPE.137Id. at 396. The district court felt that modifications to Endrew’s IEP each year were “sufficient to show a pattern of, at the least, minimal progress.”138Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, No. 12-cv-2620, 2014 U.S. Dist. LEXIS 128659, at *30 (D. Colo. Sept. 15, 2014). The district court explained that minimal progress was all that the Rowley standard required of a school district.139Endrew F., 580 U.S. at 396–97. The Tenth Circuit affirmed the lower court’s decision, agreeing that special education services only need to allow a student with disabilities to make “some progress.”140Endrew F. v. Douglas Cnty. Sch. Dist. RE-1, 798 F.3d 1329, 1342 (10th Cir. 2015) (internal quotation omitted).

The Supreme Court stated that, “To meet its substantive obligation under IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”141Endrew F., 580 U.S. at 399. The Court felt that an IEP was designed to create a plan for “pursuing academic and functional advancement,” which connected with IDEA’s purpose to help prevent the exclusion of children with disabilities in classrooms.142Id. at 399–400. Thus, a student offered an education that merely allowed some progress “can hardly be said to have been offered an education at all.”143Id. at 402–03. The Court refrained from creating a bright-line test for determining what “appropriate progress” meant, reasoning that it should be determined depending on each unique child.144Id. at 403–04.

Parents of students with disabilities “often do not feel they are empowered when the [IDEA] system fails them,” as litigation is not an accessible avenue for everyone.145President’s Comm’n on Excellence in Special Educ., A New Era: Revitalizing Special Education for Children and Their Families 8 (2002), https://ectacenter.org/~pdfs/calls/2010/earlypartc/revitalizing_special_education.pdf [https://perma.cc/V79P-2ZKH]. In Endrew, Endrew’s parents first paid for private specialized schooling before filing a complaint seeking reimbursement from the state,146Endrew F., 580 U.S. at 395. requiring them to pay for expert witnesses and an attorney.147Claire Raj & Emily Suski, Endrew F.’s Unintended Consequences, 46 J.L. & Educ. 499, 502 (2017). IDEA litigation is a lengthy process with a difficult standard for many families to meet. Endrew had to prove that the school district did not allow him to make appropriate progress on his IEP. To meet that standard, he needed professional experts who could attest to the progress he was capable of making and what services he needed to make that amount of progress beyond what the school district provided. Without the means for litigation costs and private education, Endrew would not have been able to present evidence of his progress. His case illustrates how difficult IDEA due process procedures are for parents who lack the means, agency, or understanding to navigate the process.

In Fry v. Napoleon Community Schools, the Supreme Court clarified the procedure that applies when a plaintiff files a complaint under a statute other than IDEA, finding that IDEA’s exhaustion requirement is “not necessary when the gravamen of the plaintiff’s suit is something other than the denial of IDEA’s core guarantee” of a FAPE.148Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 158 (2017). There was confusion in lower courts about how to determine whether a complaint qualified as a claim under IDEA or under the ADA, section 504, or other federal laws.149Id. at 164–65. In Fry, the parents of a kindergartener with cerebral palsy sought permission to let their daughter bring her service dog to school.150Id. at 162–64. The school district denied the request because she already received similar services and a service dog would be “superfluous.”151Id. at 162. The parents first filed a complaint with the U.S. Department of Education’s Office for Civil Rights, alleging ADA and section 504 violations, which resulted in a favorable decision for the parents.152Id. at 163. The parents then brought these actions against the school district, seeking monetary and declaratory relief due to the school’s denial of their daughter’s right to equal access.153Id. at 163–64, 174–75. The district court dismissed their action pursuant to section 1415(l) of IDEA because the parents failed to exhaust their administrative remedies under IDEA.154Id. at 164. The Sixth Circuit affirmed the district court’s decision because, when the injuries alleged relate to the child’s education and there is a remedy available through IDEA, “waiving the exhaustion requirement would prevent state and local educational agencies from addressing problems they specialize in addressing . . . .”155Fry v. Napoleon Cmty. Schs., 788 F.3d 622, 627, 631 (6th Cir. 2015).

The Supreme Court examined section 1415(l)’s exhaustion requirement, finding that it “hinges on whether a lawsuit seeks relief for the denial of a FAPE.”156Fry, 580 U.S. at 168. If a lawsuit alleges a denial of a FAPE, then it cannot circumvent section 1415(l), even if the plaintiff sues under a different federal law.157Id. However, the Court did specify that if a lawsuit is brought under a different federal law and “the remedy sought is not for the denial of a FAPE, then exhaustion of IDEA’s procedures is not required.”158Id. This is because an administrative hearing under IDEA could not provide any relief, even if the claim originates from the mistreatment of a child with disabilities.159Id.

While Fry clarified certain aspects of the exhaustion requirement, the issue of monetary damages under IDEA remained unsettled, as circuit courts were divided on whether courts could excuse exhaustion.160Chris Ricigliano, Note, Exhausted and Confused: How Fry Complicated Obtaining Relief for Disabled Students, 16 Duke J. Const. L. & Pub. Pol’y Sidebar 34, 51 (2021). Congress had crafted IDEA “exhaustion requirement to be flexible so that meritorious cases would get a judicial hearing, [but] many courts have applied the rule rigidly, barring cases even when the plaintiffs present persuasive reasons for excusing exhaustion.”161Mark C. Weber, Disability Harassment in the Public Schools, 43 Wm. & Mary L. Rev. 1079, 1135–36 (2002). Fry left an unresolved issue regarding IDEA’s exhaustion requirement, meaning that the plaintiffs continued to be barred when trying to seek compensatory damages under the ADA or section 504 when they failed to first exhaust their options. Had the Court answered the question then, school district responses likely would have handled IDEA complaints with more care and screened them for potential ADA and section 504 violations.

III.  PEREZ V. STURGIS PUBLIC SCHOOLS: A TURNING POINT IN DISABILITY RIGHTS ADVOCACY

Part III delves into Perez, explaining how the petitioner, Miguel Luna Perez, faced educational neglect and misrepresentation from his school district before pursuing an ADA claim for emotional distress. Perez establishes a precedent for families to pursue claims under federal laws like the ADA and section 504 without exhausting IDEA procedures, offering new legal avenues for students with disabilities. This Part argues that this decision will have significant repercussions for special education litigation, as it enhances families’ leverage in legal disputes and places financial strain on school districts’ budgets and abilities to provide special education services.

A.  Discussion of Perez v. Sturgis Public Schools

Petitioner Miguel Luna Perez was a deaf student who attended schools in Michigan’s Sturgis Public School District from ages nine to twenty.162Perez v. Sturgis Pub. Schs., 598 U.S. 142, 145 (2023). Perez was an individual who qualified as having a disability under IDEA and the ADA because he had a physical and mental impairment that substantially limited multiple major life activities, like hearing and speaking.163Perez v. Sturgis Pub. Schs., No. 18-cv-1134, 2019 U.S. Dist. LEXIS 219220, at *1–2 (W.D. Mich. June 20, 2019). Perez claimed that SPSD was required to provide an aide to translate classroom instruction and that his aides were unqualified sign language interpreters.164Id. at *2–3; Perez, 598 U.S. at 145. SPSD made multiple misrepresentations to Perez and his parents, including his academic achievements by inflating his grades, that his aides knew sign language, and that he had access to the same educational services as his peers.165Perez, 2019 U.S. Dist. LEXIS 219220, at *2–3. Perez claimed that, in March 2016, just months before his high school graduation, SPSD informed him and his parents that he would not receive a high school diploma and instead would receive a “certificate of completion.”166Id.; Perez, 598 U.S. at 145.

This prompted Perez and his family to file an administrative due process claim with the Michigan Department of Education.167Perez, 2019 U.S. Dist. LEXIS 219220, at *4; Perez, 598 U.S. at 145. Perez and SPSD reached a settlement that included payment for additional schooling at the Michigan School for the Deaf, sign language instruction for Perez and his family, and payment of the family’s attorneys’ fees.168Perez v. Sturgis Pub. Schs., 3 F.4th 236, 239 (6th Cir. 2021). The settlement gave Perez what he was entitled to under IDEA, but there was another legal problem—SPSD also violated Perez’s rights under the ADA.

Perez subsequently sued in the Western District Court of Michigan, seeking compensatory damages for emotional distress under the ADA.169Perez, 2019 U.S. Dist. LEXIS 219220, at *4–5. SPSD moved to dismiss, claiming that under section 1415(l) of IDEA, Perez was barred from bringing his ADA claim until he exhausted IDEA’s administrative procedures.170Id. at *6–7. The district court agreed with SPSD’s argument and dismissed the suit, which the Sixth Circuit affirmed due to circuit precedent that previously addressed the issue.171Perez v. Sturgis Pub. Schs., No. 18-cv-1134, 2019 U.S. Dist. LEXIS 218443, at *3–4 (W.D. Mich. Dec. 19, 2019); Perez, 3 F.4th at 241 (citing Covington v. Knox Cnty. Sch. Sys., 205 F.3d 912, 916–17 (6th Cir. 2000)). The Sixth Circuit opinion stated that, because Perez settled his IDEA claim, he was “barred from bringing a similar case against the school in court—even under a different federal law.”172Perez, 3 F.4th at 238. The Sixth Circuit found that federal law requires families to first exhaust IDEA’s administrative procedures as if the action was brought under IDEA, even if they were suing under another statute.173Id. at 240. Because Perez’s core complaint was that SPSD denied him a FAPE, his suit sought relief that was available under IDEA, meaning he had to complete IDEA’s exhaustion requirements even if he wanted to bring a separate ADA claim.174Id. at 242.

The case was then brought before the Supreme Court, and the central question concerned “the extent to which children with disabilities must exhaust the[] administrative procedures under IDEA before seeking relief under other federal antidiscrimination statutes, such as the [ADA].”175Perez v. Sturgis Pub. Schs., 598 U.S. 142, 144 (2023). There had been circuit splits on the interpretation of section 1415(l), so the Court finally decided to address this issue.176Id. at 146; see McMillen v. New Caney Indep. Sch. Dist., 939 F.3d 640, 647 (5th Cir. 2019) (“Most circuits hold that the IDEA requires plaintiffs who were denied a free appropriate public education to exhaust regardless of the remedy they seek.”); Doucette v. Georgetown Pub. Schs., 936 F.3d 16, 31 (1st Cir. 2019) (finding that the plain meaning of section 1415(l) “does not appear to require exhaustion” of the plaintiff’s claim). Previously, the Court declined to address this issue in Fry, articulating that “we leave for another day a further question about the meaning of § 1415(l): Is exhaustion required when the plaintiff complains of the denial of a FAPE, but the specific remedy she requests—here, money damages for emotional distress—is not one that an IDEA hearing officer may award?”177Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 165 n.4 (2017).

Here, the Court examined two features in section 1415(l): first, that IDEA is not meant to restrict an individual’s ability to seek remedies under the ADA or “ ‘other Federal laws protecting the rights of children with disabilities,’ ”178Perez v. Sturgis Pub. Schs., 598 U.S. 142, 146 (2023) (quoting 20 U.S.C. § 1415(l)). and second, that a qualification in the statute prohibits certain lawsuits with the language, “except that before the filing of a civil action under such laws seeking relief that is also available under [section 1415(l)], the procedures under subsections (f) and (g) shall be exhausted . . . .”17920 U.S.C. § 1415(l). The preceding subsections (f) and (g) discuss children’s rights to due process hearings and the ability to appeal decisions to state educational agencies.18020 U.S.C. § 1415(f)–(g).

Perez interpreted the statute to require exhaustion of the administrative processes discussed in subsections (f) and (g) only to the extent he pursued a suit for remedies IDEA provided.181Perez, 598 U.S. at 146–47. Perez argued that this reading would not “foreclose[] his . . . claim because his ADA complaint [sought] only compensatory damages, a remedy everyone before [the Court] agree[d] IDEA cannot supply.”182Id. at 147. In contrast, SPSD interpreted the statute “as requiring a plaintiff to exhaust subsections (f) and (g) before [they] may pursue a suit under another federal law if that suit seeks relief for the same underlying harm IDEA exists to address.”183Id. This reading would have prevented Perez from bringing his ADA suit because it stemmed from a FAPE violation, which is a harm IDEA addressed.184Id. And Perez had already settled his administrative complaint instead of exhausting the administrative processes in subsections (f) and (g), so he would have been foreclosed from his ADA suit.185Id.

The Court found Perez’s interpretation comported more consistently with IDEA, particularly with section 1415(l)’s use of “remedies,” which treated it synonymously with “relief.”186Id. at 148. The first clause discusses remedies, the dictionary definition of which is an enforcement of rights like money damages or an injunction.187Id. at 147 (citing Black’s Law Dictionary 1320 (8th ed. 2004)). The statute reads that “[n]othing in this chapter shall be construed to restrict or limit the rights, procedures, and remedies available under the Constitution, the Americans with Disabilities Act of 1990, title V of the Rehabilitation Act of 1973, or other Federal laws protecting the rights of children with disabilities,” so it should be construed that IDEA does not restrict or limit the availability of remedies like money damages under federal statutes, including the ADA.188Id.; 20 U.S.C. § 1415(l) (internal citations omitted). The Court noted that there is an exception to this rule, which prevents individuals from seeking redress under other federal laws unless they exhaust the administrative procedures.189Perez, 598 U.S. at 147. But the exception “does not apply to all suits seeking relief that other federal laws provide.”190Id. The statute requires the exhaustion of administrative processes to apply only to lawsuits that seek relief that is also available under IDEA.191Id. Thus, the Court concluded that the exception did not bar Perez from his ADA suit, because he sought compensatory damages—a form of relief that IDEA does not provide.192Id. at 147–48. This interpretation required the Court to treat “remedies” and “relief” synonymously, which the Court found IDEA did in various places.193See 20 U.S.C. § 1415(i)(2)(C)(iii), (i)(3)(D)(i)(III) (using “remedies” and “relief” synonymously). For example, the second clause in section 1415(l) refers to “seeking relief,” which complements how a plaintiff’s complaint includes “a demand for the relief sought.”19420 U.S.C. § 1415(l); Perez, 598 U.S. at 148–49 (internal quotation marks omitted).

SPSD then responded by raising Fry as precedent.195Perez, 598 U.S. at 149. However, Fry “went out of its way to reserve rather than decide [the] question” brought up in Perez, so it did not advance the school district’s argument.196Id. In Fry, the Court held that IDEA’s exhaustion requirement does not apply unless a plaintiff seeks relief for a denial of a FAPE, since that is the only relief available from IDEA.197Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 168 (2017); Perez, 598 U.S. at 149. The Court found that Perez presented an analogous situation but ultimately asked a different question about whether a plaintiff needs to exhaust the administrative remedies when they are seeking a remedy that IDEA does not provide.198Perez, 598 U.S. at 149–50. Similar to the Court’s answer in Fry, a plaintiff does not need to exhaust administrative processes under IDEA in this situation.199Id. at 150. SPSD argued that Congress had practical reasons for requiring exhaustion, no matter the plaintiff’s preferred remedy, because exhaustion enables agencies to exercise their “special expertise” and promotes efficiency.200Brief for Respondents at 22, Perez v. Sturgis Pub. Schs., 598 U.S. 142 (2023) (No. 21-887). The Court found SPSD’s argument “unclear” and that it was a “mistake[] to assume . . . that any interpretation of a law” that better serves its presumed objectives “must be the law,” as laws are the result of “compromise[s],” and no law relentlessly pursues its purposes.201Perez, 598 U.S. at 150 (internal citations omitted). Moreover, the Court reasoned that Congress might have aimed to ease the demand for administrative exhaustion when a plaintiff seeks a remedy available under IDEA but allow an exemption from exhaustion when a plaintiff seeks a remedy that IDEA cannot provide.202Id. The Court found Perez’s argument more persuasive, reversed the decision of the Sixth Circuit, and remanded the case so Perez could proceed with his ADA lawsuit in district court.203Id. at 150–51.

B.  Perez’s Impact on Special Education Litigation

The Perez decision will impact how school districts and other educational agencies approach and settle IDEA complaints in the future. Families now have more leverage against school districts because they are not barred from seeking compensatory damages for failure to exhaust administrative procedures. School districts will likely approach settlement discussions differently, knowing that families now have an opportunity to be awarded compensatory damages. Although families may have more leverage during negotiations, a potential consequence could be that the Perez decision may lead to greater financial strain on school districts, which would prevent other students with disabilities from receiving their basic educational rights. School districts should anticipate an increase in the number of cases litigated because students can now “bypass [the] often slow-moving administrative proceedings under IDEA when their chief claim is for damages under other federal laws . . . .”204Mark Walsh, Supreme Court Rules Deaf Student Can Sue School District over Alleged Failures, EducationWeek (Mar. 21, 2023), https://www.edweek.org/policy-politics/supreme-court-rules-deaf-student-can-sue-school-district-over-alleged-failures/2023/03 [https://perma.cc/5SQN-PFLT].

It is worth noting that, due to systemic issues within school districts and state departments of education, even when families are awarded compensatory remedies, educational agencies may not disburse payments promptly or at all. For example, in New York City, parents of children with disabilities have sought the enforcement of orders from impartial hearings entered pursuant to IDEA, which the state department of education has failed to execute due to limited resources.205Complaint at 1, LV v. N.Y.C. Dep’t of Educ., 700 F. Supp. 2d 510 (S.D.N.Y. 2010) (No. 03 Civ. 9917). In LV v. New York City Department of Education, parents sued the New York City Department of Education (“NYC DOE”) for failure to implement orders, such as funding tuition programs.206Id. at 5. The parents alleged that the NYC DOE had a “systemic problem” due to its failure to maintain a dedicated system for the timely enforcement of the orders, which deprived the plaintiffs of their right to a FAPE.207Id. at 10. In 2008, a settlement agreement between the parents and the NYC DOE was approved.208Order and Final Judgment at 3, LV v. N.Y.C. Dep’t of Educ., 700 F. Supp. 2d 510 (S.D.N.Y. 2010) (No. 03 Civ. 9917). Under the settlement, the NYC DOE was required to implement all impartial hearing orders within the time frame stipulated in the order or thirty-five calendar days after the order date if no time limit was specified.209Stipulation and Agreement of Settlement at 13, LV v. N.Y.C. Dep’t of Educ., 700 F. Supp. 2d 510 (S.D.N.Y. 2010) (No. 03 Civ. 9917). However, the NYC DOE failed to comply with the settlement terms for more than a decade. A Special Master was appointed in 2021 to investigate the NYC DOE’s delays in the implementation of the orders. In March 2023, the Special Master issued a report after conducting interviews with the plaintiffs, families, school staff, and NYC DOE staff.210Judge Orders NYC Department of Education to Fix Broken System for Implementing Special Education Hearing Orders, Milbank (July 21, 2023), https://www.milbank.com/en/news/judge-orders-nyc-department-of-education-to-fix-broken-system-for-implementing-special-education-hearing-orders.html [https://perma.cc/LQU2-YX93].

The report highlighted that impartial hearings and orders have reached an all-time high in New York City, with the increased volume of requests attributable to the COVID-19 pandemic.211Special Master Recommendations at 7, LV v. N.Y.C. Dep’t of Educ., 700 F. Supp. 2d 510 (S.D.N.Y 2010) (No. 03 Civ 09917). It was recommended that the NYC DOE address its staffing crises in the short term and then digitalize its orders for better organization.212Id. at 9. One reason the NYC DOE provided for its inability to implement orders was due to NYC DOE staffing shortages.213Id. at 10. The Special Master report was extremely detailed and included many short- and long-term action steps for the NYC DOE, including forty-one required steps that the NYC DOE had to take within a year. There were suggestions for the hiring, training, and retention of staff in the Implementation Unit, which oversees implementing decisions from impartial hearings, while other changes included creating a structure for parents to contact the NYC DOE when their orders are not implemented, providing a support hotline, and building better technology systems to implement orders.214Id. at 9, 11, 70.

Although this is a victory for families of students with disabilities in New York City, it comes after a decade of inaction by the NYC DOE. This was due to systemic failures on multiple levels, which is not uncommon in school districts and state educational agencies around the country. This is just one example of how structural issues in a system and a consistently underfunded agency will lead to ineffective educational opportunities. LV v. New York City Department of Education is an example of the persistent challenges in ensuring the effective implementation of special education remedies, even when the law provides for a favorable solution. Students legally entitled to reimbursements or tuition assistance from a school district remained in complex litigation for years to accomplish their goals. The tuition some of the plaintiffs requested was only a few thousand dollars, but the NYC DOE was so ill-equipped at executing orders that it remained noncompliant for years. Unfortunately, there is no simple solution for the NYC DOE’s structural issues. Rather, the NYC DOE faces a complex undertaking as it will need to upgrade its infrastructure and rehaul its staff to better respond to the influx of settlements that have piled up and the new hearings that are coming down the horizon.

This case is illustrative of how receiving monetary compensation is important and helpful for students with disabilities to receive a FAPE under IDEA, but a compensatory remedy might not yield anything substantial. The NYC DOE was bound by court orders, but the plaintiffs in LV still waited more than a decade for compensation. And it is unclear whether the recent judicial order will actually result in greater implementation of orders for other students with disabilities. It seems likely that students with disabilities will continue to endure neglect in the system if the state and educational agencies do not have proper mechanisms in place to provide students with their remedies. The NYC DOE manages the largest public school system in the nation, with a 2023–2024 school year budget of $37.5 billion.215Funding Our Schools, NYC Pub. Schs., https://www.schools.nyc.gov/about-us/funding/funding-our-schools [https://perma.cc/MY9F-7WAX]. Even as the NYC DOE likely has more resources than other school districts, it still struggles with the volume of orders and order implementation. As more decisions ordering monetary remedies are made post-Perez, school districts and state education departments will need to upgrade their infrastructure to deal with outstanding orders and future settlements. Another concern is whether there is funding and leadership dedicated to making those changes. At schools that struggle with leadership turnover among superintendents or principals, this can lead to inconsistency with vision and changing priorities affecting staff effectiveness and cohesiveness and making it even more difficult to train staff and support teachers in developing strong relationships with students.216Charles E. Wright Jr., Opinion: Want to Stop Superintendent Turnover? Take a Hard Look at How School Systems Really Operate, Hechinger Rep. (Jan. 6, 2025), https://hechingerreport.org/opinion-want-to-stop-superintendent-turnover-take-a-hard-look-at-how-school-systems-really-operate [https://perma.cc/H3UK-8RVC]; Evie Blad, High Pace of Superintendent Turnover Continues, Data Show, Educ. Week (Sept. 19, 2023), https://www.edweek.org/leadership/high-pace-of-superintendent-turnover-continues-data-show/2023/09 [https://perma.cc/KLT3-U8XV]. Educational agencies should take the Perez decision seriously and take LV as a precautionary tale for judicial orders that compel major changes to address structural issues in regard to special education programs and the rights of students with disabilities.

In recent cases decided in the months following the Perez decision, courts have put together IDEA statute and the precedents from Fry and Perez to evaluate suits against public schools for alleged violations of IDEA, the ADA, or other antidiscrimination statutes. In Dale v. Suffern Central School District, the Southern District of New York found that the plaintiffs were not required to exhaust administrative remedies because the plaintiffs sought “a form of relief that IDEA cannot provide—specifically, compensatory damages,” and because exhaustion was not required in the circumstances because of the ruling precedent of Perez.217Dale v. Suffern Cent. Sch. Dist., No. 18 Civ. 4432, 2023 U.S. Dist. LEXIS 175841, at *30 (S.D.N.Y. Sept. 28, 2023). In Roe v. Healey, a First Circuit case decided in August 2023, the district court below found that plaintiffs were required to exhaust all their FAPE-related claims first, which included claims under IDEA, associated Massachusetts regulations, section 504 of the Rehabilitation Act, the ADA, and the Fourteenth Amendment (enforced through § 1983).218Roe v. Healy, 78 F.4th 11, 19 (1st Cir. 2023). The Fifth Circuit now looks at whether a complaint concerns a denial of a FAPE.219Lartigue v. Northside Indep. Sch. Dist., 100 F.4th 510, 515 (5th Cir. 2024). If it does not concern the denial of a FAPE, then administrative exhaustion is not necessary.220Id. If the complaint concerns a denial of a FAPE, the court then looks to the relief sought, and if IDEA cannot provide the relief sought, like compensatory damages, the plaintiff does not need to exhaust IDEA’s administrative requirements.221Id. Courts appear to be applying Perez consistently and are not barring plaintiffs from seeking relief for a FAPE violation that is not provided by IDEA, even if they have not exhausted the administrative procedures pursuant to section 1415(l).222See, e.g., J.W. v. Paley, 81 F.4th 440, 448 (5th Cir. 2023) (“The Supreme Court’s recent decision in Perez provides unmistakable new guidance.”); J.L. v. N.Y.C. Dep’t of Educ., No. 17-CV-7150, 2024 U.S. Dist. LEXIS 93428, at *45–46 (S.D.N.Y. Jan. 26, 2024) (reasoning that because of Perez, the plaintiffs are not required to meet IDEA exhaustion requirements for their Americans with Disabilities Act of 1990 (“ADA”) and section 504 claims); Chollet v. Brabrand, No. 22-1005, 2023 U.S. App. LEXIS 21728, at *3 (4th Cir. Aug. 18, 2023) (per curiam) (remanding a dispute about “whether and to what extent the plaintiffs seek a remedy also available under the IDEA” in light of Perez); Corvian Cmty. Sch., Inc. v. C.A., No. 23-cv-00022, 2023 U.S. Dist. LEXIS 164724, at *8 n.2 (W.D.N.C. Sept. 15, 2023) (mentioning that the court must enforce IDEA’s exhaustion requirement because the plaintiff is seeking compensatory private school education costs, which is a remedy available under IDEA, so the Perez exception does not apply); Thomas v. Abbeville High Sch., No. 23-CV-01432, 2024 U.S. Dist. LEXIS 31143, at *7 (W.D. La. Feb. 2, 2024) (outlining the analytical framework for evaluating claims for relief under IDEA). At the very least, Perez clarified a confusing question for district and circuit courts left previously unanswered in Fry, so there is greater clarity for families seeking relief under IDEA or other antidiscrimination statutes.

IV.  BEYOND PEREZ: IMPLICATIONS AND CHALLENGES IN SPECIAL EDUCATION POLICY

This Part explores the policy implications of the Perez decision, including whether this decision may cause more harm than benefit. It examines the advantages of allowing compensatory damages for families of children with disabilities, while also weighing the significant financial burdens such damages could impose on school districts. This Part also underscores the need for more explicit and accessible IDEA guidelines, so school districts can better understand and fulfill their obligations under IDEA.

A.  Implications of the Perez Decision

IDEA’s exhaustion requirement applies to suits alleging violations under IDEA and to “civil action[s] under [other] laws seeking relief that is also available under [chapter 33].”22320 U.S.C. § 1415(l). Prior to the Perez decision, plaintiffs alleging a denial of a FAPE and requesting a remedy that IDEA did not provide still had to exhaust administrative remedies under IDEA.224See Perez v. Sturgis Pub. Schs., 598 U.S. 142, 149–50 (2023); Fry v. Napoleon Cmty. Schs., 580 U.S. 154, 165 (2017). However, now the Perez Court has opened up the possibilities for families of children with disabilities by allowing them to pursue money damages under different federal laws, even when they are seeking a denial of a FAPE. Following this decision, district courts and courts of appeal have issued decisions citing and applying Perez, acknowledging that exhaustion is required only if the plaintiff seeks relief that is available under IDEA.225See, e.g., Pitta v. Medeiros, No. 22-11641, 2023 U.S. Dist. LEXIS 87864, at *12 (D. Mass. May 19, 2023). However, plaintiffs attempting to argue that the exhaustion requirements are no longer relevant in IDEA suits will likely still be unsuccessful, since Perez applies only to plaintiffs who bring suits under a separate federal law besides IDEA and for compensatory damages that IDEA does not provide.226Close v. Bedford Cent. Sch. Dist., No. 23-CV-4595, 2024 U.S. Dist. LEXIS 125457, at *30 (S.D.N.Y. July 16, 2024). Various circuit courts have remanded matters to district courts so they can apply the Perez ruling.227See, e.g., Powell v. Sch. Bd. of Volusia Cnty., 86 F.4th 881, 885 (11th Cir. 2023) (per curiam) (holding that, because the plaintiff sought compensatory monetary damages instead of compensatory education, the plaintiff was not required to exhaust administrative remedies under IDEA, and thereby vacating and remanding the decision); Simmons v. Murphy, No. 23-288-cv, 2024 U.S. App. LEXIS 13588, at *8 (2d Cir. June 5, 2024) (acknowledging that Perez has abrogated the circuit court’s contrary holdings and those decisions are “no longer good law”) (citation omitted); Farley v. Fairfax Cnty. Sch. Bd., No. 21-1183, 2023 U.S. App. LEXIS 10176, at *3 (4th Cir. Apr. 26, 2023) (per curiam) (vacating and remanding a district court decision to dismiss a complaint for failure to exhaust administrative remedies because it conflicts with Perez); F.B. v. Francis Howell Sch. Dist., No. 23-1073, 2023 U.S. App. LEXIS 30515, at *2 (8th Cir. Nov. 16, 2023) (per curiam) (same).

While it appears beneficial for families of children with disabilities to receive compensatory damages for inadequate educational opportunities under IDEA, the traditional remedies offered for IDEA noncompliance may be more appropriate for various reasons. For example, when a school district fails to comply with IDEA, restructuring the education system to provide adequate services for its students in the future seems more reasonable than offering a sum of money. Although there is an argument that financial penalties can motivate substantial changes from educational agencies, this approach overlooks the systemic problems within a school district and potential oversight from the state educational agency. In addition, the increased focus on litigation now that parents can bypass administrative procedures, will divert resources from addressing structural issues in school districts’ special education programs, especially given the potential for increased non-meritorious litigation to seek money damages after the Perez decision. The aggregate effect of school districts paying compensatory damages and dedicating more time toward lawsuits could detract attention from students, leaving school districts unable to enhance their special education services and at risk of providing reduced educational quality with reduced financial resources at their disposal.

The NYC DOE published data that showed that 37% of preschoolers with disabilities did not receive their mandated special education services in the 2021–2022 school year.228News Release, Advocates for Children of New York, New Data Show Thousands of Preschoolers with Disabilities Did Not Receive Needed Services (Mar. 21, 2023), https://www.advocatesforchildren.org/sites/default/files/on_page/NP_statement_preschool_special_ed_data_032123.pdf [https://perma.cc/Q7L7-3R68]. More than 6,500 preschoolers who needed speech therapy did not have one session in the entire school year.229Id. Advocates for Children of New York, a non-profit dedicated to helping at-risk students receive a high-quality education, recommends New York City invest $50 million into the city’s upcoming budget to increase preschool special education services.230Id. That investment would go into hiring more teachers, increasing pay, and providing services similar to those recommended by the Special Master in LV.231See Special Master Recommendations, supra note 211, at 21–23. With thousands of students struggling in school districts to access their services, and even more students potentially not being identified as needing services, it is concerning that, following Perez, more money might be paid out to plaintiffs, while less money goes toward special education services.

Another avenue school districts should turn toward is the Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (“OSEP”), which provides discretionary grant awards.232See New OSEP 2023 Discretionary Grant Awards, U.S. Dep’t of Educ.: Off. of Special Educ. & Rehab. Servs. Blog, https://sites.ed.gov/osers/2023/10/new-osep-2023-discretionary-grant-awards [https://perma.cc/6MAQ-HVHC] (detailing OSEP discretionary grant awards). In the 2023 fiscal year, OSEP provided over $110 million under IDEA to fund new programs to help educate children with disabilities.233Id. This includes hiring and training special education staff, early intervention services, and technical assistance to help states meet IDEA data collection.234Id. Investment in infrastructure and staffing will help school districts avoid lawsuits in the first place and avoid violating IDEA by providing inadequate special education services or failing to identify and track students with disabilities.

Another effect the Perez decision may have on educational agencies is in their assessment and implementation of IEPs and other accommodations for students with disabilities. School districts and states must account for the possibility of being sued under the ADA and other federal laws regarding equal access. Student requests should be addressed not just through IDEA’s lens but also through the lenses of the ADA and section 504. Failure to do so will leave educational agencies open to greater liability now that the remedy of money damages is accessible to students and families. School districts that are most vulnerable to increased lawsuits are clearly those with longstanding violations of students’ FAPE. For school districts that are diligent about abiding by IDEA’s requirements and providing proper FAPE to their students who require accommodations, the implications of Perez will not be as intense.

The Perez decision allows students with disabilities to bring discrimination claims under the ADA to receive compensatory damages, but plaintiffs will need to prove their discrimination claims. While this presents an enormous opportunity for students like Perez to have their day in court, plaintiffs still need to prove intentional discrimination to receive monetary claims under the ADA.235Naaz Modan & Kara Arundel, Supreme Court Rules Against District in Perez v. Sturgis Public Schools Special Ed Case, K-12 Dive (Mar. 21, 2023), https://www.k12dive.com/news/Supreme-Court-Perez-Sturgis-special-education [https://perma.cc/8BMC-M8RB]. The bar to receive monetary damages under either the ADA or section 504 remains high236Mitchell L. Yell, Michael A. Couvillon & Antonis Katsiyannis, Perez v. Sturgis Public School (2023): The Supreme Court Rules on the Special Education Exhaustion Requirement, 60 Intervention Sch. & Clinic 70, 72 (2024). because proving intentional discrimination is difficult.237Modan & Arundel, supra note 235. Plaintiffs have to demonstrate that school districts were “deliberately indifferent to [a] student’s rights, exercised gross misjudgment, or acted in bad faith.”238Yell et al., supra note 236, at 72. So, although it seems like there will be an uptick in lawsuits against educational agencies post-Perez, that does not mean that plaintiffs will prevail and actually receive monetary damages.

It is more likely that families can leverage this change into receiving larger settlement payouts from school districts, since they can threaten to escalate their claims from negotiations to court.239Modan & Arundel, supra note 235. Perry A. Zirkel, a special education law expert and law professor, expressed that the special education field remains “entirely unaffected” because the chances of courts awarding money damages for ADA or section 504 lawsuits “remain very strongly against the parents.”240Perry A. Zirkel, The Latest Supreme Court “Special Education” Decision: Perez v. Sturgis Public Schools (2023), https://perryzirkel.com/wp-content/uploads/2023/03/perez-overview.pdf [https://perma.cc/N35S-LYVG]. Zirkel does acknowledge, however, that after Perez, there will likely be more litigation that increases court congestion and parents’ leverage during settlement negotiations.241Id. Another reason Perez strengthens families’ positions is that attorneys for school districts view litigating IDEA claims as overly cumbersome and in need of major reform.242Kevin J. Lanigan, Rose Marie L. Audette, Alexander E. Dreier & Maya R. Kobersy, Nasty, Brutish . . . and Often Not Very Short: The Attorney Perspective on Due Process, in Rethinking Special Education for a New Century 213, 225–26 (Chester E. Finn, Jr. et al. eds., 2001) (exploring the high costs of litigation from a school district perspective). Even when school districts prevail, they must pay substantial attorney’s fees for trial preparations and attending hearings, while special education teachers must spend time attending additional IEP meetings, interviewing with attorneys, and preparing to testify—all of which takes them away from their normal classroom responsibilities.243Id. at 225. Even if a parent’s complaint is frivolous, school districts sometimes agree to parental demands simply because a school district’s own attorney’s fees would likely be greater to litigate than the requested changes to IEPs or compensatory education.244Id. at 226.

On the other hand, the ADA could help alleviate financial difficulties with litigation, as judges could award monetary remedies along with discretionary attorney’s fees.24542 U.S.C. § 12205. This potential source of funding could change lawyers’ strategies to bring ADA claims against school districts simultaneously with a due process hearing over IDEA complaints. Special education lawyers could also work on a contingency fee basis now that monetary damages are available. The decision to litigate in court is a personal one, however, and even with monetary damages, families may be reluctant to pursue that avenue.

Another critical factor to consider is the financial constraints and pressure on school districts Perez may cause. There is a strong possibility that allowing compensatory damages and having school districts pay out monetary awards to families will affect school districts’ ability to provide adequate special education services. School districts often operate under tight budgets, with funds allocated across various departments and needs. Because more parents have begun requesting services from school districts under the ADA and section 504, aggregate costs for accommodations like special transportation, testing accommodations, and publicly provided education at private schools have compounded.246Gius, supra note 99, at 926–27. With budget constraints and added costs from litigation and monetary damages, fulfilling all IDEA requirements following Perez could overwhelm school budgets.247See Special Education—Attorney’s Fees, Cal. Sch. Bds. Ass’n, https://publications.csba.org/reports/ela/2020-annual-report/special-education-attorneys-fees [https://perma.cc/79XV-3STW] (detailing the importance of rising costs on school districts using a case study). This could lead to the trimming of other operational expenses or essential educational services, like school psychologists, speech pathologists, and extracurricular teachers. Diverting funds from valuable programs for children is a concern, especially because districts in lower-income areas will likely be affected at disproportionate rates. School districts primarily rely on local property taxes, state funding, and federal assistance for their budgets, so the financial ability to comply with IDEA procedures might not be feasible for school districts, even those that want to eradicate the educational inequities that students with disabilities experience. Another possibility is that school districts might be able to wield their insurance coverage effectively, depending on their coverage, to cover or defend against an ADA claim.248Supreme Court Rules in Favor of Plaintiff in Lawsuit over Special Education Services, Cal. Sch. Bds. Ass’n, https://publications.csba.org/california-school-news/may-2023/supreme-court-rules-in-favor-of-plaintiff-in-lawsuit-over-special-education-services [https://perma.cc/322K-QZZ7]. This could reduce litigation costs and help offset higher settlement payouts to plaintiffs for school districts, but it depends on the insurance coverage plan and whether premiums might increase with more claims submitted.

B.  Challenges in Policy Implementation and Compliance

School districts should not use an unclear statute as an excuse for their failure to provide adequate learning, however. The long-term harm caused to Perez by SPSD could have been mitigated if SPSD simply provided a certified sign language interpreter from the beginning. Even if IDEA standards are confusing, SPSD should have informed Perez’s family about his actual performance and not given inflated grades. There was a serious violation of Perez’s basic education for twelve years, and such egregiousness in school districts must be prevented. The lack of following basic standards of practice for deaf students in Perez is unacceptable considering there is usually guidance available from each state’s department of education.249Cheryl DeConde Johnson & Bill Knudsen, Perez v. Sturgis: A Wake-Up Call on Complying with IDEA, ASHAWire: LeaderLive (Sept. 1, 2023), https://leader.pubs.asha.org/do/10.1044/leader.AEA.28092023.aud-perez-IDEA.14 [https://perma.cc/ECF7-6EME]. For example, SPSD could have reached out to the Michigan Department of Education Low Incidence Outreach to receive resources about serving students with hearing or visual disabilities.250Mich. Dep’t of Educ.: Low Incidence Outreach, https://mdelio.org [https://perma.cc/4SYW-7QYT].

Even though there may be financial strain on school districts, it is still essential for school districts to strengthen their special education staff, services, and administration, not merely to avoid lawsuits and financial penalties following Perez, but to genuinely meet the needs of students with disabilities. To reduce the risk of litigation and ensure effective compliance, there is a pressing need for clear, specific guidelines detailing the standards school districts must meet under applicable statutes. That is an imperative issue that Congress should address in the near future, now that Perez has been decided. The National Council on Disability (“NCD”), an independent federal agency, was created to provide recommendations that promote disability policies, programs, and procedures that enhance the lives of individuals with disabilities.251West et al., supra note 104, at 232. Congress should rely more on the NCD’s recommendations and have the NCD host forums and publish more reports about how to improve IDEA implementation for school districts. Clarifying these compliance standards would provide much-needed direction for school districts, helping them fulfill their legal obligations to students with disabilities and reducing the likelihood of costly legal battles.

Although there is potential for Perez to compel school districts that do not currently meet IDEA requirements to reform their special education programs, the statute’s broad and not-well-defined framework presents additional challenges to effectively complying with IDEA.252See Martha Minow, Making All the Difference: Inclusion, Exclusion, and American Law 35–39, 350–70 (1990) (discussing a host of issues caused by the ambiguous statutory framework underlying what is now IDEA). The statute’s ambiguity can lead to varied interpretations of what it requires, which is especially challenging for school districts with limited resources that already struggle to determine what services need to be rendered from convoluted state and IDEA legislation. School districts also need well-trained, qualified professionals available to provide services to students with disabilities, another challenge for districts with limited budgets, as it is difficult to attract and retain talent with low salaries. Training and professional development for the latest requirements in special education law specific to a school district’s city or state is also costly. For successful IEP implementation, there needs to be continuous monitoring and evaluation of students with disabilities in their regular classrooms and during their services. Overworked special education teachers may struggle to manage observations and oversee regular IEP meetings. Limited resources can easily result in poor infrastructure and ineffective tracking of student performance and students with disabilities.

Increased advocacy for state and federal funding to address IDEA noncompliance and ease the burden of responding to an influx of complaints could ease the pressure on school districts. There should also be clearer guidelines and frameworks for districts to better understand and implement IDEA requirements. Establishing a state-level advisory body, for example, can offer guidance and assistance for the state-specific rules, in addition to IDEA procedures. Congress may also choose to address this situation through amendments to IDEA or when IDEA is reauthorized.253Yell et al., supra note 236, at 72.

Race and socioeconomic status are also important considerations for the impact of Perez on students with disabilities. Students of color are generally overrepresented in special education settings, in which they are “disproportionately labeled in ‘soft’ disability categories such as emotionally disturbed, [and] ADHD . . . .”254Liat Ben-Moshe & Sandy Magaña, An Introduction to Race, Gender, and Disability: Intersectionality Disability Studies, and Families of Color, 2 Women, Gender & Fams. Color 105, 107 (2014). Once labeled in those categories, those children often “receive differential access to high-quality education, are not tracked toward college, experience higher rates of suspension and expulsion, and are disproportionately represented in juvenile justice prisons.”255Id. (quoting Deanna Adams & Erica Meiners, Who Wants to Be Special? Pathologization and the Preparation of Bodies for Prison, in From Education to Incarceration: Dismantling the School-to-Prison Pipeline 145, 149 (Anthony J. Nocella II et al. eds., 2014)). In 1997, a reauthorization and amendment to IDEA acknowledged the problem of overrepresentation of minority students in special education classes, specifically that “[s]tudies have found that schools with predominately White students and teachers have placed disproportionately high numbers of their minority students into special education.”25620 U.S.C. § 1400(c)(12)(E); see also id. § 1400(c)(12)(A)–(C) (noting that more minority children continue to be disproportionately placed into special education classes and African-American children are identified with greater intellectual disabilities compared to their White counterparts). A major weakness in the due process model is that parents who have little agency in the process, like those with limited sophistication in educational advocacy and access to legal representation, struggle to advocate on behalf of their children.257Rivkin, supra note 45, at 913; see Joel F. Handler, The Conditions of Discretion: Autonomy, Community, Bureaucracy 79 (1986) (identifying socioeconomic challenges that parents face).

Additionally, even though families have the option to sue, it is expensive to hire a private attorney to sue a school district, and a family’s socioeconomic means often influences the outcome.258Eloise Pasachoff, Special Education, Poverty, and the Limits of Private Enforcement, 86 Notre Dame L. Rev. 1413, 1445 (2011); In Endrew, Endrew’s parents paid for expert witnesses in addition to their lawyer and initially funded a private, specialized education before pursuing reimbursement.259Raj & Suski, supra note 147, at 501–02. Endrew had to demonstrate that the school district prevented him from making the necessary progress toward his IEP. If Endrew’s family did not have the funds to cover the fees of the lawsuit and private schooling, he would not have been able to demonstrate his progress. Low-income parents can hardly be expected to undergo this financial burden without a guarantee, since money damages might not offset the cost of expensive litigation. Not to mention, their child might continue to fall further behind while the legal proceedings unfold. As an overwhelming percentage of children with disabilities who qualify for IDEA services are low-income, it is unclear whether more parents will go through with litigation, even with the potential for compensatory damages, simply due to a lack of legal sophistication or limited resources.260See Pasachoff, supra note 258, at 1443–46 (detailing transaction costs that may prevent certain parents from bringing claims).

C.  Strategic Approaches and Systemic Changes in Special Education

In July 2023, the U.S. Department of Education released guidance to help states address and better understand IDEA requirements, focused on providing students with a FAPE.261U.S. Dep’t of Educ.: Off. Special Educ. & Rehab. Servs., OSEP QA 23-01, State General Supervision Responsibilities Under Parts B and C of the IDEA: Monitoring, Technical Assistance, and Enforcement (2023), https://sites.ed.gov/idea/files/Guidance_on_State_General_Supervision_Responsibilities_under_Parts_B_and_C_of_IDEA-07-24-2023.pdf [https://perma.cc/G32J-HNDR]. “With this guidance, States will have the information necessary to exercise their general supervision responsibilities under IDEA and ensure appropriate monitoring, technical assistance . . . , and enforcement regarding local programs.”262Id. at i. The guidance is thorough in identifying noncompliance, while outlining the timeline for correcting noncompliance, the enforcement actions a state must take if a program does not meet IDEA requirements, and the proper way to monitor local educational agency programs.263Id. at 2–4, 14–15, 18, 34. States bear the primary responsibility of ensuring that districts are adequately serving students under IDEA through “general supervision,” so better state oversight of local school districts is critical to ensuring that schools meet their obligations to students with disabilities.264Evie Blad, Do More to Ensure Schools Meet Obligations to Students with Disabilities, Feds Tell States, Educ. Week (July 27, 2023), https://www.edweek.org/teaching-learning/do-more-to-ensure-schools-meet-obligations-to-students-with-disabilities-feds-tell-states/2023/07 [https://perma.cc/XN57-J3FU].

The federal guidance recommends that each state set up a robust monitoring system that “swiftly identifies and corrects noncompliance; increases accountability through the collection of timely and accurate data; and ensures the full implementation of IDEA to improve functional outcomes.”265U.S. Dep’t of Educ., supra note 261, at 37. This guidance came out after OSEP identified a failure of multiple states to comply with IDEA, so OSEP is providing “accessible and actionable information” for states to exercise their duties to help protect the rights of students with disabilities.266Letter from Valerie C. Williams, Dir., Off. of Special Educ. Programs (July 24, 2023), https://sites.ed.gov/idea/files/dcl-general-supervision-responsibilities.pdf [https://perma.cc/ES47-PVSJ]. Between 2014 and 2023, on average, only seven states received the “meets requirements” determination in accordance with IDEA statute for Part B responsibilities regarding providing a FAPE.267Id. OSEP released this guidance to increase accountability by strengthening states’ general supervision programs to improve compliance. Ideally, this new guidance will take the onus off parents filing formal complaints as more states bolster their oversight mechanisms.

This guidance is another step in the right direction, especially after Perez, because it forces states to take more aggressive actions against noncompliant school districts. Notably, the guidance notes that allegations about IDEA violations can come from media reports, feedback sessions, and other areas beyond the normal formal-complaint setting.268U.S. Dep’t of Educ., supra note 261, at 13. Now, a school district cannot be found in compliance with IDEA until they have completely resolved the issue that was raised, and school districts must address noncompliance as soon as possible and no later than a year after it is flagged.269Id. at 21. Monitoring ensures that school districts are following IDEA requirements, but OSEP will need to take action beyond issuing guidance for school districts to truly start remedying their IDEA noncompliance.

School districts now face the challenge of adapting to a new legal environment, in which IDEA’s due process procedures may no longer serve as an efficient and exclusive avenue to address the needs of students with disabilities, but as a potential battleground for financial claims. As more complaints and cases are heard in district courts, the Perez decision will likely be a reckoning for school districts with a history of neglecting students with disabilities. This will hopefully provide enough financial incentive for those school districts and state education departments to shore up their management and oversight of special education services. Like the NYC DOE’s new plan, other educational agencies should consider evaluating areas for improvement in their own special education services to avoid litigation and provide an inclusive classroom environment for students with disabilities that IDEA was created to address. Educational agencies are also likely to place greater care in crafting settlements to comprehensively address all issues that families are alleging, so there is greater potential for children with disabilities to access a broader range of remedies and legal protections. There is great potential for the Perez decision to initiate comprehensive and thoughtful change for the treatment and schooling of students with disabilities in classrooms, as educational agencies elect to avoid costly litigation and expensive compensatory damages in favor of addressing systemic issues within their schools.

CONCLUSION

As Justice Gorsuch stated, the Perez decision “holds consequences not just for Mr. Perez but for a great many children with disabilities and their parents.”270Perez v. Sturgis Pub. Schs., 598 U.S. 142, 146 (2023). Perez’s heartbreaking story about attending SPSD for over a decade with unqualified interpreters, leaving him unable to understand material or even learn sign language properly, is unfortunately just one of the many stories of students with disabilities who have been failed by their school systems. The Court’s unanimous decision removes unnecessary burdens and clarifies the requirements and remedies that are available for children with disabilities and their families when they pursue litigation against school districts.271National Disability Rights Groups Applaud SCOTUS Decision in Perez v. Sturgis, Educ. L. Ctr. (Mar. 22, 2023), https://edlawcenter.org/news/archives/other-issues-national/national-disability-rights-groups-applaud-scotus-decision-in-perez-v.-sturgis.html [https://perma.cc/MRB2-KUNL]. The Court explained that a student with a disability need not first exhaust the administrative requirements of IDEA before filing a lawsuit seeking compensatory damages under the ADA or other federal antidiscrimination laws, since IDEA cannot provide those remedies. Though the lasting effects of this decision are yet to be seen, there are practical implications for school districts effective immediately, including a greater urgency to be responsive to parent concerns and student needs, abide by IDEA procedures, and implement student IEPs effectively. At the very least, the special education world can feel cautiously optimistic that Perez will help more students be made whole by the legal system and by educators who ensure that students with disabilities’ unique needs are met. After all, there were approximately 7.6 million children receiving services under IDEA in the 2022–2023 school year, so Perez has far-reaching implications.272Cong. Rsch. Serv., R41833, The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions 1 (2024).

While this decision empowers families by holding school districts financially accountable, school districts’ ability to provide adequate special education services may be hindered if schools spend more time battling litigation and paying money damages. Nonetheless, this unanimous decision preserves IDEA’s clear purpose of allowing students with disabilities to receive a FAPE as soon as possible and to preserve their legal rights under other federal statutes.273Callie Oettinger, Perez v. Sturgis: Will Supreme Court’s Decision Lead to Helping or Harming Students?, Special Educ. Action (Jan. 18, 2023), https://specialeducationaction.com/perez-v-sturgis-will-supreme-courts-decision-lead-to-helping-or-harming-students [https://perma.cc/8R6H-DTSP]. Perez is momentous because, as Justice Kagan acknowledged, oftentimes, it is “the parents [of students with disabilities] that have the greater incentive to get the education fixed for their child[ren],” and this decision allows students with disabilities to receive everything they are entitled to under IDEA and also receive compensatory damages under the ADA.274Transcript of Oral Argument at 83, Perez v. Sturgis Pub. Schs., 598 U.S. 142 (2023) (No. 21-887). The decision underscores the need for school districts to address structural problems that prevent students with disabilities from access to their rightful educational opportunities. As school districts grapple with Perez, we will surely see whether the Court’s holding delivers financial redress to children with disabilities who are discriminated against, suffer harm from, and have claims under both IDEA and the ADA, and how the future landscape of special education is transformed as a result.

98 S. Cal. L. Rev. 473

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* Executive Senior Editor, Southern California Law Review, Volume 98; J.D. Candidate 2025, University of Southern California Gould School of Law; B.A. History 2020, Wellesley College. Many thanks to the editors of the Southern California Law Review for their thoughtful feedback. Thank you also to Maia Lee and William Wang for their invaluable guidance and support. All mistakes are my own.

“Bob Jones University” in the 21st Century: An Examination of Charitable Tax-Exempt Status and Religious Exemption from Title IX for Religious Colleges That Discriminate Against LGBTQ+ Students

INTRODUCTION

On March 30, 2021, the Religious Exemption Accountability Project (“REAP”) filed a historic class action lawsuit with the goal of challenging the abusive conditions that many private religious colleges and universities have created for LGBTQ+ students. These unsafe conditions have been permitted for decades by the U.S. Department of Education’s policies surrounding religious freedom.1First Amended Complaint at 2–3, Hunter v. U.S. Dep’t of Educ., No. 6:21-cv-00474-AA (D. Or. June 7, 2021). In the complaint, plaintiffs criticize the privileges—tax-exempt status and government funding—that are bestowed upon these institutions despite their discriminatory practices, denouncing the special treatment they receive simply for shrouding their behavior in religious justifications for protection. The complaint went on to criticize the religious exemption to Title IX, alleging that it “permits the Department to breach its duty as to the more than 100,000 sexual and gender minority students attending religious colleges and universities where discrimination on the basis of sexual orientation and gender identity is codified in campus policies and openly practiced.”2Id.

There are many documented cases in which private religious institutions have engaged in discrimination against LGBTQ+ students without legal repercussions—often involving the enforcement of an “honor code” that prohibits certain types of gender and sexuality expression. For example, one student was expelled from Southwestern Christian University—a semester shy of graduation—when school officials discovered that she was married to a same-sex partner; the school pointed to a “lifestyle covenant” that prohibited “Lesbian, Gay, Bi-sexual and Transgender (LGBT) behavior or acts” to justify its decision.3Human Rights Campaign, Hidden Discrimination: Title IX Religious Exemptions Putting LGBT Students at Risk 13 (2015). Another student, who is transgender, was expelled from California Baptist University after the school alleged that she committed fraud on her school application by listing her gender as “female.”4Id. at 10. In this case, the student, Domaine Javier, sued the school for an alleged violation of the state Unruh Civil Rights Act, which provides, “[a]ll persons within the jurisdiction of this state are free and equal, and no matter what their sex, race, color, religion, ancestry, national origin, disability, medical condition, genetic information, marital status, sexual orientation, citizenship, primary language, or immigration status are entitled to the full and equal accommodations, advantages, facilities, privileges, or services in all business establishments of every kind whatsoever.” Unruh Civil Rights Act, Cal. Civ. Code § 51(b) (West 2023). The court refused to grant relief, ruling that her expulsion was not prohibited because the school’s educational activities did not qualify as a “business establishment.” Human Rights Campaign, supra note 3, at 10. Another student, after it was revealed that she was in a same-sex relationship, was barred from enrolling in her final semester at Grace University; she was told that she could re-enroll only “if she went through a restoration program involving mandatory church attendance, meetings with counselors and mentors, and regular communication with a school dean.” She was eventually expelled for continuing to date women, and the school demanded that she return thousands of dollars in federal financial aid money.5Human Rights Campaign, supra, note 3, at 15. The complaint filed by REAP alleged dozens of additional acts of discrimination against LGBTQ+ students. The named plaintiff on the lawsuit, Elizabeth Hunter, was subject to discipline from Bob Jones University after posting online about LGBTQ+ issues, including “her posts about reading a book with a lesbian main character, and about writing a book including a lesbian relationship.”6First Amended Complaint at 12, Hunter v. U.S. Dep’t of Educ., No. 6:21-cv-00474-AA. Another plaintiff, Victoria Joy Bacon, alleged that school officials at Lipscomb University directed homophobic and transphobic statements against them, including slurs, and that resident advisors witnessed them being called slurs and refused to intervene.7Id. at 19. Nathan Brittsan only attended Fuller Theological Seminary for a few days before being expelled for being homosexual and married to a same-sex partner.8Id. at 22. Scott McSwain was told by Union University that he was “going to hell” and that he would be expelled if he did not attend sexual conversion therapy.9Id. at 44. These examples represent only a fraction of the reported discrimination that LGBTQ+ students have been subjected to by private religious institutions.

In the REAP lawsuit, plaintiffs argued that it is constitutionally impermissible for government funding to be distributed to private educational institutions that engage in discrimination against students, either through official policies and honor codes or unofficially through other channels. However, I argue that a bright line rule consistent with this position would be difficult to implement in any practical sense—not only because it is virtually impossible for schools to operate without any government funding at all, but also because taking any legislative action to restrict funding to these schools would be extremely unpopular in the current political environment. Under current IRS tax policies, it is unlikely that private religious institutions could have their tax-exempt status revoked for engaging in discrimination on the basis of gender identity or sexual orientation. The most promising route for holding schools responsible for such behavior by revoking tax-exempt status is the IRS promulgating a new regulation forbidding organizations that discriminate on the basis of gender identity or sexual orientation from being categorized as “charitable” for the purpose of tax exemption. The Court should then uphold this new policy by extending the holding of Bob Jones University v. United States beyond just racial discrimination. This order of operations is crucial, as it seems unlikely that a potential extension of Bob Jones University would be effective if not preceded by a new IRS policy. Congress, as the ultimate source of authority for the IRS, has the power to modify those policies which it considers improper. However, it seems likely that independent agency action coupled with judicial review would be more successful than getting the legislative branch to make the politically-unpopular decision to threaten the tax-exempt status of a large number of private religious colleges and universities. Even when Bob Jones University was engaging in blatant racial discrimination to such an extent that the majority of the public did not approve, it was the IRS and Supreme Court that took action, not Congress.

All of the schools mentioned above claim to be exempt from Title IX for religious reasons, and  none has ever been subjected to substantive investigations or discipline from the federal government for civil rights violations against LGBTQ+ students. In the REAP lawsuit, plaintiffs argue that the religious exemption to Title IX, to the extent that it allows institutions to discriminate against students on the basis of gender identity and sexual orientation, is a violation of the Equal Protection Clause of the Fourteenth Amendment. However, I am highly skeptical that the Court would issue a holding consistent with this position any time in the foreseeable future. Thus, some practical stop-gap solutions are necessary. First, there needs to be a dramatic reconfiguration of the religious exemption to Title IX. At the very least, the current process of automatically granting religious exemption to any religious educational institution leaves a lot of ambiguity about what protections exist for students and what remedies are available; moreover, it gives implicit permission to such institutions to engage in more and more discriminatory behavior because they were given no conditions on which their exemption would be granted and they have no fear of losing the exemption. Beyond this, the enforcement mechanisms behind Title IX need to be bolstered so that schools operate with a more legitimate fear of negative consequences if they break the law. Currently, the Office for Civil Rights’ (“OCR’s”) only real enforcement mechanism is the threat of cutting off federal funding, but since this has never been done, it is a hollow threat.

There is an infinite number of questions that could be explored in relation to private religious colleges and universities and their religious free exercise rights. In this Note, I seek to limit my focus to just the issue of discrimination against members of the LGBTQ+ community—those who are gender-identity or sexuality minorities. For example, although Title IX governs the way that school administrations respond to sexual assault and sexual harassment allegations made by members of the campus community, this Note does not seek to address this facet of the Act’s effects other than to the extent that such actions (or lack of action) constitute sex-based discrimination (for example, failure to respond to sexual assault allegations made by LGBTQ+ students). I am aware of recent high-profile scandals at certain private religious institutions involving sexual assault and failure to follow proper reporting and investigation procedures laid out by Title IX; although important, addressing these systematic failures would distract from the religious exemption to Title IX and the disparate treatment that LGBTQ+ minority students are subjected to. Furthermore, this Note does not directly address discrimination perpetrated by primary or secondary schools; rather, the focus is placed on post-secondary educational institutions. Despite this narrow focus, the information and analysis provided in this Note will hopefully prove useful to other scholars who seek to apply my argument to a broader array of educational settings.

Scholarly literature has already examined the tax-exempt status question to a certain extent regarding the history and potential application of the Bob Jones University case. Some articles, like The Story of Bob Jones University v. United States: Race, Religion, and Congress’ Extraordinary Acquiescence, take the position that the case only came out the way it did because race is treated much differently than other protected categories.10Olatunde C. A. Johnson, The Story of Bob Jones University v. United States: Race, Religion, and Congress’ Extraordinary Acquiescence 21–22 (Columbia L. Sch. Pub. L. . & Legal Theory Working Paper, Paper No. 10-229, 2010). This is somewhat contrary to the argument of this Note: the holding in Bob Jones University should be extended to protect students against discrimination beyond that which is solely on the basis of race. Other articles criticize the Court’s holding in Bob Jones University as overly broad and failing to take into consideration the school’s viable religious liberty claims. One such article, Bob Jones University v. United States: A Political Analysis, highlights what it refers to as the “hazards” of the Supreme Court getting involved in such questions, holding out free exercise of religion as an important principle. Despite this article’s fundamental disagreement with my proposal that the holding in Bob Jones University be extended, the article contributes a great amount of political analysis of the history of tax-exempt status for religious institutions and the cases that have developed the Court’s jurisprudence on the issue.11Neal Devins, Bob Jones University v. United States: A Political Analysis, Wm. & Mary J. L. & Pol. 403, 404 (1984). This information allowed me to more fully understand how policy and jurisprudence might most effectively evolve in the future. Some articles, such as The Sexual Integrity of Religious Schools and Tax Exemption, touch on the Obergefell v. Hodges decision and how the recognition of same-sex couples’ fundamental right to marry may impact the civil rights owed to them in educational contexts. The aforementioned article notably takes the position that the Court’s decision in Obergefell is explicitly inconsistent with “applying Bob Jones to the disadvantage of religious schools that maintain sexual conduct policies”—which is at odds with the central position of this Note.12Johnny Rex Buckles, The Sexual Integrity of Religious Schools and Tax Exemption, 40 Harv. J.L. & Pub. Pol’y 255, 267, 314–18 (2017). Other articles, such as Discrimination in the Name of the Lord and Discriminatory Religious Schools and Tax-Exempt Status, offer relevant analysis of the interaction between free exercise by religious universities and the civil rights protections afforded to students; however, their decades-old perspectives require updating in light of relevant legal and political developments.

Scholarly literature has also explored the issue of religious exemption from Title IX. One article, Should Religious Groups Be Exempt from Civil Rights Laws?, delves deeply into the issue, examining civil rights protections for race, sex, and sexual orientation.13Martha Minow, Should Religious Groups Be Exempt from Civil Rights Laws?, 48 B.C. L. Rev. 781, 783 (2007). However, there is a gap in this article, written in 2007, which does not account for new developments in the law surrounding the definition of discrimination “on the basis of sex,” especially in the context of civil rights laws like Title IX and Title VII. This has important implications for what is thus categorized as discrimination on the basis of sex. In the U.S. Supreme Court’s October 2019 term, the Court released an opinion in Bostock v. Clayton County that held, “[a]n employer who fires an individual merely for being gay or transgender violates Title VII.”14Bostock v. Clayton Cnty, 140 S. Ct. 1731, 1737 (2020). This opinion relies on a new (to the Supreme Court’s jurisprudence) definition of discrimination on the basis of sex. If this definition is applied to Title IX as well, there may be implications for how colleges and universities must act in order to remain in compliance with Title IX.

One work of scholarship stands out in particular for its similarity to this Note’s contribution to the debate. In 2022, the Brigham Young University Prelaw Review published an article entitled The Constitutionality of the Title IX Religious Exemption. This article responds to the Hunter v. Department of Education lawsuit, but its author, Madelyn Jacobsen, makes the opposite argument from mine by arguing that the religious exemption to Title IX is “crucial for maintaining [religious] diversity in higher education” and that restricting or eliminating the religious exemption to Title IX would necessarily constitute a restriction on free exercise of religion.15Madelyn Jacobsen, The Constitutionality of the Title IX Religious Exemption, 36 BYU Prelaw Rev. 67, 69 (2022). Jacobsen mimics the language often used in legal disputes surrounding free exercise of religious “closely held beliefs.” This Note contributes a much-needed alternative perspective on the debate where the Jacobsen article left a clear gap. Another work of scholarship stands out in particular for the similarities that the author brings in personal background that contribute to the article’s perspective. The author of Loving the Sinner: Evangelical Colleges and Their LGB Students notes that she attended Wheaton College, a private Christian college that is one of the many targets of the Hunter v. Department of Education lawsuit, and reflects on this experience as being “encased in a protective coating of ignorance and denial” about her homosexuality.16Elizabeth J. Hubertz, Loving the Sinner: Evangelical Colleges and Their LGB Students, 35 Quinnipiac L. Rev. 147, 175 (2017). Because of this background, the author homes in on the personal experiences of LGBTQ+ students at private religious colleges and carefully considers the stakes of all major actors: the religious institution’s interest in maintaining the pure religious character of its student body and minority students’ interest in expressing themselves fully while still attending the college in question. The author conducts analysis through a framework of “institutional religious freedom,” focusing mainly on sexual codes of conduct, voluntary association, and third-party burdens. This Note adopts a similar perspective, due to my similar personal upbringing, but shifts the analytical angle from the religious freedom owed to institutional actors to the civil rights owed to minority students.

I.  BACKGROUND

A.  Government Funding and Tax-Exempt Status for Private Religious Colleges

Public institutions have historically provided the setting for legal challenges to laws that involve education; colleges like the University of Michigan and University of Texas have famously been involved in litigation over segregation and affirmative action because of their receipt of significant funds from state and federal sources. There is a bit more uncertainty surrounding the applicability of such laws to private institutions. Although private religious colleges may not be fully state sponsored like public institutions, almost none of them operate entirely independently from the government. Federal funds are given to private religious colleges through a variety of means, including loans and grants for construction and renovation of campus facilities;17Tilton v. Richardson, 403 U.S. 672, 672 (1971). noncategorical state “capitation grants”18Roemer v. Bd. of Pub. Works of Md., 426 U.S. 736, 736 (1976).; Medicare reimbursements for campus medical centers; National Institute of Health (“NIH”) grants for science departments; and Health Resources and Services Administration grants to medical, dental, or nursing programs.19Office for Civil Rights, Title IX of the Education Amendments of 1972, Dep’t of Health & Hum. Servs., https://www.hhs.gov/civil-rights/for-individuals/sex-discrimination/title-ix-education-amendments/index.html [https://perma.cc/LDD6-BJM7]. Federal student loans, tuition tax credits, and federal Pell Grants allow colleges to be able to raise tuition rates without lowering enrollment.20Richard Vedder, There Are Really Almost No Truly Private Universities, Forbes (Apr. 8, 2018, 8:00 AM), https://www.forbes.com/sites/richardvedder/2018/04/08/there-are-really-almost-no-truly-private-universities [https://perma.cc/7AMF-U6A2]. Beyond direct grants and loans, private religious colleges also receive a tremendous amount of assistance from the savings received through tax-exempt status.21Id. Furthermore, gifts to religious colleges are treated as charitable deductions for income-tax purposes, which incentivizes giving.22Id. Thus, the perception that private educational institutions are independent from the public sphere is a myth.

An oft-repeated argument about the private sector (including privately-owned businesses and private colleges and universities) is that it should be subject to fewer government restrictions and regulations because of its independence from the public sector. However, since the vast majority of private religious colleges accept millions of dollars of public funds each year, plaintiffs in the Hunter lawsuit argued that there are constitutional restrictions on how those funds may be used. Plaintiffs acknowledge that the receipt of public funds is permissible; “[h]owever, when the government provides public funds to private actors . . . the Constitution restrains the government from allowing such private actors to use those funds to harm disadvantaged people.”23First Amended Complaint at 3, Hunter v. U.S. Dep’t of Educ., No. 6:21-cv-00474-AA (D. Or. June 7, 2021). In light of this, it would be inconsistent to allow institutions that receive public funds or that benefit from tax-exempt status to discriminate against sexual and gender minority students.

This stance represents a logical extension of the U.S. Supreme Court’s 1983 opinion in Bob Jones University v. United States, in which the Court held that Bob Jones University (“BJU”), a private religious college, did not qualify as a tax-exempt organization under §501(c)(3) of the Internal Revenue Code because of its racially discriminatory policies.24Bob Jones Univ. v. United States, 461 U.S. 574, 586 (1983). In 1980, the IRS had issued a ruling providing that a private school with a racially discriminatory policy does not qualify as “charitable” within the common law concepts reflected in the Internal Revenue Code. The Court held that “an institution seeking tax-exempt status must serve a public purpose and not be contrary to established public policy.”25Id. at 575, 586. BJU continued to enforce its policy of denying admission to applicants who engaged in interracial marriage or applicants who were known to advocate for interracial marriage. In light of this discriminatory policy, the IRS revoked BJU’s tax-exempt status. The university was asked to pay a portion of federal unemployment taxes for a year, and then filed a refund action in federal District Court; the IRS filed a countersuit claiming millions of dollars in unpaid taxes.26Id. at 574.

The Court analyzed Internal Revenue Code (“IRC”) §501(c)(3)—the portion of the Internal Revenue Code that sets forth regulations that apply to charitable organizations—against the backdrop of the congressional purpose, which was to give preferential treatment to charities in exchange for the benefit that they provide to society, and their relationship with the public interest.27Id. at 585–92. The Court invoked the history of charitable tax-exempt status; the status was originally conceived as similar to charitable trusts, which could not “be illegal or violate established public policy.”28Id. at 591. In light of this purpose, the majority held that in order to qualify for tax-exempt status, an institution must “demonstrably serve and be in harmony with the public interest,” and that “[t]he institution’s purpose must not be so at odds with the common community conscience as to undermine any public benefit that might otherwise be conferred.”29Id. at 592. Indeed, any institution that engaged in racial discrimination was excluded from the category of those that confer a public benefit and could thus be excluded from the charitable category and stripped of the accompanying tax-exempt status. Therefore, the IRS’s action stripping BJU of its charitable tax-exempt status was a valid exercise of its congressionally-granted authority.

One portion of the Bob Jones University decision that is potentially relevant to the question before us is which level of scrutiny the court should apply. It is worth noting that this analysis should not be interpreted to mean which level of scrutiny should be applied when sex is involved—a question that would involve its own analysis of what is included in the definition of “sex discrimination.” Indeed, the Court did not craft its ruling in Bob Jones University based on whether race is a suspect classification that triggers the application of strict scrutiny. Rather, the question is how closely the Court should scrutinize government policies that implicate religious freedom. In Bob Jones University, the Court applied strict scrutiny to the potential burden that the IRS rule placed on religious freedom for the university. Thus, this means that the relevant balancing test that the Court would have to consider in judicial review of a new IRS rule would be whether there is an overriding interest in protecting the LGBTQ+ community from discrimination that outweighs the religious freedom of private religious universities. In engaging in this examination, the Court should come to the same conclusion as the similar question, from Bob Jones University, regarding racial discrimination.30It is worth noting that the potential application of the Bob Jones University case to discrimination by colleges and universities based on sexual orientation and gender identity has been considered by relevant actors to some extent. In fact, during the oral argument phase of Obergefell v. Hodges, Justice Alito invoked Bob Jones University, asking if the Court’s holding that a college was not entitled to tax-exempt status if it engaged in racial discrimination might be applied to a college’s opposition to same-sex marriage. Transcript of Oral Argument at 38, Obergefell v. Hodges, 576 U.S. 644 (2015) (No. 14-556). In response, General Verrilli responded that “it’s certainly going to be an issue . . . I don’t deny that.” Id.

The First Amendment provides a baseline level of protection for religious freedom, providing that the government “shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.”31U.S. Const. amend. I (emphasis added). The Court’s jurisprudence regarding the Free Exercise Clause has evolved over time, beginning with a compelling interest test and eventually departing from it in Employment Division v. Smith.32Whitney K. Novak, Cong. Rsch. Serv., IF11490, The Religious Freedom Restoration Act: A Primer (2020); Sherbert v. Verner, 374 U.S. 398, 403 (1963) (holding that if a government burden on religious free exercise is allowed to stand, “it must be either because . . . [it] represents no infringement by the State on [one’s] constitutional rights of free exercise, or because any incidental burden on the free exercise of [one’s] religion may be justified by a ‘compelling state interest in the regulation of a subject within the State’s constitutional power to regulate’ ”) (quoting NAACP v. Button, 371 U.S. 415, 438 (1963)); Emp. Div. v. Smith, 494 U.S. 872, 878–79 (1990) (departing from the Sherbert balancing test, claiming that the Court has “never held that an individual’s religious beliefs excuse him from compliance with an otherwise valid law prohibiting conduct that the State is free to regulate” and weaving a creative interpretation of the Court’s Free Exercise Clause jurisprudence to justify the departure). In Smith, the majority delivered a scathing criticism of the compelling interest test, claiming that its application would produce a “constitutional anomaly” and “a private right to ignore generally applicable laws.”33Smith, 494 U.S. at 886. Smith explicitly rejected the compelling interest test’s expansion of the First Amendment’s protection of religious liberty and asserted that the Free Exercise Clause

does not relieve an individual of the obligation to comply with a law that incidentally forbids (or requires) the performance of an act that his religious belief requires (or forbids) if the law is not specifically directed to religious practice and is otherwise constitutional as applied to those who engage in the specified act for nonreligious reasons.34Id. at 872.

It may surprise a modern audience to learn that Justice Antonin Scalia wrote the majority opinion in Smith, which places limits on religious freedom when it clashes with a compelling governmental interest.35Id. This surprising result cannot be attributed to a lack of vigor with which Antonin Scalia was willing to defend the rights of religious people in the United States—specifically Christians. Rather, scholars have speculated that the decision was because the case at hand involved Native Americans who were practitioners of indigenous religion, which the Court did not view in as sympathetic of a light as it may have viewed practitioners of Christianity. However, due to apprehension that this opinion may be applied to Christians in the future, the legislature responded with RFRA.

Congress reacted explosively to this inflammatory Supreme Court decision, fearful that it may lead to infringement on the free exercise of the religious beliefs of Christians. Shortly after Smith was decided, Congress passed the Religious Freedom Restoration Act (“RFRA”), which expanded the religious freedom protection granted by the First Amendment by legislatively establishing a compelling interest test (a test that had been explicitly rejected by the judicial branch). Under this new law, whenever the government imposes a burden on religious liberty, the courts are required to apply strict scrutiny in their analysis of the government’s justification.36Shruti Chaganti, Why the Religious Freedom Restoration Act Provides a Defense in Suits by Private Plaintiffs, 99 Va. L. Rev. 343, 343 (2013). RFRA prohibits the government from substantially burdening the free exercise of religion, “even if the burden results from a rule of general applicability,” unless the government is able to demonstrate that application of the burden (1) furthers a compelling governmental interest; and (2) does so by the least restrictive means.37Religious Freedom Restoration Act: Free Exercise of Religion Protected, 42 U.S.C. § 2000bb-1. Because of RFRA’s new permissive standard, the Court would be required to analyze any potential burden on the free exercise of religion by private religious institutions under strict scrutiny, using a compelling interest test. This law makes it more difficult to hold religious institutions responsible for engaging in discrimination against LGBTQ+ individuals because it provides such strong protections for religious groups against government intervention.

Government funding and tax-exempt status are one important piece of the puzzle when it comes to protecting LGBTQ+ individuals from experiencing discrimination at the hands of their private religious institutions. The other piece is Title IX, a historic legislative act drafted in the Civil Rights era to prevent discrimination in the realm of education, which applies certain standards to all educational institutions that are the recipients of government funding, including private religious schools. However, the efficacy of the Act is undermined by the blanket exemptions granted to religious organizations. The process for granting religious exemptions to Title IX should either be vastly reworked, or the exemptions should be done away with entirely. I will analyze these options and consider the legality and practicality of each option.

B.  Title IX and the Religious Exemption

Title IX provides that “[n]o person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”38Title IX of the Education Amendments of 1972, 20 U.S.C. § 1681(a). In Cohen v. Brown University, the Court recognized Congress’s dual objectives in passing Title IX: (1) “to avoid the use of federal resources to support discriminatory practices;” and (2) “to provide individual citizens effective protection against those practices.”39Cohen v. Brown Univ., 101 F.3d 155, 165 (1st Cir. 1996) (quoting Cannon v. Univ. of Chicago, 441 U.S. 677 (1979)). Specifically, Title IX, also known as the Education Amendments of 1972, was intended to update Title VII of the Civil Rights Act, which had been passed in 1964. Title VII prohibits employment discrimination based on race, color, religion, sex, and national origin, but Title IX was intended to expand that prohibition against discrimination to the education system as well.40Title VII of the Civil Rights Act of 1964, 42 U.S.C. §§ 2000(e)–2000(e)(17). Without Title IX, the only aspect of the education system in which discrimination on the basis of sex would be prohibited is discrimination against employees of the school; Title VII left students largely unprotected.

Regulations that govern the implementation of Title IX are set forth in the Code of Federal Regulations (“CFR”), and the Office for Civil Rights (“OCR”)—a department within the U.S. Department of Education—has the legal authority to enforce Title IX.4134 C.F.R. § 106. The OCR performs invaluable work: investigating complaints, ensuring that institutions are complying with necessary regulations, and even providing technical assistance.42Valerie McMurtrie Bonnette, How Title IX Is Enforced Good Sports, Inc. (2012), http://titleixspecialists.com/wp-content/uploads/2013/09/How-Title-IX-is-Enforced.pdf [https://perma.cc/3EM6-A7YV]. One of the most important tools that the OCR wields is the right to conduct compliance reviews. This provides a significant incentive for schools to comply with its legal obligations because if it is found to violate Title IX, there can be harsh consequences—at least on paper. First, an institution is given the option to voluntarily remedy the violation. If it refuses to do so, OCR may: (1) initiate a termination of the institution’s federal funding, or (2) refer the case to the U.S. Department of Justice to pursue a case in court.43Id. However, these threats have proven hollow, as no university has yet had its federal funding revoked—a bold move that would send shockwaves through the higher education community in the United States. Separately from federal agency enforcement of Title IX through administrative channels, individuals have the authority to initiate proceedings against allegedly discriminatory institutions. An individual has the right to file a lawsuit in court alleging Title IX violations and to file a complaint with the OCR, but the former is not required to have standing for the latter.44Id. Courts may order specific remedies or may award monetary damages to victims of sex discrimination who file lawsuits. Given that the OCR’s threat of revocation of federal funding is a largely hollow threat, the “implied private right of action” of Title IX has “given Title IX its teeth” and serves as a crucial enforcement mechanism.45R. Shep Melnick, The Strange Evolution of Title IX, Nat’l Affs. (2018), https://www.nationalaffairs.com/publications/detail/the-strange-evolution-of-title-ix [https://perma.cc/L38R-TEGD].

Title VII contains a religious exemption section which restricts the protections afforded by the new piece of legislation. Section 2000e-1 states, “[t]his subchapter shall not apply to an employer with respect to the employment of aliens outside any State, or to a religious corporation, association, educational institution, or society with respect to the employment of individuals of a particular religion to perform work connected with the carrying on by such . . . .”46Title VII of the Civil Rights Act of 1964, 42 U.S.C. § 2000(e)-1(a). Thus, when Congress recognized that the protections of Title VII were exclusively restricted to the employment sector and set out to expand it to the education sector, Congress inserted a similar section exempting religious organizations from Title IX as well. Despite Title IX’s illusion of broad protection against discrimination, § 106.12 goes on to exempt educational institutions that are controlled by religious organizations, declaring that the act “does not apply to an educational institution which is controlled by a religious organization to the extent application of this part would not be consistent with the religious tenets of such organization.”4734 C.F.R. § 106.12(a). In the cases of both Title VII and Title IX, the religious exemption sections were crafted as a part of a political compromise with the religious right to pass the legislation.48Kif Augustine-Adams, What Is the Religious Exemption to Title IX and What’s at Stake
in LGBTQ Students’ Legal Challenge, The Conversation (June 22, 2021, 2:59
PM), https://theconversation.com/what-is-the-religious-exemption-to-title-ix-and-whats-at-stake-in-lgbtq-students-legal-challenge-161079 [https://perma.cc/5L2W-QR7G].

For most of the history of Title IX, very few institutions sought religious-based exemptions. However, in 2013, there was a sudden increase in the number of official claims of religious exemption. In fact, between 2013–2021, more than 120 religious institutions claimed exemption from Title IX.49Id. This development can largely be traced back to evangelical fears about the Obama administration—anticipation of a crackdown on religious freedom. Though it was not to the extent that the American evangelical community expected, the Obama administration did seek to expand the protections of Title IX. On October 26, 2010, the executive branch issued guidance to schools to include LGBTQ+ individuals under Title IX protections. The letter defined gender-based harassment under Title IX in a new way, labeling it sex discrimination “if students are harassed . . . for failing to conform to stereotypical notions of masculinity and femininity.”50Letter from Russlynn Ali, U.S. Dep’t of Educ., to Colleague (Oct. 26, 2010), https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201010.pdf [https://perma.cc/2JY7-93JW]. The letter goes on to explicitly state that “Title IX does protect all students, including lesbian, gay, bisexual, and transgender (LGBT) students, from sex discrimination.”51Id.

The Code of Federal Regulations lays out a very basic framework for how exemptions are to be granted. C.F.R. § 106.12, governing Educational Institutions Controlled by Religious Organization, suggests that no formal process must be followed in order to secure a religious exemption to Title IX..”5234 C.F.R. § 106.12(a). The further relevant procedures provided by the Code do not serve to confer exemption on the institutions, but only to reassure the institutions that they are eligible for those exemptions. Indeed, even without such advance assurance of religious exemption, if the Department of Education notifies an institution that it is under investigation for non-compliance with Title IX, the institution may choose to raise its exemption at that time. To do so, the institution shall submit a letter to the Department of Education’s Assistant Secretary, “identifying the provisions of this part which conflict with a specific tenet of the religious organization”—regardless of whether or not the institution already sought assurance before the fact.53Id. § 106.12(b). An institution may write to the Department of Education’s Assistant Secretary to seek assurance of their religious exemption. However, “[a]n institution is not required to seek assurance from the Assistant Secretary in order to assert such an exemption.”5434 C.F.R. § 106.12(b). Consistent with this interpretation of the automatic triggering of this exemption, in 1976, President Oaks of Brigham Young University wrote a letter to the Department of Education that he clarified was notifying the Department of BYU’s exemption from Title IX (rather than requesting exemption). President Oaks specifically noted that BYU “did not concede that the Department of Health, Education and Welfare has the power to review our claim of exemption on the ground of religion.”55Letter from Martin H. Gerry, Dir., Off. for C.R., U.S. Dep’t of Educ., to Dallin H. Oaks, President Brigham Young Univ. (Aug. 12, 1976); Elise S. Faust, Who Decides? The Title IX Religious Exemption and Administrative Authority, 2017 BYU L. Rev. 1197, 1210 (2017). Thus, there is a long history—stretching back almost as far as the origin of the exemption itself—of the automatic triggering mechanism of the religious exemption to Title IX.

Once exemptions started being requested, the Department of Education started approving requests—seemingly indiscriminately: “In the nearly 50 years since the enactment of Title IX, the Office for Civil Rights has never denied a claim to religious exemption. As a result, religious educational institutions decide for themselves whether and to what degree they are exempt from Title IX.”56Augustine-Adams, supra note 48. In 2014, the Department of Education—under the Obama administration—issued guidelines making it clear that transgender students are also protected under Title IX. This guidance, paired with the growing contemporary evangelical panic surrounding transgender people, seems to have drastically increased the number of schools seeking exemptions from Title IX. In response to this avalanche of requested (or declared) exemptions, a number of Democratic Senators asked the Department of Education to publish a list, for the first time, of the colleges that specifically request waivers. In the letter, the Senators cited taxpayers’ “right to know when institutions of higher education—as recipients of tax dollars—seek and receive exemptions under Title IX.”57Press Release, Senator Ron Wyden, 7 Senators Call for Transparency for LGBT Students at Schools Seeking Religious Exemptions (Dec. 18, 2015), https://www.wyden.senate.gov/news/press-releases/wyden-7-senators-call-for-transparency-for-lgbt-students-at-schools-seeking-religious-exemptions [https://perma.cc/53K8-RDT5]. The Department of Education released the requested list, revealing that at the time 248 schools had been granted exemption to Title IX. Under the Trump administration, new regulations reversed the policy of transparency. However, under the Biden administration, the policy was again reversed; today, an official list is once again maintained by the Department of Education’s Officer for Civil Rights, along with a copy of the office’s response to each request.58Other Correspondence, U.S. Dep’t of Educ., Off. for C.R., https://www2.ed.gov/about/offices/list/ocr/correspondence/other.html [https://perma.cc/PL2J-TCEG].

Title IX’s private enforcement mechanism was put to use on March 9, 2020, when an individual filed a complaint with the OCR, alleging that Brigham Young University (“BYU”) discriminates against students on the basis of sex. BYU is a private university with enrollment of almost 35,000 students, and is affiliated with the Church of Jesus Christ of Latter-day Saints.59Facts & Figures, Brigham Young Univ., https://www.byu.edu/facts-figures [https://perma.cc/XU5J-CWL5]. The university is known for its strict honor code, which until recently included a section explicitly titled “Homosexual Behavior” that banned students from “all forms of physical intimacy” with a member of the same sex.60Courtney Tanner, BYU Students Celebrate as School Removes ‘Homosexual Behavior’ Section from its Online Honor Code, Salt Lake Trib. (Feb. 19, 2020, 8:08 PM), https://www.
sltrib.com/news/education/2020/02/19/byu-appears-remove [https://perma.cc/W5UW-B596].
That section was removed in early 2020, inspiring a number of members of the campus community to publicly come out as LGBTQ-identifying. However, the elation sparked by this move was short-lived; shortly after, the Church of Jesus Christ of Latter-day Saints clarified that same-sex romantic behavior remains incompatible with official school rules. In a public letter, Church Educational System Commissioner Elder Paul V. Johnson clarified that “[t]he moral standards of the Church did not change with the recent release of the General Handbook or the updated Honor Code. . . . Same-sex romantic behavior cannot lead to eternal marriage and is therefore not compatible with the principles included in the Honor Code.”61@BYU, X (Mar. 4, 2020, 10:14 AM), https://twitter.com/BYU/status/1235267296970473472/photo/1 [https://perma.cc/8DS8-VWVP]. This announcement was met with protest, as many students felt like they were experiencing whiplash with regard to the Honor Code—and even felt trapped if they came out while believing themselves to be in a newly-safe environment.62Courtney Tanner, Erin Alberty & Peggy Fletcher Stack, After BYU Honor Code Change, LDS Church Now Says Same-sex Relationships Are ‘Not Compatible’ with the Faith’s Rules, Salt Lake Trib. (May 27, 2022, 11:36 AM), https://www.sltrib.com/news/education/2020/03/04/after-byu-honor-code [https://perma.cc/99H4-HXRA]. It was in the wake of this policy reversal that an unnamed individual filed a complaint with the OCR, alleging that BYU was engaging in discriminatory behavior.

In response to the complaint, the OCR launched a rare investigation into the private religious university. The complaint specifically alleged that BYU “engages in the different treatment of students who are involved in same-sex romantic relationships by stating that such relationships are not compatible with the principles of the University’s Honor Code.”63Letter from Sandra Roesti, Supervisory Att’y, U.S. Dep’t of Educ., Off. for C.R., to Kevin J. Worthen, President, Brigham Young Univ. (Feb. 8, 2022), https://news.byu.edu/0000017e-e090-ddc8-a77f-f8b78c8c0001/final-signed-ocr-decision [https://perma.cc/33MT-PSGM]. In a letter dated October 21, 2021, the OCR notified BYU that it was opening an investigation into the individual’s complaint. BYU responded on November 19, 2021 by requesting assurance from the U.S. Department of Education that the university is exempt from Title IX and its accompanying implementing regulations.64Id. On January 3, 2022, the Department responded by assuring BYU of its exemption from a number of specific regulations under Title IX “to the extent that application of those provisions would conflict with the religious tenets of the University’s controlling religious organization”—including regulations involving admission, recruitment, housing, counseling, financial assistance, athletics, and comparable facilities.65Id. Thus, in a letter dated February 8, 2022, the OCR concluded that it lacked jurisdiction to address the individual complainant’s allegations. Although it was rare for the OCR to go through the motions of initiating a Title IX investigation into any private religious college for alleged discrimination against LGBTQ+ students, the investigation was ultimately halted prematurely because the religious exemption to Title IX blocked the OCR from exercising jurisdiction over the complaint. If the complaint had been filed against any other educational institution—a public university, or even a private one without a religious affiliation—the OCR would have initiated a fact-finding mission and published the results. This exposes the university to significant liability and serves as a deterrent to the implementation of discriminatory policies that violate Title IX.

Again, the text of the religious exemption to Title IX reads as follows: “[Title IX] does not apply to an educational institution which is controlled by a religious organization to the extent application of this part would not be consistent with the religious tenets of such organization.”6634 C.F.R. § 106.12(a) (explaining exceptions for educational institutions controlled by religious organizations). Thus, there are two parts to the religious exemption to Title IX that should be examined separately: (1) Title IX does not apply to an institution “controlled by a religious organization” (with “control” defined very broadly), and (2) institutions are exempt only to the degree that their “religious tenets” conflict with Title IX. Below, I will elaborate on both elements.

1.  “Controlled by a Religious Organization”

Title IX does not apply to an educational institution “controlled by a religious organization.” There are six different ways that an educational institution may establish that it is controlled by a religious institution: (1) it is a school or department of divinity; (2) it requires faculty, students, or employees to be members of or espouse personal belief in the religion of the controlling organization; (3) it contains an explicit statement that it is controlled be a religious organization in its charter, the members of its governing body are appointed by the controlling organization, and it receives a significant amount of financial support from the controlling organization; (4) it has a doctrinal statement along with a statement that members of the institutional community must engage in the religious practices of or espouse a personal belief in the statement; (5) it has a published institutional mission that is approved by the governing body of the controlling organization and is predicated on religious tenets; or (6) other sufficient evidence as laid out in 20 U.S.C. § 1681(a)(3).67Id. This inclusive qualifying language is problematic; with “control” defined so broadly, potentially up to 1,000 colleges are encompassed by the words “controlled by a religious organization.”

2.  Conflict Between “Religious Tenets” and Title IX

There is an age-old debate in American legal jurisprudence about how to determine whether an action—or inaction—is actually motivated by “religious belief.” This question is especially difficult in the context of an organization, not just an individual. If construed too broadly, there is a risk that a religious organization might simply do anything or discriminate against anyone on any basis and then fall back on a loose claim that the action was based on religious belief. Therefore, it is important to know where the line is drawn. The A.S. Singleton memo, written by the Assistant Secretary for Civil Rights at the U.S. Department of Education in 1985, instructs that religious exemption claims be consistent with the requirements of the First Amendment and the Religious Freedom Restoration Act.68Memorandum from Marry M. Singleton, Assistant Sec’y for C. R., U.S. Dep’t of Educ. (Feb. 19, 1985), https://www2.ed.gov/about/offices/list/ocr/docs/singleton-memo-19850219.pdf [https://perma.cc/RV86-2SRB]. The Office for Civil Rights purports to follow a special procedure to determine whether a provision of Title IX conflicts with religious tenets, requiring that schools submit a statement reflecting either their religious tenets or religious practices.69Exemptions from Title IX, U.S. Dep’t of Educ., Off. for C.R. (Mar. 8, 2021), https://www2.ed.gov/about/offices/list/ocr/docs/t9-rel-exempt/index.html [https://perma.cc/E3DY-29UK]. “A school claiming an exemption may refer to scripture, doctrinal statements, catalogs, statements of faith, or other documents.”70Id.

When administration officials from educational institutions write to the Department of Education to formally request a religious exemption from Title IX, the Civil Rights Office writes—and publicly publishes—a response letter. In each letter, they note that the requested exemptions must be based on actual religious tenets, and if the “governing organization” does not agree that those are actual religious tenets, the exemptions may not be valid.71Letter from Sandra Roesti, supra note 63. This response to BYU’s request for an exemption lists several reasons that BYU argued it should be considered to be controlled by the religious tenets of its controlling organization. (1) “BYU is a religious institution of higher education ‘founded, supported, and guided by’ the Church of Jesus Christ of Latter-day Saints (Church of Jesus Christ)”; (2) “BYU is ‘controlled by’ the Church of Jesus Christ, whose governing leaders appoint prophets, apostles, general authorities, and offices of the Church of Jesus Christ as members of BYU’s Board of Trustees”; (3) “[a]ll BYU students, faculty, administrators, and staff agree to the Church Educational System Honor Code and thereby ‘voluntarily commit to conduct their lives in accordance with the principles of the gospel of Jesus Christ’ ”; (4) “same-sex romantic behavior cannot lead to eternal marriage and is therefore not consistent with the principles included in the Honor Code”; and (5) “any obligation that would require [BYU] to ‘allow same-sex romantic behavior’ or ‘contradict doctrine of the Church of Jesus Christ regarding the distinction between men and women, the eternal nature of gender, or God’s laws of chastity and marriage’ would violate the religious tenets of the Church of Jesus Christ.” Letter from Catherine E. Lhamon, Assistant Sec’y for C.R., U.S. Dep’t of Educ., Off. For C.R., to Kevin J. Worthen, President, Brigham Young Univ. (Jan. 3, 2022), https://news.byu.edu/0000017e-e0cc-d5b2-abfe-eadc2e240001/2022-01-03-letter-from-catherine-lhamon-to-kevin-worthen-re-byu-religious-exemption-pdf [https://perma.cc/9JPG-MDXK]. For these reasons, BYU’s requested religious exemption is considered to be based on its closely-held religious tenets. This same format is followed in all other response letters published by the OCR. This creates the impression that religious exemptions to Title IX must be claimed on the basis of legitimate religious beliefs; however, the reality is that the Court is unwilling to scrutinize such organizational claims. Generally, the Court has thus far shied away from articulating a bright line test for what constitutes a religious belief, seemingly out of fear of being under-inclusive and resulting in the legal condemnation of “religiously-motivated” activities that the Court wishes to protect. This hesitation has had an unfortunate impact on the amount of scrutiny applied to explanations for why religious educational institutions seek to be exempt from Title IX.

II.  ARGUMENT AND ANALYSIS

In the following section, I will consider two main aspects of the issue of the constitutionality of discrimination by private religious institutions against LGBTQ+ students: the question of the tax-exempt status of those institutions and the question of those institutions’ religious exemptions to Title IX.

Race permeated the Bob Jones University case so thoroughly that scholars have struggled to extract any universal principles from it that are separate from race.72In 1970, the U.S. Supreme Court ruled that the IRS shall not grant tax-exempt status to organizations that discriminate on the basis of race in Green v. Kennedy. At the time, the number of private religious secondary schools was skyrocketing in the wake of the desegregation efforts tied to Brown v. Board of Education. Private religious schools—mostly Christian by affiliation—were cropping up as an alternative for white parents who did not want to send their children to newly segregated schools. It was in this environment that increased scrutiny was placed on private religious schools and their charitable status—specifically, whether discriminatory policies precluded such schools from receiving funding or tax exemption from the government. John B. Parker, Paving a Path Between the Campus and the Chapel: A Revised Section 501(c)(3) Standard for Determining Tax Exemptions, 69 Emory L. J. 321, 336 (2019). For one thing, the details of the circumstances surrounding the case involve overt racial discrimination: BJU maintained a policy forbidding interracial dating, a regulation that succeeded an outright ban on African-American students enrolling in the university as a seeming-concession to changing cultural attitudes toward racism.73“The sponsors of the University genuinely believe that the Bible forbids interracial dating and marriage. To effectuate these views, Negroes were completely excluded until 1971. From 1971 to May 1975, the University accepted no applications from unmarried Negroes, but did accept applications from Negroes married within their race. . . . Since May 29, 1975, the University has permitted unmarried Negroes to enroll; but a disciplinary rule prohibits interracial dating and marriage.” Bob Jones Univ. v. United States, 461 U.S. 574, 580 (1983). The language of the majority opinion makes it hard to ignore the racial elements that motivated the Court’s decision—especially with an eye to the historical effects of the systematic exclusion of African Americans from the educational system in the United States. However, I propose that the Court’s holding in this case is consistent with an extension to include other protected groups of people (specifically, members of the LGBTQ+ community). The most effective way to implement such an extension of legal protection is through the Court granting certiorari for a new case that presents a ripe opportunity and then issuing a holding that clarifies the extent of the application of Bob Jones University. An appropriate case should follow an IRS action, much like the IRS action taken against BJU; absent those circumstances, a lawsuit like the one REAP filed in 2021 is unlikely to be effective. In Bob Jones University, the Court held that as an official extension of Congress’s authority, “the IRS has the responsibility, in the first instance, to determine whether a particular entity is ‘charitable’ for purposes of § 170 and § 501(c)(3). This in turn may necessitate later determinations of whether given activities so violate public policy that the entities involved cannot be deemed to provide a public benefit worthy of ‘charitable’ status.”74Id. at 597–98. It is the duty of the IRS in this instance to recognize the injustice of discriminatory anti-LGBTQ+ policies at educational institutions. The Court noted that these determinations should be made “only where there is no doubt that the organization’s activities violate fundamental public policy.”75Id. at 598. Here, this is obviously the case, exemplified by Executive Orders and legislation forbidding discrimination against LGBTQ+ individuals and U.S. Supreme Court decisions like Obergefell and Bostock.76In Bob Jones University, the petitioner even brought forth a similar argument to that raised in Obergefell. In the former case, BJU maintained that it was not racially discriminatory because it “allows all races to enroll, subject only to its restrictions on the conduct of all students, including its prohibitions of association between men and women of different races, and of interracial marriage.” Id. at 605. Essentially, it maintained that the ban on interracial dating and marriage applies equally to those of all races, so therefore it is not racially discriminatory. Id. In Obergefell, a similar argument was raised—that bans on same-sex marriage did not discriminate against LGBTQ+ individuals because people of all genders were equally banned from marrying someone of the same sex and the ban did not just apply to gay people. Obergefell v. Hodges, 576 U.S. 644 (2015).

Even assuming that such protections are put into place, might these institutions be allowed to side-step any attempted regulation by opting out of receiving federal funds entirely and agreeing to pay federal taxes? A small number of private Christian colleges in the United States have attempted to opt out of federal funds entirely. Hillsdale College, a private Christian college in Michigan, refuses to accept any federal funds, remaining independent on principle.77“As a matter of principle, Hillsdale doesn’t accept any federal or state subsidy to fund its operations, not even indirectly in the form of federal student aid. . . . Our independence allows us to maintain the integrity of our classical liberal arts curriculum, and to remain true to our founding mission.” Scholarships & Financial Aid, Hillsdale Coll., https://www.hillsdale.edu/admissions-aid/financial-aid [https://perma.cc/LV43-VK9G]. Would Hillsdale College or another similar institution thus be allowed to discriminate against their LGBTQ+ students? One of the main arguments of this Note has been that acceptance of federal funding and tax-exempt status creates a legal responsibility for educational institutions to abide by generally-applicable laws, including civil rights laws. But is the inverse true? Does independence from taxpayer dollars immunize an institution from punishment for refusing to follow federal rules? This question forces us to turn to the second major issue of this Note: Title IX.

The complaint filed by REAP in Hunter v. Department of Education suggests that religious exemptions to Title IX are blanketly unconstitutional. However, this stance is unlikely to be adopted in the current political climate, in which religious freedom is highly prized and anti-LGBTQ+ discrimination is not at the forefront of most Americans’ minds. I predict that the Court will be unwilling to find that religious exemptions to Title IX are blanketly unconstitutional and the next step is to challenge the legality of the process by which such exemptions are granted. Automatic exemptions should be presumptively suspect. A better process would be for colleges to be required to request exemptions and have them formally approved. This would place the right to consider the reasoning behind the exemption requests and their validity in the hands of the executive branch—the Department of Justice. Though it is important to consider the applicability of Title IX to institutions that opt out of the public sphere, we must keep in mind the likelihood of many colleges adopting this approach. Even though a small handful of institutions have been able to stay afloat without federal funds—albeit for a short period of time—federal funds still constitute the lifeblood of most educational institutions in the United States. I find it unlikely that this “independence” movement will catch on past the small ranks that it claims today.

As I briefly mentioned above, before any legal action may be taken to protect the vulnerable LGBTQ+ population at educational institutions that are abusing the tax-exempt status they enjoy as charitable organizations, the source that holds the authority to take action must be identified. The Court considered this question in Bob Jones University. Given that Congress is the source of IRS authority, it has the discretion to modify IRS rulings. However, in the “first instance,” the IRS is responsible for construing the IRC, which courts then exercise review over. “Since Congress cannot be expected to anticipate every conceivable problem that can arise or to carry out day-to-day oversight, it relies on the administrators and on the courts to implement the legislative will.”78Bob Jones Univ., 461 U.S. at 597. This proper order of operations is demonstrated in the successful alteration of rules that govern tax-exempt status in the Bob Jones University case. It was the IRS that first acted, modifying the IRC to exclude organizations that discriminate on the basis of race from the definition of “charitable.” This is why I argue that it would be most practical and effective for legal action to start with the IRS and proceed from there with an inevitable challenge before the judicial branch.

The current iteration of the U.S. Supreme Court, the Roberts Court, has skewed dramatically toward religious organizations and the free exercise of religious beliefs. According to a 2022 New York Times article, the Roberts Court “has ruled in favor of religious organizations in orally argued cases 83 percent of the time”—which is far more than any other recent Court.79Ian Prasad Philbrick, A Pro-Religion Court, N.Y. Times (June 22, 2022), https://www.nytimes.com/2022/06/22/briefing/supreme-court-religion.html [https://perma.cc/GN3M-5G2G]. This trend is especially pronounced when the religious organization in question is Christian, as there is a substantial Christian majority currently sitting on the Court, both Catholic and Protestant. Beyond the Court’s favoring of religion, the U.S. Congress is also very reluctant to take any steps to limit religious freedom or take away power from religious organizations (like powerful private religious educational institutions). Thus, even if the Court were willing to uphold a law seeking to hold private religious educational institutions accountable for discrimination, such a law would likely not even make it through both chambers of Congress in the first place. With regard to religious exemptions to Title IX, the same political forces are likely relevant here, creating another practical roadblock. One potential way that this roadblock may be overcome is a change in the social and political climate in the United States. This was crucial to how the Bob Jones University case ended up with the outcome that it did—the Court was motivated by the confidence that a majority of the American public despised racial discrimination and would support eradicating it from the educational system to whatever extent possible. Though BJU maintained its racially discriminatory policies, it was very much in the minority among its peer institutions. The legality of anti-miscegenation laws was put to the test in 1967, when the Court struck down a Virginia state law that banned interracial marriage.80Loving v. Virginia, 388 U.S. 1 (1967). BJU maintained policies forbidding interracial marriage almost two decades later. The public opinion had reached a tipping point such that religious freedom was not accepted as an excuse for overt racial discrimination and a ban on interracial marriage was much less widely accepted by that time. However, I believe that today, the United States has yet to reach this tipping point regarding religious freedom and LGBTQ+ discrimination.

This unwillingness to protect vulnerable LGBTQ+ individuals from religiously-motivated discrimination is exemplified by some of the Court’s decisions over the past five years. In 2017, the U.S. Supreme Court heard a case called Masterpiece Cakeshop v. Colorado Civil Rights Commission, in which the owner of a cake shop refused to make a wedding cake for a same-sex couple. The Court invalidated a ruling by the Colorado Civil Rights Commission that the cake shop had violated the civil rights of the same-sex couple; here, the Court clearly stood on the side of religious liberty and free exercise over the protection of civil rights.81Mark Satta, Masterpiece Cakeshop: A Hostile Interpretation of the Colorado Civil Rights Commission, Harv. C.R.—C.L. L. Rev. 1 (Apr. 12, 2019), https://journals.law.harvard.edu/crcl/masterpiece-cakeshop-a-hostile-interpretation-of-the-colorado-civil-rights-commission [https://perma.cc/HDP7-SD3N]. In 2021, the Court heard a case called Kennedy v. Bremerton School District, holding that a public school football coach was not prevented by the First Amendment from praying on the field with his players in what the court called “a personal religious observance.”82Kennedy v. Bremerton Sch. Dist., 597 U.S. 1, 31 (2022). Here, the Court continued to plow forward in carving out new rights to the free exercise of religious belief, which it had previously not recognized. In 2022, the Court heard 303 Creative v. Elenis, in which an individual Christian business owner challenged a Colorado law that banned businesses from discriminating against LGBTQ+ customers. During oral arguments, Justice Alito drew a distinction between discrimination on the basis of race and on the basis of sexual orientation, which would be consistent with a position that seeks to distinguish the Bob Jones University precedent from the Hunter v. Department of Education case.83Amy Howe, Conservative Justices Seem Poised to Side with Web Designer Who Opposes Same-Sex Marriage, SCOTUS Blog (Dec. 5, 2022, 7:18 PM), https://www.scotusblog.com/2022/12/conservative-justices-seem-poised-to-side-with-web-designer-who-opposes-same-sex-marriage [https://perma.cc/6CH7-BGNC]. The Court decided this case in June 2023, siding with the religious web designer and continuing its jurisprudential campaign toward expanding religious freedom at the expense of civil rights. These recent cases are among a series of examples of the Court demonstrating a strong preference for religion over other concerns—civil rights laws, anti-discrimination laws, etc.84Adam Liptak, An Extraordinary Winning Streak for Religion at the Supreme Court, N.Y. Times (Apr. 5, 2021), https://www.nytimes.com/2021/04/05/us/politics/supreme-court-religion.html [https://perma.cc/LQ2L-T2LC].

One of the reasons that I advocate for either the revocation of tax-exempt status from private religious institutions that discriminate against LGBTQ+ students or the enforcement of Title IX (over claimed “religious exemptions” by those institutions) is that tax-exempt status and government funding should be considered a privilege, not an automatic and irrevocable guarantee. Clearly, charitable tax-exempt status was originally intended to protect the money collected by charities from being reduced through government taxation, thereby increasing the amount of good that a not-for-profit organization may do with it. However, in the modern era, tax-exempt 501(c)(3) status organizations have grown to incredible sizes, with private religious institutions reporting endowments topping $1 billion.85In 2018, Liberty University’s endowment was reportedly $1.5 billion, and it is affiliated with the Southern Baptist Convention. At the same time, Brigham Young University’s endowment was reportedly $1.98 billion, and it is affiliated with the Church of Jesus Christ of Latter-day Saints. University of Notre Dame’s endowment was reportedly $11.1 billion, and it is affiliated with the Roman Catholic Church. Digest of Education Statistics, Endowment Funds of the 120 Degree-Granting Postsecondary Institutions with the Largest Endowments, by Rank Order: Fiscal Year 2018, Nat’l. Ctr. for Educ. Stats., https://nces.ed.gov/programs/digest/d19/tables/dt19_333.90.asp [https://perma.cc/6HAG-J5GJ]. These institutions are able to avoid enormous tax bills through the privilege of tax-exempt status, which is now practically automatic—especially when you combine the status as an educational institution with the almost-untouchable status as a religious institution. Free exercise absolutists in the United States have begun to argue that religious organizations should be completely free from any scrutiny by the government, lest the government be considered to be interfering in religious affairs that it ought not be involving itself in. However, there is a difference between restricting free exercise (through banning a practice or criminally punishing those who engage in a practice) and simply withholding a privilege from those who have proven themselves unworthy of receiving American citizens’ hard-earned tax dollars. The Court made this clear in its holding in the Bob Jones University case, in which a religious institution was stripped of the privilege of tax-exempt status because of its refusal to obey universally applicable civil rights anti-discrimination laws. The Court did not force BJU to integrate or to change its policies on interracial marriage, actions which would be more constitutionally suspect as infringing on the university’s religious freedom. Indeed, the Court did not approve the use of a “stick” as a punishment; rather the Court approved the use of a “carrot” as an incentive. The solution advocated for in this Note is of the same fundamental nature, and thus should pass constitutional muster for the same reasons. Any view that would characterize the Court’s holding as infringing on BJU’s freedom to exercise its religious beliefs is unnecessarily absolutist in nature and sets a far different trajectory for First Amendment jurisprudence than I believe was intended or is practical. The First Amendment to the Constitution is deservedly revered for its guarantee that the free exercise of religion may be protected from government interference, harassment, or persecution; however, it should be correctly interpreted as conferring a negative right (the right to be free from persecution) rather than a positive right (the right to guaranteed access to tax dollars and exemption from taxation).

I have mentioned more than once the practical difficulties of enforcing Title IX over claimed religious exemptions, even of conducting any investigation at all into allegations of misconduct. There are also practical difficulties involved in the revocation of the tax-exempt status of private religious universities that are often wealthy, powerful, and politically well-connected.86According to a 2015 letter from IRS Commissioner John Koskinen, it is currently the official position of the IRS that Obergefell does not extend civil rights protections implied by Bob Jones University to the LGBTQ+ community. The letter states, “[t]he IRS does not view Obergefell as having changed the law applicable to section 501(c)(3) determinations or examinations. Therefore, the IRS will not, because of this decision, change existing standards in reviewing applications for recognition of exemption under section 501(c)(3) or in examining the qualification of section 501(c)(3) organizations.” Letter from John A. Koskinen, Dep’t. of the Treasury, Internal Revenue Serv., to E. Scott Pruitt, Okla. Att’y Gen. (July 30, 2015), http://mediad.publicbroadcasting.net/p/kgou/files/201508/irs_response_letter_obergefell.pdf [https://perma.cc/6BHF-R57Z]. Thus, I will briefly address a few solutions beyond what I have proposed as the ideal. For one thing, the recent decision in Bostock may have implications on how sex discrimination is interpreted by both the executive and judicial branches. If the executive branch adopts a definition of sex discrimination that is consistent with the Court’s definition in Bostock—especially if this is paired with public opinion that tilts the scales in favor of civil rights protections for LGBTQ+ people over absolute unchecked rights for religious organizations—this may pave the way for expanded protections. In March 2021, the Civil Rights Division of the U.S. Department of Justice issued a memo explaining the application of the decision in Bostock v. Clayton County to Title IX.87Memorandum from Principal Deputy Assistant Att’y Gen. Pamela S. Karlan, U.S. Dep’t of Just., C.R. Div., to Fed. Agency C.R. Dirs. and Gen. Couns., (Mar. 26, 2021), https://www.justice.gov/crt/page/file/1383026/download [https://perma.cc/S9FQ-X6X7]. The memo references an executive order issued by the Biden administration—Executive Order 13988—that pairs well with the holding in Bostock, holding that “[a]ll persons should receive equal treatment under the law, no matter their gender identity or sexual orientation.”88Exec. Order No.13,988, 86 Fed. Reg. 7023 (Jan. 25, 2021). The memo indicates that the Civil Rights Division has determined that “the best reading of Title IX’s prohibition on discrimination ‘on the basis of sex’ is that it includes discrimination on the basis of gender identity and sexual orientation.”89Memorandum from Principal Deputy Assistant Att’y Gen. Pamela S. Karlan, supra note 87. On its face, this seems to be a significant civil rights victory for the LGBTQ+ community, ensuring that Title IX includes robust protections for individuals in that community. However, one blatant roadblock stands in the way from this having made much of a measurable impact yet: the religious exemption to Title IX. This is a welcome policy interpretation overall—protecting students at a great number of colleges throughout the United States that are not religiously affiliated; however, given that the religious exemption is so robust and the process so lacking in oversight, even the aforementioned change in how Title IX is interpreted does not protect minority students at private religious institutions, where students are most likely to encounter discriminatory treatment.

Another potential respite for LGBTQ+ students at private religious institutions may be the Equality Act, which “prohibits discrimination based on sex, sexual orientation, and gender identity in areas including public accommodations and facilities [and] education.”90Equality Act, H.R. 5, 117th Cong. (2021), https://www.congress.gov/bill/117th-congress/house-bill/5 [https://perma.cc/K35F-95BJ]. It does so by expanding the definition of “public accommodations,” authorizing the Department of Justice to intervene in equal protection matters in federal court that relate to sexual orientation or gender identity, and amending the Civil Rights Act to include “sex, sexual orientation, and gender identity” in the prohibited categories of discrimination.91Id. Notably, the Act explicitly states that it trumps the Religious Freedom Restoration Act (“RFRA”), meaning that an individual or institution sued for discrimination under the Equality Act would be unable to rely on RFRA as a defense. As the bill currently stands, it may provide a cause of action for students; the Religious Education Accountability Project endorses it, stating that it “ensures strong protections for LGBTQ students attending religious colleges—ensuring that no institution is permitted to claim religious exemptions in order to discriminate against its LGBTQ students while still receiving taxpayer money.”92How Does REAP’s Work Relate to the Equality Act?, Religious Exemption Accountability Project (June 7, 2021), https://www.thereap.org/post/how-does-this-relate-to-the-equality-act [https://perma.cc/92NS-38DF]. The measure passed in the House of Representatives in February 2021, but has yet to be taken up in the Senate. It faces strong opposition from absolutist proponents of religious liberty, who have even proposed language be inserted into the Act that would explicitly carve out another religious exemption for religious colleges and universities.

Another possibility is private enforcement by large associations or organizations that these private religious institutions are members of and rely on. For example, the National Collegiate Athletic Association (“NCAA”) wields extensive power among colleges that want to participate in competitive athletics—as do the individual conferences that the schools belong to. The Pac-10, a major athletic conference that includes several universities on the west coast, has overlooked Brigham Young University, a private university affiliated with the Church of Jesus Christ of Latter-day Saints, in a number of league expansions over the past few decades. Reportedly, this is because BYU is seen as “not a good cultural fit” for the conference.93Eddie Dzurilla, Brigham Young University Not Wanted in Pac-10 Due to Discrimination, Bleacher Rep. (May 28, 2010), https://bleacherreport.com/articles/398103-byu-is-not-wanted-in-the-pac-10-due-to-discrimination [https://perma.cc/NWZ6-9CH6]. Effective in 2023, BYU will be admitted to the Big 12 conference, a move that attracted harsh criticism from groups like Athlete Ally, which released a statement saying that “acceptance to an athletic conference is an honor and privilege, and . . . there should be standards of equality and inclusion that schools must meet to be included.”94Athlete Ally Responds to BYU Inclusion in Big 12, Athlete Ally (Oct. 1, 2021), https://www.athleteally.org/byu-inclusion-in-big-12 [https://perma.cc/4T9K-TKVX]. Pressure from the NCAA or athletic conferences to adopt non-discriminatory policies may be an attractive option, given that there would be much less possibility of a religious freedom claim when the action is taken by a private association rather than the government. The First Amendment provides protection from government intervention, not absolute protection for religious groups against any hardship.

Finally, I would like to consider the likelihood of success for the aforementioned potential avenues of protection for LGBTQ+ students at private religious institutions. It has been a somewhat encouraging development that the Department of Justice has demonstrated a recent willingness to initiate investigations into claims of civil rights violations against LGBTQ+ students. As I mentioned above, in 2021, the DOJ announced a somewhat unprecedented investigation into BYU. However, this enforcement mechanism may not have any teeth after all because the investigation was subsequently dropped when BYU asserted its religious exemption based on relevant religious tenets consistent with its affiliation with the Church of Jesus Christ of Latter-day Saints.95U.S. Department of Education Dismisses Title IX Complaint Against BYU, BYU (Feb. 10, 2022), https://news.byu.edu/us-doe-dismisses-complaint [https://perma.cc/5BB6-D2M6]. It would surely be notable if the DOJ thoroughly investigated colleges for allegedly “over-extending” their exemptions, actually engaging in sufficient fact-finding and being willing to flex their enforcement muscles. It would be quite a development if these investigations were able to turn up anything substantial—and even more so if the Biden administration’s justice department categorically revoked the exemptions.

CONCLUSION

In this Note, I have considered the practicality and effectiveness of the argument that it is constitutionally impermissible to grant tax-exempt status and distribute any government funding to private educational institutions that engage in discrimination against LGBTQ+ students. I have concluded that the approach taken by the plaintiffs in Hunter v. Department of Education is unlikely to be successful. It is important to remain practical: a bright line rule consistent with this position would likely be impossible to implement, especially in the current political environment. The Hunter v. Department of Education lawsuit is still in the early stages of litigation; though it represents the best opportunity thus far presented in federal court, it is not a guaranteed win. Recently, a very unwelcome development spells trouble for the plaintiffs and the LGBTQ+ students they represent: the court ordered that the Department of Justice, over its objections and assurances that it would be able to effectively defend the suit itself, will be joined by intervening parties in the defense of the religious exemption to Title IX. Three Christian universities—Western Baptist University, William Jessup University, and Phoenix Seminary—along with the Council for Christian Colleges & Universities (“CCCU”) sought to intervene in the lawsuit. In the filing, CCCU adopts sweeping and broad language that the DOJ may be unlikely to adopt itself—that “the Title IX exemption is constitutionally required.”96Proposed Defendant-Intervenor CCCU’s Motion to Intervene and Memorandum in Support at 27, Hunter v. U.S. Dep’t of Educ., No. 6:21-cv-00474-AA (D. Or. filed May 12, 2021). On October 8, 2021, the court issued an order allowing this intervention and therefore opening up the suit to the much more hard-lined and sweeping rhetoric of the intervenors. There is some chance of victory—albeit small—for the plaintiffs at the lower court level. However, the chances of victory would wane even more if the case were to be elevated to the Supreme Court; I do not see a path to victory for the plaintiffs in front of the current conservative-supermajority Court.

It is noteworthy that the first time the scope of the religious exemption to Title IX was adjudicated, the court ruled against the civil rights of LGBTQ+ students—in favor of the free exercise rights of religious institutions. In Maxon v. Fuller Theological Seminary, plaintiffs brought a Title IX case against Fuller Theological Seminary because they were expelled for violating “school policies against same-sex marriage and extramarital sexual activity.”97Order Re: Motion to Dismiss at 1, Maxon v. Fuller Theological Seminary, No. 2:19-cv-09969-CBM- MRW (C.D. Cal. 2021). In November 2019, a motion to dismiss was granted in federal district court, as the court held that the religious exemption to Title IX was valid and applied in the case. Although this is a discouraging step, this was only a district court, and the Supreme Court has yet to issue a final authoritative word on the issue.

97 S. Cal. L. Rev. 737

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* J.D., University of Southern California Gould School of Law, 2024. B.A., Bowdoin College, 2019.

The Discriminatory Religion Clauses

The Supreme Court’s decision in Carson v. Makin is the third in a trilogy of cases dramatically upending the meaning of the First Amendment’s Religion Clauses. Beginning with Trinity Lutheran v. Comer in 2017 and followed by Espinoza v. Montana Department of Revenue in 2020, the Court has moved forward with an aggressive project of transforming the Religion Clauses into a broad anti-religious-discrimination clause. In this paper, I trace this doctrinal devolution and argue that the Court’s novel reinterpretation is deeply misguided. By design, the Religion Clauses require discrimination—religion is to be treated differently from non-religion in a broad range of state action. The contemporary Supreme Court, however, has inverted this most basic insight. The Court’s new Religion Clause jurisprudence is also on a collision course with its burgeoning government speech doctrine. This doctrine recognizes that in a democratic polity, every policy choice entails paths not chosen. Government must be able to select its own message, and in turn, discriminate against those messages it wishes not to communicate, tempered by accountability at the ballot box. Granted, to say that discrimination is sometimes required under the Religion Clauses and the Government Speech Doctrine is not to say discrimination against religion is always constitutional. Protections against objectionable discrimination remain as vital as ever. The Court’s public forum doctrine, for example, protects free expression of religion from content-based discrimination when the government itself is not speaking. The heart of the Court’s recent Religion Clause decisions, however, is a jurisprudentially backward constitutional mandate that government actively subsidize religious speech to avoid a Religion Clause “discrimination” claim. It is a command that government express ideas it may not wish to express. The Court’s reimagining of the Religion Clauses is inconsistent with the First Amendment’s original meaning, potentially harmful to both government and religion, and in direct tension with the Government Speech Doctrine.

 

What a difference five years makes. In 2017, I feared that the Court was “lead[ing] us . . . to a place where separation of church and state is a constitutional slogan, not a constitutional commitment.” Today, the Court leads us to a place where separation of church and state becomes a constitutional violation.

—Justice Sonia Sotomayor1Carson v. Makin, 142 S. Ct. 1987, 2014 (2022) (Sotomayor, J., dissenting).

INTRODUCTION

The Religion Clauses of the First Amendment require discrimination. Such an assertion may appear counterintuitive in an era prone to viewing subjects of controversy through a lens of equality, but by their very terms the Free Exercise Clause and the Establishment Clause demand that religion be treated differently from other objects of government attention. Today, however, the Supreme Court tells us a different story. Despite the clear language in the Constitution, the Court’s most recent jurisprudence suggests that the religion clauses do something very different than what the words chosen by their framers would suggest.

Beginning in 2017, the Court moved forward with an aggressive project of transforming the Religion Clauses into a broad anti-religious discrimination clause. In this paper, I trace this doctrinal misadventure and argue that the Court’s novel reinterpretation is deeply misguided. This approach, I contend, is precisely backwards. The Religion Clauses are not the Equal Protection Clause. The Court’s conflation of the Religion Clauses with anti-discrimination principles directly contravenes the design and intended function of this critical part of the First Amendment. It is also antithetical to a core principle of popular sovereignty: that a state—and hence, the people—must be able to choose its own priorities and be held accountable for the choices it makes, a key premise underlying the Court’s government speech doctrine.

There are many reasons to find fault in Constitutional doctrine. But whether it is substantive due process and the meaning of the word “liberty” in the Fourteenth Amendment or the right to keep and bear arms in the Second Amendment, such critiques typically boil down to this: the Court is either reading too far into the language of the Constitution or not far enough. It is either finding more meaning then is there, or too little. With the Court’s most recent turn in its religion clause jurisprudence something very different has occurred. Instead of going too far or not far enough, the Court has effectively inverted the very purpose of the Religion Clauses. These clauses, as designed by framers with an understanding of the weighty historical role religion has played in society and governance, carve out religion for a uniquely nuanced, one-of-a-kind treatment. Religion is special. It receives an unusual and distinctive protection from government intervention and is subjected to unusual and distinctive limitations on government support. In between these two constitutional poles established by the Religion Clauses, governments have discretion to make religion-related policy choices. But the unique Janus-faced design of the Religion Clauses sends a clear message: the Constitution requires that religion be treated differently.

Up until 2017, critics of the Court’s religion clause jurisprudence generally fell into the standard camps. They argued, for example, that the Court was restricting too much government activity that “respect[s] an establishment of religion,” as Justice Stewart did in his dissent in Engel v. Vitale addressing a nondenominational school prayer.2Engel v. Vitale, 370 U.S. 421, 444–50 (1962) (Stewart, J., dissenting). Such an exercise, to Stewart, simply did not rise to the level of establishing an “official religion.”3Id. at 450 (Stewart, J., dissenting). Other critics have argued that the Court was not capacious enough in defining what it means to “prohibit” the free exercise of religion, such as Justice Brennan’s dissent in Braunfeld v. Brown, in which he asserted that making a religious practice “economically disadvantageous” should be a sufficient free exercise claim.4Braunfeld v. Brown, 366 U.S. 599, 616 (1961). These cases turned on the unique status of religion––and the extent to which government was treating it differently, as required by the Constitution. And in some contemporary cases, it is still taking this approach, moving the needle much more aggressively than in the past, siding with critics who have supported expansive, and distinctive “free exercise” protection.5See Kennedy v. Bremerton Sch. Dist. 142 S. Ct. 2407 (2022). But as of 2017, the Court also started asking an entirely different, and contradictory question. Inexplicably, differential treatment of religion went from a Constitutional mandate to a Constitutional infraction. 

The first sixteen words of the U.S. Constitution’s First Amendment are straight forward: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof . . . .”6U.S. Const. amend. I. The constitutional historian Leonard Levy has asserted that “Nowhere in the making of the Bill of Rights was the original intent and meaning clearer than in the case of religious freedom.”7Leonard W. Levy, The Establishment Clause: Religion and the First Amendment xv (1986). On its face this language prohibits the federal government from making or enforcing laws that do either of two independent things: respect an establishment of religion or prohibit the free exercise of religion. For over three-quarters of a century, this language has been understood to have been incorporated by the Fourteenth Amendment, and thus to apply with equal vigor to the states as to the federal government.8See Cantwell v. Connecticut, 310 U.S. 296 (1940).

In addition to defining precisely what is included in the category of laws “respecting an establishment of religion” or “prohibiting the free exercise,”9Philip B. Kurland, The Origins of the Religion Clauses of the Constitution, 27 Wm. & Mary L. Rev. 839, 856 (1986) (quoting U.S. Const. amend. I, cl. 1). the key interpretive challenge of these two clauses has been their inherent tension. In devising the unique structure of the religion clauses (or, we might say religion clause, singular, to emphasize the interdependence of the anti-establishment and free exercise principles) the framers left behind a distinctive jurisprudential task for courts, incomparable to any other part of the Constitution. What is required or implicitly encouraged by one clause might appear to be prohibited by the other––and in between there may be a zone—what the Court has long referred to as a “play in the joints”10Walz v. Tax Comm’n, 397 U.S. 664, 669 (1970).—where a government may, but is not required, to advance the interests of free exercise or anti-establishment without being prohibited from doing so by the countervailing clause.

The precise contours of the religion clauses continue to be worked out. The drafting history of the religion clauses—particularly, the meaning the framers intended to give to an “establishment of religion”—leaves us with gaping holes in our understanding.11Levy, supra note 7, at 84. One notable area of disagreement in the late twentieth century, for example, has been the debate among jurists and scholars as to whether establishment demands so-called strict separation between church and state or mere nonpreferentialism, that is, not preferring one sect or religion over another.12David Reiss, Jefferson and Madison as Icons in Judicial History: A Study of Religion Clause Jurisprudence, 61 Md. L. Rev. 94, 126 (2002). Various justices on the Supreme Court have long presented differing framings of history in their Religion Clause jurisprudence, confirming that the historical “record does not speak in one voice.”13Id. at 144. But regardless of where one falls in these debates, and however “religion” may be defined, one thing seemingly remained a constant: the religion clauses of the First Amendment single out a thing called “religion” for disparate treatment. While the debate was not definitively settled over precisely where the lines of impermissible establishment or prohibition on free exercise should be drawn, what was clear was that the Constitution established unique lines for religion, prohibiting both governmental favoritism as well as active suppression.

This idiosyncratic Constitutional status of religion vis-à-vis government, which may be seen as a form of mandatory discrimination, is grounded in a set of founding-era philosophical beliefs about the need to protect religion from government and government from religion. As Thomas Jefferson wrote in an 1802 letter to the Danbury Baptist Association, the First Amendment “buil[t] a wall of separation between Church & State.”14Thomas Jefferson’s Letter to the Danbury Baptists (Jan. 1, 1802), https://www.
loc.gov/loc/lcib/9806/danpre.html [https://perma.cc/2D4H-5ZGJ].
And while some scholars have disputed the significance of Jefferson’s famed “wall of separation” metaphor, in 1947 the Supreme Court affirmed Jefferson’s reading in forceful terms. It did not merely agree that “[t]he First Amendment has erected a wall between church and state,” 15Everson v. Bd. of Educ., 330 U.S. 1, 18 (1947). it emphasized that the “wall must be kept high and impregnable.”16Id.

 In 2022 however, the Court issued an opinion that was nothing short of radical. For the Religion Clauses, it was a world turned upside-down. This is not to say that changes had not been on the horizon. Before the recent seismic leap, the Court’s religion jurisprudence had been on a steady retreat from the Jeffersonian vision, particularly as we passed into the new millennium. But Carson v. Makin, capping off a trio of cases that began in 2017, was of a different magnitude.

 Thomas Jefferson’s “wall of separation” between church and state has gone from a route impeded by a barrier “high and impregnable” twenty-five years ago, to one riddled with easily breached fissures shortly thereafter, to an obstruction not merely demolished but replaced and paved over by a wide road—with a shuttle bus travelers are compelled to ride and a fare they are compelled to pay. In Carson the Court did not merely backtrack from its longstanding prohibition on the expenditure of government funds on sectarian schooling; it held, for the first time, that the Free Exercise Clause prohibits a state from not using taxpayer money to fund religious education.17Carson v. Makin, 142 S. Ct. 1987, 2010 (2022). A government, in other words, may be constitutionally obligated to do, what for most of the Court’s jurisprudential history addressing the religion clauses it had been forbidden from doing: paying for religious education.

This was so despite the glaring objection that such funding directly conflicts with a straight-forward, textual reading of the Constitution’s prohibition of any law “respecting an establishment of religion.”18U.S. Const. amend. I. Government may be required to utilize taxpayer funds to pay for religious education in spite of the strong belief of the First Amendment’s framers “that no person, either believer or non-believer, should be taxed to support a religious institution of any kind.”19Everson, 330 U.S. at 12. Government may be compelled to provide an affirmative benefit to religion, despite an absence of evidence that it is in fact “prohibiting” a religion’s free exercise. Indeed, a state may be required to pay for religious education even in the face of its own strong policy reasons for not doing so. How did this happen? And what is the constitutional basis for this revolutionary reformulation?

Carson v. Makin and the two cases leading up to its holding transformed the Free Exercise Clause into an anti-religious-discrimination clause. The Religion Clauses however, were designed to produce the very opposite result, to ensure that religion was treated differently. Religion receives special treatment in the Constitution, precisely because the framers appreciated its unique power. Religion has the ability to inspire, to shape humankind’s deepest and most intimate sense of meaning and well-being, to establish and frame social obligations that supersede or conflict with civic commitments, and to ignite wars, social instability, and bloodshed. In the words of Roger Williams, the theologian and founder of Rhode Island whose religious advocacy for separating church and state left an indelible imprint during America’s colonial era, “[t]he blood of so many hundred thousand souls of Protestants and papists, spilled in the wars of present and former ages for their respective consciences, is not required nor accepted by Jesus Christ the Prince of Peace.”20Mark A. Graber, Foreword: Our Paradoxical Religion Clauses, 69 Md. L. Rev. 8, 9 (2009) (quoting Roger Williams, The Bloudy Tenent of Persecution for Cause of Conscience 1 (Edward Bean Underhill ed., The Society 1848) (1644)).

While a vast sphere of human activity is open to government control, establishing an array of rules determining, for example, the boundaries of criminal and civil conduct, Williams emphasized that religion is different. “God requires not a uniformity of religion to be enacted and enforced in any civil state; which enforced uniformity, sooner or later, is the greatest occasion of civil war, ravishing of conscience . . . .”21Id. at 10. According to historian Leonard Levy, James Madison believed that state “[e]stablishments produced bigotry and persecution, defiled religion, corrupted government, and ended in spiritual and political tyranny.”22Levy, supra note 7, at 55. It was clear that religion, in short, must receive special treatment in its relation to the state.

Carson, however, tells us that this is all wrong. Religion is instead to be treated the same as other human endeavors—at least, for certain purposes. Instead of standing as a mandate for distinctive treatment of religion, the newly reconfigured twenty-first century Religion Clauses, prohibit distinctive treatment. How did the Court justify such a profound—and some might say bizarre—reversal? One explanation is that the Court was drawing on the post-Civil War legacy of the Fourteenth Amendment and modern-America’s strong ethic of opposing inequality and discrimination in its many forms.

Perhaps some justices were also responding to an underlying feeling that religious adherents are looked down upon by societal elites and had not been invited onto the equality train with the same gusto as other identity groups; perhaps this jurisprudential turn was their chance at a ticket. Justice Scalia made such feelings clear in a 2004 dissent when he complained that

[o]ne need not delve too far into modern popular culture to perceive a trendy disdain for deep religious conviction. In an era when the Court is so quick to come to the aid of other disfavored groups, . . . its indifference [to those who dedicate their lives to the ministry], which involves a form of discrimination to which the Constitution actually speaks, is exceptional.23Locke v. Davey, 540 U.S. 712, 733 (2004) (Scalia, J., dissenting).

 An aggrieved Justice Thomas, in his recent Espinoza concurrence, points the finger directly at other justices, lamenting that “this Court has an unfortunate tendency to prefer certain constitutional rights over others . . . The Free Exercise Clause . . . rests on the lowest rung . . . .”24Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2267 (2020) (Thomas, J., concurring).

It is possible that the Court is taking its cues from grievances such as these. But whatever the motive, the Court had decided, without acknowledging that it was doing so, to completely reimagine the Religion Clauses. In the Carson trio the First Amendment’s religion clauses are framed, not as they have been traditionally construed, as granting religion a unique constitutional status, but as a demand that religion effectively be placed on the same plane as everything else. Granted, this insistence on anti-religious discrimination is not evenly applied. As we shall discuss further, its flattening of the religion clauses is selective. In other contexts, the Court—in the very same term it decided Carson—concluded that a state employee, while acting within his official duties, has special rights of religious expression and practice that he would not possess outside of the religious sphere.25See Kennedy v. Bremerton Sch. Dist. 142 S. Ct. 2407 (2022).

I.  WHY DISCRIMINATION?

Although it may not be commonly acknowledged, government is in the discrimination business. It discriminates every time it “establish[es] Justice, insure[s] domestic Tranquility, provide[s] for the common defence, promote[s] the general Welfare, and secure[s] the Blessings of Liberty.”26U.S. Const. pmbl. All of these ends, eloquently laid out by the founding fathers in the Preamble of the U.S. Constitution, necessarily require America’s government of “we the people” to make choices. There are many routes to realizing, maintaining, and even defining domestic tranquility, the general welfare, and core liberties. And for every policy choice, there are paths not chosen. In a world of scarce resources and fierce disputes over how to allocate those resources to best achieve societal goals, government must not merely decide how much to allocate to particular goals, but which goals are worthy of its energies in the first place.

In a functional and sustainable democracy, this process of discrimination ideally keeps a polity on a trajectory of responsiveness and improvement. Government discrimination allows the state to make discerning choices that take into account an array of complex interests and counter-interests. It allows for action rather than paralysis in light of the needs and pressures coming from a multitude of directions, the often overwhelming and conflicting demands that are part and parcel of having to accommodate a large, diverse, and pluralistic population. Government discrimination in a working democracy means that hard choices will be made; costs will be weighed against benefits. But ultimately, if democracy is functioning in its ideal form, these choices will generally reflect societal values, interests, and goals, while helping correct for the errors of the past as they become evident.

Being “discriminating” thus may be associated with thoughtful, careful, decision-making. And indeed, the Constitution itself not only invites relatively open-ended policy-based discrimination rooted in democratic deliberation, but the document in many places calls for particular kinds of discrimination. It tells us in Article II that we must discriminate against those who are not “natural born” when choosing a president.27U.S. Const. art. II, § 1. While the federal government has the power to “lay and collect Taxes,”28U.S. Const. art. I, § 8, cl. 1. certain kinds of taxes are explicitly verboten (or “discriminated against”) such as tariffs “laid on Articles exported from any State.”29U.S. Const. art. I, § 9, cl. 5. A similar form of discrimination characterizes the Religion Clauses of the First Amendment; religion is explicitly designated as a subject of government regulation to be treated differently from non-religion in a broad range of state action.

Granted, this was not the case under the initial conception devised at the 1787 Constitutional Convention in Philadelphia. The framers’ original notion was one in which the federal government was to be inherently limited to powers enumerated in Article I. Since regulation or establishment of religion was not explicitly included among these powers, a discriminatory carve-out for religion was thought to be superfluous. A bill of rights, including such special treatment for religion, was initially deemed unnecessary because as Madison explained, “[t]here is not a shadow of right in the general government to intermeddle with religion.”303 Jonathan Elliot, The Debates in the Several State Conventions on the Adoption of the Federal Constitution 330 (2d ed. 1836). Other founding era notables however, remained skeptical. Many states conditioned their support of the new charter on a pledge to make the implicit, explicit.31 Steven D. Smith, The Religion Clauses in Constitutional Scholarship, 74 Notre Dame L. Rev. 1033, 1038 (1999). Madison was ultimately persuaded of the merits of this alternative view held by many Anti-Federalists. He became concerned that

under the clause of the constitution, which gave power to congress to make all laws necessary and proper to carry into execution the constitution, and the laws made under it, [congress may be] enabled . . . to make laws of such a nature as might infringe the rights of conscience, or establish a national religion . . . .32Id. at 1039 (quoting James Madison).

Madison realized that even under a regime of limited government in which federal powers are circumscribed by their enumeration in Article I, the government may use its lawful powers in ways yet unanticipated––and that this exertion of power may bleed into religious establishment or the freedom of individual exercise. Because the constitutional structure that limited government power could not be relied upon as the sole guarantor that church and state would be confined to separate spheres, as with other discrete topics, insurance in the form of the Bill of Rights was deemed expedient. And with religion, the remedy was especially distinctive. The two clauses of the First Amendment do not merely single out religion, but do so in an unusual Janus-faced manner suited to the sui generous dilemma that plagued the history of church-state relations. As Justice Robert Jackson explained, “the Constitution sets up [a difference] between religion and almost every other subject matter of legislation, a difference which goes to the very root of religious freedom . . . .”33Everson v. Bd. of Educ., 330 U.S. 1, 26 (1947) (Jackson, J., dissenting).

Religion-related practices receive special discriminatory free exercise benefits exempting them from targeted restrictive governmental regulation that in non-religious spheres would constitute an ordinary part of democratic governance. A wide array of behaviors are targeted by government for distinctive kinds of punishment, prohibition, or penalty, but actions that relate to religion—unlike these other realms of behavior—may not be targeted. They receive a free pass from the Free Exercise Clause of the First Amendment. At the same time that government is generally free to choose to partner with, endorse or incorporate a diverse range of philosophical worldviews, values, or private institutions into its operations, religion may not be among them. Religion is uniquely burdened by the Establishment Clause’s distinctive prohibition on intermingling religion and government.

The two religion clauses simultaneously work together and are at odds with one another. On one hand, they may be said to serve similar ends. “An establishment, Madison argued, ‘violated the free exercise of religion’ and would ‘subvert public liberty.’ ”34Levy, supra note 7, at 168. On the other, they appear in direct tension, one seeming to facilitate religious practice by specially prohibiting government interference and the other seeming to discourage religious practice by specially withholding government largess. The clauses both demand unique benefits for, and impose distinctive burdens on, religion––and sometimes these simultaneous constitutional commands overlap, producing puzzling and uncertain results. It is this apparent paradox that set the stage for a peculiar species of constitutional doctrine, an anomalous and sensitive area of jurisprudence with one common baseline: religion must be treated differently.

II.  DEFINING DISCRIMINATION

The Britannica Dictionary defines “discriminating” as “able to recognize the difference between things that are of good quality and those that are not.”35Discriminating, Britannica Dictionary, https://www.britannica.com/dictionary/

discriminating [https://perma.cc/5UN5-LKX3].
However, discrimination is a word with more than one definition. Discrimination may simply describe the act of “recogniz[ing] a difference between things.”36Discriminate, Britannica Dictionary, https://www.britannica.com/dictionary/discriminate [https://perma.cc/46AX-56WV]. Today, the word “discrimination” is commonly understood as a pejorative. A country founded on egalitarian ideals, with a shamefully inegalitarian past and a present in which identity politics are paramount, has given the word “discrimination” toxic properties. This contemporary understanding aligns with another definition, courtesy of Oxford: to “discriminate” is “to treat one person or group worse/better than another in an unfair way.”37Discriminate, Oxford Learner’s Dictionary, https://www.oxfordlearnersdictionaries.
com/us/definition/english/discriminate [https://perma.cc/PBJ3-LR48].

The First Amendment demands that government treat religion in ways that are arguably both “worse” and “better” than the treatment of other subjects garnering the government’s attention. However, such differential treatment is arguably the epitome of “fairness,” that is if one believes applying clearly stated rules of the U.S. Constitution with principled consistency may generally be understood to be a paradigmatic example of “fairness.” Thus, this latter––pejorative––definition is inapposite to the religion clauses. Yet, merely attaching the word “discrimination” to any government action—whether it be in a political speech, a New York Times op-ed, a Fox News commentary, or a Supreme Court opinion—casts reflexive doubt on that act’s legitimacy. Thus, the irony: use of the phrase “government discrimination against religion”—a constitutional mandate serving the interests of both government and religion—will likely strike the average listener as a nefarious wrong.

There are of course many forms of discrimination that are rightfully prohibited by the Fourteenth Amendment, such as invidious differential treatment based on an individual’s race, gender, or sexual orientation. Other forms of identity-based discrimination, including discrimination rooted in religious animus, may be precluded by statutory anti-discrimination laws. However, the existence of unfair or unjust forms of discrimination—that in some cases are forbidden by the Constitution—should not be used to create the misleading impression that the vital government discrimination required by aspects of the First Amendment is in fact an inherent evil that must be stamped out. Acknowledging that parts of the Constitution require or permit some forms of discrimination does not detract from the continued need (or ability under the law) to combat bigotry.

Granted, in certain contexts, evidence that a government is “discriminating” against or in favor of a particular religion may expose a potential Religion Clause violation. But this is not because the clauses contain a general anti-discrimination principle comparable to the Equal Protection Clause or statutory anti-discrimination law, rather, it is because they demand religion be treated differently from other objects of governmental attention.38See, e.g., Est. of Thornton v. Caldor, 472 U.S. 703 (1985). With other government action, the default is that a democratic state generally must be able to make discriminating distinctions in its policy and enforcement choices.

Discrimination is a baseline for an effective governance. It is the stuff of democratic and legal contestation. Thus, for purposes of this article, I will generally use discrimination in its non-pejorative form—as a mere act of recognizing distinctions between different classes of things resulting in some form of differential treatment. Yes, “discrimination” can be unjust or unfair. “Anti-discrimination” laws and the scrutiny courts apply to invidious discrimination under the Equal Protection Clause of the Fourteenth Amendment have long been directed at such unjust forms of discrimination. However, discrimination can also suggest a kind of discernment that is more typically lauded—such as the ability to distinguish a Matisse or a rigorous scientific study at a top research university from the work produced by a seventh grader in their art or science class. In between the extremes there is enormous room to debate as to whether particular distinctions drawn and differences applied are beneficial or harmful, unfair or justified. And, the Court had historically made such “breathing room” between the discrimination required (or merely allowed) under the Free Exercise Clause and the discrimination required (or merely allowed) under the Establishment Clause, a central component of its religion clause jurisprudence.39See, e.g., Walz v. Tax Comm’n, 397 U.S. 664, 669 (1970).

Nonetheless, words are powerful things. They can be used to manipulate, as well as elucidate. Unfortunately, conflating various definitions of “discrimination,” which is all too common today, may serve the former end. A casual use of the word may create the false impression that particular differential treatment is morally or normatively suspect, when in fact it may be socially desirable––or even a legal requirement. Regretfully, the Supreme Court has gotten in on the act. The Religion Clauses of the First Amendment, very much unlike the Equal Protection Clause, mandate discrimination. Yet, as we shall see, recent religion jurisprudence has mischaracterized “discrimination” as a Constitutional wrong, instead of a Constitutional imperative.

III.  HOW WE GOT HERE: THE LOCKE DISSENT FORESHADOWS A NEW FIRST AMENDMENT

A state may have free reign when it comes to establishing an official state bird, flower, or song, but the Establishment Clause insists that religion is different. That same state may not establish Buddhism or Zoroastrianism or Christianity as its official religion. And the Constitution commands not merely that government shall “make no law respecting an establishment of religion,” it may not prohibit “the free exercise thereof” either.40U.S. Const. amend. I. The state, in the guise of its police powers, may regulate, prohibit, punish, and penalize a full spectrum of human behavior, unless that behavior it is targeting constitutes “an exercise of religion.” While political and constitutional theorists may debate the reasons for this mandatory discrimination––many, including Madison, suggest it serves both the interests of the government and the respective religion that may not be established by the government.41Reiss, supra note 12, at 103. While one might debate the extent and nature of the qualitative benefits Madison foresaw, it is “discrimination” loud and clear.

The Court acknowledged this plain reading of the First Amendment as recently as 2004 in a decision by then Chief Justice Rehnquist. He pointed out, in the context of potential state funding for religious training, that the First Amendment’s unique approach to religion “find[s] no counterpart with respect to other callings or professions. That a State would deal differently with religious education for the ministry than with education for other callings [in other words, that it would discriminate] is a product of these views, not evidence of hostility toward religion.”42Locke v. Davey, 540 U.S. 712, 721 (2004). It was not surprising that his opinion allowing for a selective government scholarship program that excluded theological training read like an exercise in constitutional common sense, with just two dissenters. After all, it had only been two years since the Court, in a controversial 5–4 Establishment Clause decision, first allowed a school voucher program that provided tuition aid to private religious schools to stand.43Zelman v. Simmons-Harris, 536 U.S. 639 (2002).

However, beginning with Trinity Lutheran Church of Columbia v. Comer in 2017, followed by Espinoza v. Montana Department of Revenue in 2020, and most recently, in Carson v. Makin in 2022, the Court radically inverted this natural and widely accepted reading of the Religion Clauses. Admittedly, this novel interpretation of the religion clauses did not appear out of the ether. In that same case in which Chief Justice Rehnquist issued his short ten-page majority opinion rejecting the free exercise inspired demand that the State of Washington pay for a student’s post-secondary religious schooling, Justices Scalia and Thomas dissented and articulated the view that would become the approach of a Court majority beginning in 2017.44Locke, 540 U.S. at 726–34.

For many decades prior to this decision, the Court had interpreted the Establishment Clause as an outright bar on state funding of religious exercise.45Carson v. Makin, 142 S. Ct. 1987, 2012 (2022). However, beginning in the late 1990s, with the case of Agostini v. Felton,46Agostini v. Felton, 521 U.S. 203 (1997).and culminating in Zelman v. Simmons-Harris in 2002, the Court orchestrated what Professor Nelson Tebbe has called a “contemporary turnabout” in its antiestablishment law.47Nelson Tebbe, Excluding Religion, 156 U. Pa. L. Rev. 1263, 1265 (2008). Indirect aid to parents for vouchers to pay for religious education, and even some direct aid to religious institutions, was now a constitutional policy option for legislators across the nation.48Id. at 1266. 

With Zelman, the Court’s religion jurisprudence had just jumped from a world in which government funding of religious education had been presumed to be unconstitutional under the Establishment Clause, to one in which a closely divided Court tenuously held that it was permitted under certain narrow circumstances. In Locke, two dissenters, just two years later, were arguing that such funding was not merely allowed, but required under the Free Exercise Clause, foreshadowing the even more radical changes that were soon to come. Effectively, these two dissenters were arguing—in contravention of the well-established conventional textual reading—that rather than requiring religion be treated differently, the religion clauses instead imposed a broad anti-discrimination mandate. In just a decade and a half, this trial run of the anti-religious-discrimination Free Exercise Clause would transform into the majority view on the Court.

Here was the dissenters’ proposed statement of the rule: “When the State makes a public benefit generally available, that benefit becomes a part of the baseline against which burdens on religion are measured; and when the State withholds that benefit from some individuals solely on the basis of religion, it violates the Free Exercise Clause . . . .”49Locke, 540 U.S. at 726–27 (Scalia J., dissenting). The logic might run as follows: “[P]rohibiting the free exercise” of religion under the First Amendment involves imposing some form of “burden” on such exercise. After all, a “prohibition” imposed by a savvy public official seeking to harm or diminish religion would not typically come in the form of a straight-forward law banning a particular religion or religiosity outright; the more strategically astute approach would be a law that indirectly makes certain elements of a religious practice more difficult, or impossible. Laws with an indirect impact on religion may burden religion. The question then becomes, how do we determine whether there has been such a “burden?” It would seem that to the Locke dissenters, if a “generally available” public benefit is not available to all, we may deem those to whom it is not available, “burdened.”

The dissent utilizes an unexpected dose of post-modern relativistic logic that puts government in the foreground. Their reasoning effectively suggests that it is outside forces—in this case the government—that establish reality for religious practitioners. A burden may be inflicted on religion not just by virtue of what government does to religion, but by virtue of what government does elsewhere. It is as if the dissenters were looking to Article III’s demand that compensation of federal judges “not be diminished during their Continuance in Office,”50U.S. Const. art. III. and reasoning that a change in tax law reducing the mortgage interest deduction is unconstitutional because it makes purchasing a home for a judge more expensive, thereby “diminishing” the relative value of their compensation. The baseline for judging whether free exercise has been burdened is not the unique, longstanding, and deeply rooted practices of the particular religion affected by the government action (or inaction), it is government policy and the relative benefits it provides to various other societal actors. With this peculiar logical maneuver, a constitutional provision that on its face demands religion be treated differently—and protected in ways that other life philosophies or practices are not—is inverted to become one that prohibits religion from being treated differently.

At the same time, the dissent begs the question, what does “generally available” mean? Clearly, all public benefits are subject to rules dictating who is, and who is not eligible. A scholarship fund for post-secondary education will presumably not be available to five-year-olds, nor to those who wish to self-educate in isolation in the woods. The concept of “general availability” requires some sort of limiting principle. If “generally available” simply means that the public benefit at issue is offered in accordance with a relatively fixed non-discretionary rule for some category or categories of non-religious purposes or beneficiaries, this anti-religious-discrimination principle would have virtually limitless application. Considering the ubiquity of government in modern society, it would be an invitation for courts to mandate government-funded religion in virtually all spheres of public life. 

For most of the jurisprudential history of the religion clauses, the Court’s primary challenge, considering the inherent tension between the Establishment and the Free Exercise Clause, has been to craft doctrines determining when, and how much discrimination is required. Must religion be discriminated against when public funds incidentally benefit religious institutions in a way that is comparable to how other (secular) institutions benefit, or only when the funds exclusively target and support a particular religion? Must an anti-discrimination law be discriminatorily applied, exempting hiring and firing decisions by religious organizations from the anti-discrimination mandates that otherwise would apply?51See, e.g., Hosanna-Tabor Evangelical Lutheran Church & Sch. v. Equal Emp. Opportunity Comm’n, 565 U.S. 171 (2012). If so, must such discriminatory exemption apply to just religious ministers, or to all employees of a religious organization? These are the sorts of questions the Court previously asked: to what extent, in what manner, and in what settings do the differential treatment rules of the religion clauses apply to religious organizations and practitioners? The two Locke dissenters inverted the doctrinal question in Religion Clause cases, reframing them as an anti-discrimination mandate.

To critique the dissenter’s approach is not to deny that a violation of the Free Exercise Clause may involve discrimination against a religion or a religious practitioner. A legal ban on Rosary Beads would both arguably prohibit the free exercise of religion for practicing Catholics and at the same time discriminate against Roman Catholicism, treating it differently from other religious practices and secular owners of beaded jewelry. A straight-forward reading of the Free Exercise Clause however, would suggest that it is the prohibition on religious exercise and not the differential treatment that constitutes the constitutional infraction.

 As the Supreme Court has itself emphasized, in the Free Exercise Clause, “[t]he crucial word . . . is ‘prohibit’: ‘For the Free Exercise Clause is written in terms of what the government cannot do to the individual, not in terms of what the individual can exact from the government.’ ”52Lyng v. Nw. Indian Cemetery Protective Ass’n, 485 U.S. 439, 451 (1988). Not only is there no evidence of a general anti-discrimination principle in the text of the Free Exercise Clause, as mentioned earlier, there is an explicit pro-discrimination principle. That is, when a broad legal restriction impacts both religious and non-religious actors, it may be that as to those affected religious individuals “free” religious “exercise” is literally being “prohibited,” entitling them, but not the non-religious affected individuals, to a discriminatory exemption from the law.

Granted, the Court has not been consistent on the question of required accommodations under the Free Exercise Clause. In a 1972 case addressing a state’s compulsory high school education law that was at odds with the practices of a particular religious community, the Court concluded that the Free Exercise Clause demands an exemption.53Wisconsin v. Yoder, 406 U.S. 205 (1972). In contrast, the 1990 case of Employment Division v. Smith suggested that such required differential treatment under the Free Exercise Clause should be construed narrowly.54Emp. Div. v. Smith, 494 U.S. 872 (1990). Then in 2012, a unanimous Court—citing both the Free Exercise and Establishment Clause—concluded that religious institutions are entitled to a ministerial exemption that allows them to fire a teacher of secular and theological subjects, even if such firing would otherwise contravene applicable anti-discrimination law.55Hosanna-Tabor, 565 U.S. at 171. The Court explained that “imposing an unwanted minister . . . infringes the Free Exercise Clause, which protects a religious group’s right to shape its own faith and mission through its appointments.”56Id. at 188.

Regardless of the uneven application over the years, the pro-discrimination implications of the Free Exercise Clause are clear. As O’Connor points out in her Smith concurrence, “A person who is barred from engaging in religiously motivated conduct is barred from freely exercising his religion . . . regardless of whether the law prohibits the conduct only when engaged in for religious reasons, only by members of that religion, or by all persons.”57Smith, 494 U.S. at 893 (O’Connor J., concurring). The free exercise remedy, if it is to apply, would only benefit the religious practitioner—freeing him or her up from an otherwise application restriction—while leaving non-religious individuals burdened. It would, in other words, discriminate between religion and non-religion, treating them differently.

The new anti-religious-discrimination interpretation, in contrast, ignores these basic mechanics of the religion clauses. Scalia’s dissenting opinion in Locke is riddled with surprisingly sloppy reasoning. To support his reading of the Religion Clauses, he draws on an analogy to racial discrimination, yet fails to mention that the Court’s jurisprudence there is rooted in an entirely different part of the Constitution, with completely different language, structure and purpose.58Locke v. Davey, 540 U.S. 712, 728 (2004). The Equal Protection Clause of the Fourteenth Amendment provides that “No state shall . . . deny to any person within its jurisdiction the equal protection of the laws.”59U.S. Const. amend. XIV, § 1. It was not designed with the doctrinally formidable Janus-faced structure (and resulting built-in tension) of the religion clauses—which has led the Court to acknowledge a “play in the joints” between impermissible laws “respecting an establishment of religion” and unconstitutional measures “prohibiting” religion’s “free exercise.”60Walz v. Tax Comm’n, 397 U.S. 664, 669 (1970).

In between the two clauses, in other words, there must be some room for laws that promote anti-establishment values but do not violate free exercise, and vice-versa. This is because laws aimed at avoiding establishment—in the direct sense—will almost invariably diminish free exercise; and laws intended to promote free exercise inevitably move toward establishment. It is a conundrum by design, built upon the Framers understanding of the precarious balance needed to maintain a safe buffer between church and state. The boundaries established by Court doctrine on either side necessitate judicial intervention into matters of religion that are not required of other spheres of government action. Yet, completely disregarding this unique structure of the religion clauses, Scalia instead drew a direct analogy to equal protection. To drive home his point, he argued that “A municipality hiring public contractors may not discriminate against blacks or in favor of them; it cannot discriminate a little bit each way and then plead ‘play in the joints’ when haled into court.”61Locke, 540 U.S. at 728 (Scalia, J., dissenting). But unlike the Equal Protection Clause this is precisely what the religion clauses require––discrimination—a delicate dance between anti-establishment and free exercise in which religion is given special treatment on both ends.

History is riddled with religious wars and instability. The Framers’ innovative formulation in the First Amendment was an attempt to protect the new nation from this same fate. Including only an Establishment Clause would have risked a government so intent on divorcing itself from religion that it would end up stymieing it—generating resentment and potentially violent revolt from passionate religious adherents who felt their free exercise was being choked. Include only a Free Exercise Clause and the danger for government and religion falls on the opposite end of the spectrum; a government openly facilitates and becomes intertwined with religious practice risking its politicization, and the perception (and likely reality) that the state is choosing favorites. Bitterness and backlash among those sects not granted politically favored status would naturally result. As an integrated whole, the two religion clauses were a Goldilocks solution.

As Professor Steven D. Smith observes, “[t]he words . . . ‘establishment of religion’ [and] ‘free exercise’—served to define the substantive area over which Congress was disclaiming jurisdiction.”62Smith, supra note 31, at 1045. It was that simple. There is nothing in the First Amendment demanding that if non-religious governmental benefits are distributed, religious institutions should be entitled to equivalent goodies. Quite the contrary. The Equal Protection Clause of the Fourteenth Amendment and the Religion Clauses of the First Amendment are not the same.

IV.  THE RISE OF “NEUTRALITY”

How then to explain the dissenters’ conflation of principles from these two very different amendments in the Constitution—the Religion Clauses in the First Amendment and the Equal Protection Clause of the Fourteenth? It would seem that Scalia in his Locke dissent was drawing on the “neutrality” principle rooted in certain of the Court’s Establishment Clause decisions. In the seminal 1947 decision Everson v. Board of Education the Court upheld New Jersey’s reimbursement of bus transportation costs to parents sending their children to private schools, including those with a religious affiliation.63Everson v. Bd. of Educ., 330 U.S. 1, 3 (1947). The Everson Court recounted the context in which the Framers’ drafted the religion clauses, stressing that early American settlers sought to escape the compulsion in Europe that they financially support churches favored by the government.64Id. at 8. It emphasized—and included in full in the appendix—James Madison’s Memorial and Remonstrance, a tract written in opposition to a Virginia law that would have imposed a tax on its residents to support the established church.65Id. at 11–12.

Despite ultimately rejecting the Establishment Clause challenge, the Everson Court insisted that “New Jersey cannot consistently with the ‘establishment of religion’ clause of the First Amendment contribute tax-raised funds to the support of an institution which teaches the tenets and faith of any church.”66Id. at 16. It simply found that here, “[t]he State contributes no money to the schools. It does not support them. Its legislation, as applied, does no more than provide a general program to help parents get their children, regardless of their religion, safely and expeditiously to and from accredited schools.”67Id. at 18. Under these circumstances the state was “a neutral in its relations with groups of religious believers and non-believers,”68Id. at 17–18 (emphasis added). not unlike if it were providing police assistance for children crossing the street––some of whom happen to be traveling to or from a religious school.

“Neutrality,” in other words, was a way of distinguishing innocuous general welfare laws that just happen to have, among their many beneficiaries, religious individuals or institutions, from those constitutionally problematic laws that “respect an establishment of religion” by using taxpayer funds for targeted support of religion. If anything, neutrality as used in Everson is about understanding that religion must be treated differently, that while government has broad discretionary power to single-out and benefit all-sorts of respective groups or individuals through the policy distinctions it makes, the one exception is religion. The existence of neutrality (that is, that benefits are provided without regard to the religious status of the beneficiaries) provides support for the conclusion that it is not the kind of law that unconstitutionally respects an establishment of religion. Neutrality suggests that government is not targeting religion qua religion for a specific benefit in violation of the Establishment Clause.

 Neutrality was the principle that Scalia seemed to rely upon when he drew an analogy to equal protection in his Locke dissent, explaining that “[i]f the Religion Clauses demand neutrality, we must enforce them, in hard cases as well as easy ones.”69Locke v. Davey, 540 U.S. 712, 728 (2004) (Scalia, J., dissenting). But, as we have seen, the “neutrality” of Everson is nothing like the general anti-religious discrimination rule the Locke dissenters portray it to be. The fact that the Court has turned to neutrality as a consideration in particular Establishment Clause settings does not transform the Religion Clauses more broadly, and particularly the Free Exercise Clause, into sweeping prohibition of religious discrimination.

The neutrality principle laid out in Everson is one evidentiary standard, among many, for determining whether or not a particular state may be targeting religion in a manner that is inconsistent with the Establishment Clause. Indeed, it is a method of determining when discrimination may be constitutionally required. Considering the fact that most policy choices by government will have some effect on some religious actors, neutrality is simply a device for separating the wheat from the chaff. By providing reimbursement of transportation costs for all schoolchildren—attending secular and religious schools alike—a state is no doubt promoting free exercise of religion. It is making it more affordable for religious parents to freely exercise their religion by educating their children at the religious school of their choice. The question then becomes: under these circumstances does the other religion clause demand discrimination, mandating that religion be treated differently and be denied, unlike the secular schools, this benefit?

Neutrality may be a useful tool in some establishment cases, but it is one that the Court has used only when appropriate, and not with consistency. Indeed, illustrating just how far the Court has moved on religion clause issues, we might observe that Everson itself was a closely contested 5–4 decision. Four dissenters were not convinced that a state should be allowed under the Establishment Clause, as part of a neutral public service program available to all parents, to reimburse families for the cost of sending their children to religiously affiliated schools.

The Locke dissent never explains why, by laying out a standard of “neutrality” in a narrow Establishment Clause context, Everson should now be understood to impose an equality rule under the Free Exercise Clause—requiring the Court to mandate, what in Everson, it just barely allowed. As we shall explore further, while establishment and free exercise may represent two ends of a tension rod, respectively they impose distinct kinds of constraints on government. Scalia, in his Locke dissent, conflates establishment and free exercise.

Justice Gorsuch utilized this conflation to profound effect in his 2022 majority decision in Kennedy v. Bremerton School District.70Kennedy v. Bremerton Sch. Dist. 142 S .Ct. 2407 (2022). There he analyzed a public prayer by a public school coach at a public school event as largely a free exercise issue—whereas in the past the issue would almost certainly have been framed along Establishment Clause lines as an unconstitutional instance of a government official injecting his religion into a school-sanctioned activity. As the smoking gun, Gorsuch points out that “[b]y its own admission, the District sought to restrict [the coach’s] actions at least in part because of their religious character.”71Id. at 2422. It sought to prohibit actions “appearing to a reasonable observer to endorse . . . prayer.”72Id. This was the “gotcha” moment to Justice Gorsuch; a conscientious choice by a school district to comply with the separation of church and state principles articulated in the Establishment Clause becomes damning evidence of a violation of neutrality under the Free Exercise Clause. This is a Religion Clause world turned upside-down.

In Kennedy the Court effectively overruled, indeed inverted, its Establishment Clause precedents recognizing an endorsement test.73Id. at 2427. Public endorsement of religion by government went from prohibited, to prohibited to prohibit. This blowtorch to the Court’s previous jurisprudence, however, cannot alter the fact that the First Amendment, by its very terms, demands discrimination; a state may for legitimate policy purposes designate taxpayer funds to a specific circus school, driver’s education school, agricultural school, or most any other school it deems worthy, except if it is targeting religious education. As we shall discuss in the next Section, consistent with the government speech doctrine, a state has largely unconstrained discretion to choose its own policies and policy messages, except with regard to religion.

V.  THE EMERGING GOVERNMENT SPEECH DOCTRINE

There is some irony in this new muddying of the Religion Clause waters, as the Court has in recent years also moved toward clarification of another part of the First Amendment, one that resonates in the free exercise context: the government speech doctrine. The Free Speech Clause has over time come to incorporate a kind of anti-discrimination principle of its own. Despite reading as a simple across-the-board prohibition that “Congress shall make no law . . . abridging the freedom speech,”74U.S. Const. amend. I. modern free speech case law has come to the realization that the most potent threats to expression come in the form of laws that specifically target (or “discriminate” against) particular content or viewpoints. After all, virtually all laws could be said to impact expression; whether it is blocking traffic on an eight-lane highway, setting private property ablaze, or assaulting a police officer in front of the nation’s capital, if human behavior is observable, it may be framed as expressive. Broad exemptions from criminal and civil accountability merely because the harmful behavior at issue happens to be observable would be intolerable; this was clearly not what the framers of the First Amendment had in mind.

The protection of free expression must have some limiting principle. Thus, the Court has come to differentiate between state attempts to silence particular ideas or ideologies from mere content-neutral “time place or manner” restrictions or regulations directed at harmful behavior that incidentally affects expression. Under the Supreme Court’s free speech doctrine, the former discriminatory treatment of certain content or viewpoints is subjected to a much higher level of judicial scrutiny than the latter—neutral regulations that may in some sense be said to inhibit expression, but without regard to content or viewpoint.75See, e.g., Reed v. Town of Gilbert, 576 U.S. 155, 172–73 (2015). As the end of the twentieth century approached, the Court began to explicitly come to terms with the inverse principle. When it is the government that is doing the speaking, it must have the ability to discriminate.

In a sense, like religion under the Establishment and Free Exercise clauses, “government speech” under the free speech clause is different. It is a democratic imperative that government be able to discriminate in the ideas it conveys. Government must have the ability to choose its own message. It is the culmination of its messages and expressive actions, after all, for which the people hold government to account at the ballot box. Government “speaks” by, among other things, subsidizing particular activities, employing individuals to propagate particular messages, or installing monuments that convey certain ideas.76See Rust v. Sullivan, 500 U.S. 173, 192–93 (1991); Pleasant Grove City v. Summum, 555 U.S. 460, 460 (2009). This is, by its very nature, an exclusionary activity.

As the government chooses to spread one message, it necessarily declines to communicate others. It discriminates based on content or viewpoint. As a new administration takes the helm in response to a shift in voter sentiments, a government will likely change its message. A city government might remove a statue of Robert E. Lee from a public park. It might replace that statue with one depicting the civil rights triumphs of Martin Luther King, Jr. A group of Civil War reenactors may object. However, their recourse is not in a First Amendment that guarantees them a right to have the government send the message they want it to send. It is the political process. The Court made this point succinctly in a 1991 case that would come to be described as the first in a series of cases that form the government speech doctrine.77Helen Norton, The Government’s Speech and the Constitution 32–34 (Alexander Tsesis ed., 2019).

Rust v. Sullivan involved a government program that appropriated public funds for certain family-planning services.78Rust, 500 U.S. at 178. In so doing, Title X of the Family Health Service Act stipulated that none of the allocated funds were to be used in programs that included abortion as a family-planning method.79Id. As a plain-vanilla First Amendment free speech issue, one might assume that the government could not prohibit a counselor or physician from merely discussing a legal abortion as a medical option. Such discriminatory censorship directed at particular content might seem, on the most basic level, antithetical to core First Amendment principles. However, when it is the government that is speaking—as is arguably the case with a government program intended to promote certain goals but not others—the First Amendment prohibition on content or viewpoint-based discrimination is flipped on its head. We expect an anti-abortion administration to “be discriminating” when it comes to the messages it chooses to send about this volatile issue, just as pro-abortion rights voters would expect elected officials who run on a prochoice platform to propagate government speech that facilitates, rather than inhibits, the right to choose. To drive home its point, the Court in Rust provided this example: “When Congress established a National Endowment for Democracy to encourage other countries to adopt democratic principles, . . . it was not constitutionally required to fund a program to encourage competing lines of political philosophy such as communism and fascism.”80Id. at 194.

Thus, if we return to the Court’s anti-discriminatory religion clause innovation, we can see another glaring tension. Even before this current Supreme Court’s most recent Religion Clause turnabout mandating certain government expenditures on religion, some had expressed concern that the growing prominence of the government speech doctrine might diminish previously viable Establishment Clause challenges—because of their potential framing as government speech.81Carol Nackenoff, The Dueling First Amendments: Government as Funder, as Speaker, and the Establishment Clause, 69 Md. L. Rev. 132, 147–48 (2009). But under the Court’s new regime, the anti-religious-discrimination doctrine and the government speech doctrine are on a collision course. A constitutional mandate that government subsidize religious speech to avoid a free exercise “discrimination” claim (just because such subsidy is also available to certain non-religious recipients), is a command that it express ideas it may not want to express, using taxpayer money. It is counter-majoritarian, and directly contradicts the principle underlying the government speech doctrine. In Rust, the Court reiterated the common sense conclusion that “[t]he Government can, without violating the Constitution, selectively fund a program to encourage certain activities it believes to be in the public interest, without at the same time funding an alternative program which seeks to deal with the problem in another way.”82Rust, 500 U.S. at 193. It turns out, however, that this is not the case; that is, at least according to the Court’s novel anti-discriminatory religion clause doctrine.

One might respond, however, as pointed out earlier, that religion is different. Might there be something about religion that would justify a diversion from the otherwise applicable government speech principle? Could it be that this difference merits an exception from the intuitive notion that a government—as a representative of “we the people”—should be able to choose which policies or messages to propagate, and which messages not to endorse, or simply not expend taxpayer resources on? The Constitution, after all, already carves out certain areas in which simple majoritarian politics will not do, requiring instead a super majority for policy change. Fifty-one percent of the population, in other words, cannot do away with probable cause; the Constitution would have to be amended.

One might argue, for instance, that as a fundamental constitutional right, the free exercise of religion should be exempt from the baseline government speech rule. This is quite similar to what was argued by the dissenters in Rust. They pointed to the fact that the right to choose abortion under the “liberty” guarantee in the Fifth Amendment was (at the time) a fundamental constitutional right. As such, selective discrimination against the expression of certain medically pertinent information facilitating that freedom of choice, even under the auspices of a government program, was unconstitutional.83Id. at 216.

 The Court, however, rejected this argument. It also left little room to doubt the basis of this rejection. Citing Regan v. Taxation with Representation, a decision in which the Court upheld a narrowly selective subsidy for lobbying by certain types of organizations, it explained that a “legislature’s decision not to subsidize the exercise of a fundamental right does not infringe the right.”84Id. at 193. Thus, it would seem that the fundamental constitutional rights argument cannot explain the Court’s new anti-religious-discrimination doctrine. The Court’s government speech precedents directly conflict with today’s Court’s characterization of a failure to fund religious education as a “penalty” imposed on that religion.85Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2255 (2020).

VI.  THE RADICAL TRINITY

If a jurisprudential entrepreneur were on the lookout for an ideal test case to sell a radical reformulation of the Court’s approach to the religion clauses, the facts of Trinity Lutheran Church of Columbia v. Comer would certainly fit the bill. On the surface, this case about the re-surfacing of children’s playgrounds in Missouri involved a highly sympathetic petitioner and addressed relatively un-weighty issues of church and state. To promote recycling and benefit children in low income areas, the state government allocated funds on a competitive basis to help nonprofit daycare centers replace older, harder playground surfaces with ones made from recycled tires.86Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 454–55 (2017). Unfortunately for Trinity Lutheran Church, it discovered that its preschool and daycare center were ineligible.87Id. Article I, Section 7 of the Missouri Constitution provided that “no money shall ever be taken from the public treasury, directly or indirectly, in aid of any church, sect or denomination of religion.”88Id at 455. Missouri categorically disqualified religious organizations from receiving grants under the program.89Id.

Although the District Court did not mention the government speech doctrine by name, it upheld the Missouri program using reasoning consistent with the doctrine’s underlying principles. It drew an analogy to a case upholding a state’s “mere” choice not to fund a particular “category of instruction,”90Trinity Lutheran Church of Columbia, Inc. v. Pauley, 976 F.Supp.2d 1137, 1148 (W.D. Mo. 2013). suggesting that it was within Missouri’s discretion to determine the scope of its programs. This includes the choice not to subsidize playgrounds run by religious institutions with public money. In concisely rejecting a free expression argument, the District Court dismissed any notion that the program was designed as an “open forum” for speech.91Id. at 1157.

Consistent with the pro-discrimination implications of the religion clauses, it pointed to the state’s “antiestablishment” interests in preventing religious organizations from receiving government funds.92Id. at 1148. Even if Missouri was not required to promote this interest to the extent it did––prohibiting any receipt of funds by religious organizations––significant “play in the joints” exists between what is prohibited by the Establishment Clause and what is required by Free Exercise.93Id. at 1147. The District Court reasoned that Missouri’s more robust prohibition (what we might certainly call “discrimination” against religion), supports the antiestablishment values built into the religion clauses.94Id. at 1148. Indeed, according to the Court, it would be patently “illogical” to presume that a choice not to fund religion to avoid potential entanglement with government necessarily reflects a hostility toward religion.95Id. The District Court emphasized that the grant here would be paid directly to the religious organization, making the antiestablishment concerns even more compelling than programs designed to sever the direct link between government aid and religious institutions by putting the choice to spend in the hands of private individuals.96Id. at 1152.

The Eighth Circuit affirmed the District Court decision, characterizing the appellant as “seek[ing] an unprecedented ruling—that a state constitution violates the First Amendment . . . if it bars the grant of public funds to a church.”97Trinity Lutheran Church of Columbia, Inc. v. Pauley, 788 F.3d 779, 783 (8th Cir. 2015). In no uncertain terms, it rejected the notion that a state could be compelled to provide taxpayer funds directly to a church: “No Supreme Court case” it explained, “has granted such relief.”98Id. at 784. Moving to an approach in which every generally available public benefit becomes a baseline in which we might scrutinize the denial of comparable benefits to religious actors, would, according to the Circuit Court, constitute “a logical constitutional leap.”99Id. at 785. It would fundamentally recast the Free Exercise Clause from a provision that demands religion be treated differently, to one that prohibits discrimination against it. It would require a repudiation of decades of precedent, and of our foundational understanding of how the religion clauses were to function. In blunt terms, the Circuit Court conceded that “only the Supreme Court can make that leap.”100Id.

But the Supreme Court had indeed changed. Beginning with this unassuming little case about playground surfaces, it was poised to make just such an unprecedented and radical shift in its religion clause jurisprudence. Granted, Chief Justice Roberts, in his majority opinion that overruled the Eighth Circuit in Trinity Lutheran, did not frame his decision in this way. Roberts has developed a reputation for strategic incrementalism, in which the seeds of what will eventually blossom into highly consequential doctrinal change are planted in unassuming soil.101Linda Greenhouse, Justice on the Brink: The Death of Ruth Bader Ginsburg, the Rise of Amy Coney Barrett, and Twelve Months that Transformed the Supreme Court 219 (2021). However, the Trinity Lutheran dissenters did not mince words. Emphasizing the high-stakes of this seemingly low-stakes decision, Justice Sotomayor tells us that “[t]his case is about nothing less than the relationship between religious institutions and the civil government . . . [t]he Court today profoundly changes that relationship.”102Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 471–72 (2017) (Sotomayor, J., dissenting).

Roberts’s analysis begins by setting the stage for the Court’s new Free Exercise non-discrimination principle. He cites as a broad rule the rationale of a narrow Free Exercise decision that happened to involve targeted discrimination against a particular religious sect. Granted, the language in the 1993 case Church of the Lukumi Babalu Aye, Inc. v. City of Hialeah103Church of the Lukumi Babalu Aye, Inc. v. City of Hialeah, 508 U.S. 520 (1993).  gave Roberts a good deal to work with. Although the decision was centrally about, as Justice Kennedy explained in the second sentence of the opinion, the “fundamental nonpersecution principle of the First Amendment,”104Id. at 523. it was peppered with the ominous suggestion that impermissible religious discrimination was afoot. However, there is no reason to conclude that the mere relevance of discrimination in this case would convert the religion clauses into a general anti-discrimination rule. Here discrimination simply served as evidence that this particular law should be understood as an unconstitutional prohibition of the free exercise of religion. Like the neutrality principle discussed above, the discriminatory nature of the law was highlighted to demonstrate that things were not as they seemed; a law that may have appeared neutral on its face, was in fact targeting a particular religion’s practices, and thus, quite literally, prohibiting “free exercise” of that religion.

The dilemma with the religion clauses, as with free speech, is that there will necessarily be a vast number of laws aimed at addressing a wide range of social ills that have the subsidiary effect of in-part “prohibiting” the free exercise of particular religions (or “abridging” expressive activity). And the Court has never taken the position, for understandable reasons, that all such laws are unenforceable as to religious practitioners (or to those whose actions are, in part, “expressive”). As Justice Scalia opined, in a country of vast religious diversity, adopting a rule that would strictly scrutinize any neutral, generally applicable law that somehow could be said to intrude on a religious practice would be “courting anarchy.”105Emp. Div. v. Smith, 494 U.S. 872, 888 (1990). The doctrinal parameters of whether, and when, a religious exemption may be required under such circumstances continue to evolve. However, it is clear that laws advancing legitimate, non-religion-related policy ends that incidentally impact the free exercise of certain religious actors are not automatically deemed constitutionally suspect.

No doubt, in drafting the First Amendment the framers sought to prohibit the type of targeted religious persecution that was all too common in the old world.106Babalu, 508 U.S. at 532. But again, the concern was that government not prohibit free exercise through persecution, not that it refrain from treating religion differently from other subjects (something that it is required to do under a straight-forward reading of the text of the First Amendment). Government persecution might be achieved through direct measures that leave little ambiguity as to the intended objective. However, a government intent on punishing, stigmatizing, or driving away an unpopular religious minority might also use non-religion-related policy justifications as a pretext for doing so. It may craft laws that are intended to impede the practices of certain religious believers but justify those laws on legitimate non-religion-related public policy grounds. Or, a legislature might truly have mixed motives. Determining whether or not there has been a free exercise violation under such circumstances may prove difficult. Thus, in this context, identifying “discrimination” may become a vital tool in sussing out whether intentional religious suppression, or a mere side effect of an unrelated policy goal, is occurring.

Preventing animal cruelty was the stated policy goal in Church of Lukumi Babalu. Upon investigation however, this facially legitimate objective was found to have been a front for religious animus. The case involved four ordinances in the south Florida city of Hialeah. Together, they prohibited certain forms of animal sacrifice, a practice associated with the Santeria religion.107Id. at 524–28. The ordinances were apparently spurred on by the imminent prospect of a Santeria church opening in Hialeah and the hostility and discomfort many residents and city council members held toward Santeria and its traditional practices.108Id. at 541–42.

The city argued that its ban on animal sacrifice was justifiable on non-religious grounds. It cited not just protecting animals from cruel treatment, as mentioned above, but also the health risks involved, the emotional injury to children that might result from witnessing such killings, and the interest in restricting slaughter to particular areas of the city.109Id. at 529–30. The narrow ban however, was carefully crafted to exclude virtually all animal killing other than religious sacrifice, and even within this category it exempted kosher slaughter.110Id. at 535–36. The Court concluded that “Santeria alone was the exclusive legislative concern. . . . [K]illings that are no more necessary or humane in almost all other circumstances are unpunished.”111Id. at 536. This was, as Justice Souter pointed out in his concurrence, “a rare example of a law actually aimed at suppressing religious exercise.”112Id. at 564 (Souter, J., concurring).

The Court unanimously struck down the ordinances as a violation of the Free Exercise Clause.113Id. at 546. It was from this unexceptional holding in Church of Lukumi Babalu—prohibiting a legal ban directly targeting practices that were a clear element of the sect’s religious exercise—that the Court in Trinity Lutheran extracts from the Free Exercise Clause a strikingly broad anti- religious-discrimination rule. The new rule requires taxpayer money be used to facilitate the religious mission of an organization—that is, if such funds are available to secular organizations.

Granted, the Church of Lukumi Babalu Court identified, through a close examination of the text of the ordinances at issue and the broader social context, blatantly discriminatory treatment targeting particular practices of a particular religious group. And at times, Kennedy used language to emphasize the significance of such unequal treatment, for example, when he stated that “[a]t a minimum, the protections of the Free Exercise Clause pertain if the law at issue discriminates against some or all religious beliefs or regulates or prohibits conduct because it is undertaken for religious reasons.”114Id. at 532. In this context, this observation simply points out that a restriction on free exercise that is specifically directed toward a particular religion or religious practice is a First Amendment red flag. Such a law presents a sharp contrast to generally applicable laws that affect, and are directed toward, religious and non-religious actors alike. The fact of “discrimination,” in other words, helps courts home in on the most egregious and likely unconstitutional prohibitions on free exercise. Nothing in the decision, however, would suggest that it is the “discrimination” that is the free exercise offense, nor that unconstitutional “discrimination” should be interpreted to encompass a mere choice by a government not to provide financial support to particular religious organizations.

Indeed, Roberts’s reliance upon Church of Lukumi Babalu is particularly curious considering that it was issued just two years after Rust v. Sullivan. As discussed above, this is the seminal government speech case in which the Court explicitly affirmed a government’s power to discriminate—to be selective and make substantive distinctions as to the programs it chooses to fund or not fund.115See supra Part V. What is Chief Justice Roberts’s response to this apparent contradiction? He tells us that “Trinity Lutheran is not claiming any entitlement to a subsidy. It is asserting a right to participate in a government benefit program without having to disavow its religious character.”116Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 451 (2017).

But how is claiming a right to receive government largess by “participat[ing] in a government benefit program” that one is not qualified to participate in, anything but an assertion of an “entitlement to a subsidy?”117Id. The Chief Justice’s artful reframing and rephrasing of Trinity Lutheran’s argument does not alter the fundamental facts. After this decision the government in Missouri is required to use taxpayer money to subsidize what on policy grounds it does not wish to subsidize. The Chief’s attempt to sugarcoat its radical decision notwithstanding, the unelected Supreme Court is telling an elected government how it must legislate and allocate its resources—a command that is in direct conflict with its own government speech doctrine.

The only other ostensibly on-point case cited by the Trinity Lutheran Court as support for its innovative religion clause non-discrimination rule was the 1978 plurality opinion in McDaniel v. Paty.118McDaniel v. Paty, 435 U.S. 618 (1978). Under the Tennessee Constitution, clergy were disqualified from serving as state legislators, and thereby not permitted to serve as delegates to a state constitutional convention.119Id. at 620–21. The Supreme Court struck down the exclusion on Free Exercise grounds. The plurality explained that this exclusion of ministers from state legislatures was a practice that was implemented in seven of the original thirteen States. It was instituted “primarily to assure the success of a new political experiment, the separation of church and state.”120Id. at 622.

However, the notion that clergy members should ipso facto be excluded from legislative positions remained controversial. This was so despite the fact that the First Amendment did not at the time apply to the states (it would not be explicitly incorporated until well after the ratification of the Fourteenth Amendment in 1868). Even James Madison, “the greatest advocate for the separation of state and church” 121Andrew L. Seidel, The Founding Myth: Why Christian Nationalism Is Un-American 37 (2019). and primary drafter of the Constitution’s religion clauses suggested (in contrast with Thomas Jefferson’s initial position) that disqualification resembled a kind of unjust punishment reserved for those who happened to choose religious professions.122McDaniel, 435 U.S. at 624. To Madison, the exclusion itself might even constitute a breach of the church-state separation, in that religion was to be exempted “from the cognizance of Civil power.”123Id. at 624. One can thus see the parallel Roberts was attempting to draw with Trinity Lutheran—a law that was arguably “punishing” a playground operator, denying it the opportunity to benefit from a recycled tire resurfacing program, merely due to its religious affiliation.

However, with the help of the government speech doctrine, the distinction between Trinity Lutheran and McDaniel becomes immediately clear. A policy choice as to how the government will use taxpayer dollars—what kinds of interests or schools or playgrounds it will support—is fundamentally different from a law that makes distinctions as to who may legislate in the first place. The former represents a choice as to the policy message the government will communicate, a democratic imperative; the latter represents a choice to exclude certain voices from the possibility of being a part of that government, an anti-democratic exclusion. To suggest that the right to run for office in a democracy is a mere government “benefit” comparable to a government program that helps fund playground resurfacing124Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 462 (2017). is to demean a core element of representative democracy. It conflates the ability to select a representative with the naturally selective product of representative democracy; it degrades them both by suggesting that a democracy-affirming Court intervention to prevent limitations on who we may choose as a representative is somehow analogous to a democracy-inhibiting limitation on a government to make policy choices.

McDaniel was also grounded in an individual right to practice one’s religion. The Court explained that “the right to the free exercise of religion unquestionably encompasses the right to preach, proselyte, and perform other similar religious functions, or, in other words, to be a minister of the type McDaniel was found to be.”125McDaniel, 435 U.S. at 626. McDaniel’s right to free exercise was being conditioned upon his surrender of democratic political participation, the choice to run for office. His desire to serve as a delegate to a state constitutional convention was not a request to have the state subsidize his religious activity, except to the extent than any government employee’s private activities might be said to be subsidized by a state salary.

Trinity Lutheran in contrast, involved not an individual’s rights, but the rights of a collective entity. It described its Child Learning Center’s mission as “provid[ing] a safe, clean, and attractive school facility in conjunction with an educational program structured to allow a child to grow spiritually.”126Trinity Lutheran, 582 U.S. at 455. Trinity Lutheran, in other words, was seeking state tax dollars to advance its religious goals as a collective entity. The loss by Trinity Lutheran of the opportunity to participate in a subsidized playground surface program was nothing like the Hobson’s choice that confronted McDaniel. He was not seeking support from the government for his religious works. For McDaniel, under the Tennessee law he was forced to either forfeit his right to fully participate as a citizen or refrain from free religious exercise. 

Chief Justice Roberts finds commonality in McDaniel and Trinity Lutheran, emphasizing the status-based nature of the discrimination in both cases.127Id. at 459. He characterized the policy in Missouri as “expressly discriminat[ing] against otherwise eligible recipients by disqualifying them from a public benefit solely because of their religious character.”128Id. at 462. The McDaniel Court similarly stressed the unique way the law in Tennessee disqualified the petitioner from office “because of his status as a ‘minister’ or ‘priest.’ ”129McDaniel, 435 U.S. at 627. And indeed, the Court has in recent years frequently conflated the individual and the collective; but there can be good reason to acknowledge the differences between the two.

At the heart of classical liberalism is a respect for the individual. The notion that status-based individual deprivations are particularly repugnant is found in many parts of the Constitution itself—whether it is the prohibition on Bills of Attainder,130U.S. Const. art. I, § 9, cl. 3. the demand that “no religious Test shall ever be required as a Qualification to any Office or public Trust under the United States,”131U.S. Const. art. VI. or that the right to vote shall not be denied “on account of race, color, or previous condition of servitude”132U.S. Const. amend. XV. in the Fifteenth Amendment. Although the Court has extended many individual rights in the Constitution to collective entities, there is reason to be skeptical that the same set of concerns applies here.

Tennessee justified its disqualification of a certain category of individuals from elective office on the basis of the “leadership role” and “full time” promotion of “religious objectives” of those who choose to be ministers and priests.133McDaniel, 435 U.S. at 634–35. Citing its goal of maintaining the separation of church and state, the state emphasized its concern that the religious commitments of ministers and priests would at times interfere with their duties as a state legislator.134Id. at 645. Implicit in the plurality decision rejecting this rationale is the understanding that human beings are more than just their chosen avocation. A “unique disability” imposed on an individual because they “exhibit a defined level of intensity of involvement in protected religious activity”135Id. at 632. is, quite simply, highly distinguishable from differential treatment of legal entities based upon their respective, narrowly defined legal purpose.

Nonetheless, the Trinity Lutheran Court finds the organization’s status-based disqualification from the recycled tire playground surface program to be relevant, and sufficiently analogous to the disqualification from office faced by McDaniel. As a result, the Court found Trinity Lutheran merited a similar legal outcome. The Court’s focus on the status-based nature of the religious discrimination at issue also served to distinguish Trinity Lutheran from the 2004 decision Locke v. Davey, the seemingly on-point precedent discussed previously in which the Supreme Court reached the opposite conclusion.

In Locke the Supreme Court upheld a scholarship program in Washington State that, although available for a full range of postsecondary education degrees, stipulated funds could not be used by students “pursuing a degree in devotional theology.”136Locke v. Davey, 540 U.S. 712, 715 (2004). Roberts reasoned that in Locke the student was not denied the benefit of the program on the basis of his religious status, as was true of Trinity Lutheran, but “because of what he proposed to do—use the funds to prepare for the ministry.”137Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 464 (2017). Thus, for the Trinity Lutheran Court, the distinction between religious discrimination based on religious “status” and religious “use” appeared to be determinative.

The silver lining of deciding to have the opinion turn on this questionable analogy between the status-based discrimination against the individual minister in McDaniel and the collective religious institution in Trinity Lutheran, is that it established a rule that would, in theory, still allow for government to make crucial policy distinctions consistent with the government speech doctrine. As long as the government is not declining to spend on the basis of religious status, a government might still decline to draw on finite state resources to fund religious action. A government might conclude, for example, that spending on such religious “use” would be unwise, have benefits that are unsupported by evidence, reflect objectives inconsistent with the state’s current policy goals, or simply on balance represent a less weighty spending priority than other competing governmental aims.

This “status” versus “use” distinction, however, would not have staying power. Locke would ultimately be narrowed dramatically, largely relegated to doctrinal irrelevance. In Trinity Lutheran the status/use test was thrown into question in a concurrence by Justices Gorsuch and Thomas. Gorsuch, foreshadowing the Court’s eventual path in Carson, would have distinguished the contradictory outcome in Locke on the basis of its narrow exclusion of scholarship funds for devotional theology and the “long tradition against the use of public funds for training of the clergy.”138Id. at 470 (Gorsuch, J., concurring). For Gorsuch, not only was the status/use distinction likely to be difficult to apply in practice, but it was also irrelevant for the purposes of First Amendment free exercise. The reason? To Gorsuch, “that Clause guarantees the free exercise of religion, not just the right to inward belief.”139Id. at 469.

But this is clearly incorrect. The language of the Free Exercise Clause does suggest a “guarantee.” It no more “guarantees” free exercise than the Free Speech Clause “guarantees” free speech or the Second Amendment “guarantees” that each citizen will be supplied with her own private arsenal. It merely prevents the state from interfering with or “prohibiting,” such freedom. Free exercise of religion may be hampered by friends or family, a wide range of private actors, or the free market itself. Practicing one’s religion may be time consuming, expensive, embarrassing, or stigmatizing. Indeed, it is precisely this kind of interpretive line-blurring of the Free Exercise Clause by Gorsuch that the government speech doctrine rejected when it came to the Free Speech Clause. One is not “guaranteed” an equal opportunity to have the government promote your message of x just because it has chosen to run a public service announcement promoting y.

VII.  ESPINOZA AND THE TRINITY LUTHERAN AFTERMATH

Just three years later in Espinoza v. Montana Department of Revenue the Court broadened the applicability of this fallacious reading. The Montana Constitution included a provision that barred government aid to religious schools.140Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2251 (2020). Under this “no-aid” provision that the State’s Supreme Court had rejected, a private school tuition assistance program that would have granted “a tax credit to anyone who donates to certain organizations that in turn award scholarships to selected students.”141Id. In Espinoza, building on the newly invented anti-religious discrimination principle, the U.S. Supreme Court struck down this provision in the Montana Constitution.

Like Trinity Lutheran, it homed in on the status/use distinction to explain why the analogous Locke holding should not apply.142Id. at 2255–57. The Court emphasized that although both Espinoza and Locke addressed government scholarship funds used for religious education, the Montana Constitution prohibited all aid to sectarian schools simply by virtue of their being religious (that is, status) whereas the program in Locke excluded, specifically, just religious training (that is, use).143Id. at 2257. This case, the Court explained, “turns expressly on religious status and not religious use.”144Id. at 2256. It even took the time to refute claims that Montana’s Constitution was in fact about preventing “use” for religious education, responding that “[s]tatus-based discrimination remains status based even if one of its goals or effects is preventing religious organizations from putting aid to religious uses.”145Id. It asserted that “status-based discrimination is subject to ‘the strictest scrutiny.’ ”146Id. at 2257. Thus, a reasonable reading of the Court’s opinion would conclude that the status versus use distinction was central to this doctrine.

At the same time that it repeatedly emphasized its significance, however, the Court seemed to be readying itself to discard this distinction in the near future. It provided the caveat that “[n]one of this is meant to suggest that we agree . . . that some lesser degree of scrutiny applies to discrimination against religious uses of government aid.”147Id. Why then raise this distinction in the first place? As mentioned earlier, Trinity Lutheran was framed as a narrow decision addressing an even narrower, idiosyncratic, and relatively low-stakes set of facts. Allaying fears that it was anything broader than this, Trinity Lutheran’s footnote three had read: “This case involves express discrimination based on religious identity with respect to playground resurfacing. We do not address religious uses of funding or other forms of discrimination.”148Trinity Lutheran Church of Columbia, Inc. v. Comer, 582 U.S. 449, 465 n.3 (2017). Reliance on this status/use distinction, as well as the inclusion of this qualifying footnote, likely contributed to a majority that was able to bring along two justices (Breyer and Kagan) who shortly thereafter would pull away, dissenting in Espinoza and Carson.

Once the critical break with the religion clause precedent was achieved, like Lucy and Charlie Brown, the Chief Justice quickly pulled that football. It turns out Trinity Lutheran was no minor decision at all. In Carson, decided two years after Espinoza, the Court was clear that it was in fact Locke that was the minor decision. Leaving little ambiguity, Roberts asserted that “Locke cannot be read beyond its narrow focus on vocational religious degrees.”149Carson v. Makin, 142 S. Ct. 1987, 2002 (2022). Thus, just a short five-year time span had passed between Trinity Lutheran—adopting the status/use device as a central means of justifying its jarring divergence from Locke—and Carson—effectively retracting it. The unfortunate implication is that the status/use distinction served merely as a short-term results-oriented expedient—the proverbial camel’s nose that could push its way, ever so slightly, under the tent—facilitating the Court’s radical transformation of the Religion Clauses. 

In Espinoza, the Court repeatedly stressed the completely inapposite, but rhetorically powerful pejorative conception of “discrimination” to justify its holding, explaining that the Constitution “condemns discrimination against religious schools and the families whose children attend them.”150Espinoza, 140 S. Ct. at 2262. But even more than Trinity Lutheran, both Espinoza and Carson address a species of governmental action that is inevitably, and necessarily, grounded in discrimination—the state’s choices about education. It is indeed difficult to imagine a more consequential sphere of government speech than the fine-grained discretion involved when a democratically elected government chooses the ideas, ideals, knowledge, and values to impart to future generations. No question, this is most apparent in the field of public education, where states and localities are in the position of determining every last detail of a curriculum. But, unless it is establishing an open public forum, there is no reason to believe that it is less relevant when a state decides which educational alternatives it will choose to subsidize, and which it will not. Such choices are a direct manifestation of the will of the people as exercised by their elected representatives.

Indeed, the only limitation on this foundational majoritarian precept that it is “the people” who decide (indirectly, through elections) on the substance of public education and private educational subsidies, is when it is overridden by the Constitution itself, which, of course, requires a supermajority to overrule.151See Epperson v. Arkansas, 393 U.S. 97, 107 (1968). And one of the most notable examples of this can be found in the requirement of religious discrimination—that religion is subject to differential treatment—in the First Amendment. This requirement of religious discrimination in public education is well established in Court precedent.

In Epperson v. Arkansas, the Court confirmed that the religion clauses carve out an exception to the general and broad discretion a state has over its schools’ curricula.152Id. at 104–05. Under Arkansas law, public schools were prohibited from “teach[ing] the theory or doctrine that mankind ascended or descended from a lower order of animals.”153Id. at 98–99. The clear motivation behind the law was to thwart teaching that conflicted with the biblical account of the origin of life.154Id. at 109. Although the Court expressed a general reluctance to involve the judiciary in questions of educational policy, it was unequivocal that “the First Amendment does not permit the State to require that teaching and learning must be tailored to the principles or prohibitions of any religious sect or dogma.”155Id. at 106. The Court reaffirmed this reading in the 1987 decision Edwards v. Aguillard.156Edwards v. Aguillard, 482 U.S. 578, 594 (1987). This well-established understanding of the religion clauses, that educational choices which are otherwise within the discretion of state and local government must be judicially curtailed due to their religious nature, was not just contradicted, but inverted by Espinoza and Carson. The problem with “Montana’s no-aid provision” explains the Espinoza majority, is that it “bars religious schools from public benefits solely because of the religious character of the schools.”157Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2255 (2020).

Indeed, not only is the Court converting a constitutional principle that has always required differential treatment of religion into an anti-religious-discrimination rule, but government inaction—not doing what it was formerly required not to do by a conventional reading of the First Amendment—is understood as potentially coercive. As the Court explains, “[t]he Free Exercise Clause protects against even ‘indirect coercion,’ and a State ‘punishe[s] the free exercise of religion’ by disqualifying the religious from government aid . . . .”158Id. at 2256. Roberts, in other words, is taking Scalia’s Locke dissent logic one step further: not providing a government benefit is not just a relative “burden” on religion, it is a coercive punishment. Government benefits are so alluring that Jefferson’s separation of church and state is itself unconstitutional. The wall of separation is coercive because the church on one side will see the bag of goodies on the other side and feel compelled to un-church itself––to shed its religious identity so it too can get a hold of those benefits.

VIII.  THE ASYMMETRIC AND INTERDEPENDENT RELIGION CLAUSES

The Alice in Wonderland feel of the Court’s logic may be dizzying. But it is the built-in tension between the two religion clauses that makes the Court’s startling logical backflips possible. The Court is effectively borrowing concepts culled from one side of its religion clause decisions and lending them to the other. Since the two clauses were designed to pull in two different directions and operate in fundamentally different ways, predictably, the results are perverse.

While “neutrality” is drawn from Everson, “coercion” can be found in decisions such as 1992’s Lee v. Weisman. In that case, a student made an Establishment Clause challenge to a public school practice of inviting clergy members to give nondenominational prayers at graduation ceremonies. Although a passionate concurrence by Justices Blackmun, Stevens, and O’Connor argued for a more robust separationist rationale, the majority nonetheless struck down the policy, asserting that “at a minimum, the Constitution guarantees that government may not coerce anyone to support or participate in religion or its exercise.”159Lee v. Weisman, 505 U.S. 577, 587 (1992). Students, in other words, would feel peer pressure to conform to, and perhaps participate in, the religious exercise. This anti-coercion principle was firmly rooted in the Court’s Establishment Clause jurisprudence; the Court’s sights were set on identifying those types of government actions that cross the unconstitutional line of “respecting an establishment of religion.”

The Lee Court acknowledged that attendance at the ceremony was technically voluntary, but in the eyes of most students, it was a crucial rite of passage.160Id. at 594–95. The Court explained that “[i]t is a tenet of the First Amendment that the State cannot require one of its citizens to forfeit his or her rights and benefits as the price of resisting conformance to state-sponsored religious practice.”161Id. at 596. The Court in Espinoza and Carson takes this Establishment Clause principle, and applies it as if it were about free exercise. This is a mistake. These two clauses may work in tandem, but they function differently, as their disparate textual construction clearly suggests. The latter simply prevents the government from actively interfering with or “prohibiting” religious practice, whereas the former involves the thornier question of what it may mean for a law to “respect” an establishment of religion. As constitutional historian Leonard Levy explains, “Congress can pass laws regulating and even abridging the free exercise of religion without prohibiting it altogether.”162Levy, supra note 7. And not only does the Court, with little theoretical justification, blithely transfer an Establishment Clause test to a free exercise issue, it quietly alters its relative rigor.

As this concept of “coercion” is understood to be ever more capacious on the Free Exercise side of the ledger, including the “indirect” coercion of merely not having one’s religiously informed policy preferences fulfilled, the meaning of Establishment Clause coercion gets appreciably narrower. In Kennedy v. Bremerton School District, decided just one week after Carson, the Court appeared untroubled by establishment concerns because there was “no evidence” that, during a public prayer by an influential school employee at a public school event, “students [were] directly coerced to pray with [the coach].”163Kennedy v. Bremerton Sch. Dist. 142 S. Ct. 2407, 2419 (2022) (emphasis added). Thus, in the free exercise context, it would appear that a highly tenuous, and certainly debatable “indirect” form of coercion is sufficient to impose a constitutional demand that taxpayer money be used to fund private religion. At the same time, a popular football coach publicly praying “under the bright lights” of a stadium full of spectators,164Id. at 2439 (Sotomayor, J., dissenting). while “on duty,”165Id. at 2437 (Sotomayor, J., dissenting). and implicitly inviting student participation, was not a “direct” enough form of coercion to constitute an Establishment Clause violation. This coach had “made multiple media appearances to publicize his plans to pray at the 50-yard line,”166Id. at 2437 (Sotomayor, J., dissenting). and was someone from whom students might naturally seek favorable treatment such as extra playing time and recommendation letters167Id. at 2443 (Sotomayor, J., dissenting).. . Justice Sotomayor, in dissent, characterizes this newly watered down establishment test as “a nearly toothless version of the coercion analysis.”168Id. at 2434 (Sotomayor, J., dissenting). The effect is to invert the very meaning of the religion clauses, taking what would have been an unconstitutional violation of the Establishment Clause under the Court’s precedents—the injection of religion into the public schools—and transforming it into a constitutional requirement under the Free Exercise Clause.169Id. at 2441 (Sotomayor, J., dissenting).

Considering the ubiquity of both law and religion, and the fact that most policy will interact with religion in a multitude of ways, the task of drawing the establishment line is arguably much more difficult and subtle than drawing the free exercise line. On its face, the text of the Free Exercise Clause—a simple ban on governments prohibiting the free exercise of religion—would not seem to support a reading that demands active promotion by government of religion to preempt indirect coercion of religious believers who might feel left out. On its face, the Free Exercise Clause requires answering just two questions: First, how is a particular religion practiced, or exercised? Second, does the law at issue in fact prohibit that religion or its individual practitioners from practicing in such manner? The text of the Establishment Clause, in contrast, suggests that any state activity associated with, or part of a regime of, government establishment, should be subject to judicial scrutiny. The word “respecting” gives the Establishment Clause a degree of play that that the word “prohibiting” in the Free Exercise Clause does not.

As with all constitutional language, textual analysis allows for a range of plausible interpretations; the meaning given to both the word “prohibiting” and “respecting” is not fixed and will naturally be context dependent. As Randy Barnett explains, “[a]lthough most words are potentially vague, we do not face a problem of vagueness until a word needs to be applied to an object that may or may not fall within its penumbra.”170Randy E. Barnett, Interpretation and Construction, 34 Harv. J.L. & Pub. Pol’y 65, 68–69 (2011). The Janus-faced nature of the religion clauses—pushing in two different directions at the same time—heightens the interpretive challenge. Any doctrinal test by the Court that attempts to put flesh on the bones of the purportedly vague language in one religion clause, what Barnett refers to as a process of constitutional “construction,”171Id. at 69. must remain cognizant of its potential interaction with, impact on, or inconsistency with, the other clause. The Court’s insight of a “play in the joints”—a necessary degree of governmental discretion in enacting policies that promote the principles of one clause without violating the other—is consistent with this penumbral overlap.

Nonetheless, under many factual circumstances the same test simply cannot apply simultaneously under both the Establishment Clause and Free Exercise Clause without producing irreconcilable outcomes. The coercion test, so casually transferred from establishment to free exercise in Espinoza provides an example. The prayer in Lee is a violation of the Establishment Clause’s anti-coercion principle, but under the logic of Espinoza a constitutionally repaired, prayer-free graduation ceremony would be unconstitutionally coercive to religious students under the Free Exercise Clause by depriving them of a government benefit available to secular students. A free exercise anti-coercion rule would suggest that due to this deprivation, religious students would be indirectly coerced to either give up the benefit of publicly funded education and pay to attend a private religious school or relinquish their ability to partake in a religious graduation ceremony.

James Madison emphasized the importance of separation for the good of both government and religion, seeing it as a way of “[guarding against a] tendency to a usurpation on one side or the other, or to a corrupting coalition or alliance between them . . . .”172Geoffrey R. Stone, Louis Michael Seidman, Cass R. Sunstein, Mark V. Tushnet & Pamela S. Karlan, Constitutional Law 1438 (8th ed. 2018) (quoting James Madison). Roger Williams focused primarily on the way separation protects the church from control by the state.173Id. Yet, the majority in Espinoza dismisses this concern in just a few short paragraphs. Inverting historical reality, it treats Montana’s claim that “the no-aid provision promotes religious freedom”174Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2261 (2020). as the novel view, and its own recent invention of the anti-discrimination religion clauses as the constitutional baseline.

Consistent with an understanding that extends back hundreds of years, the state argued that “the no-aid provision protects the religious liberty of taxpayers by ensuring that their taxes are not directed to religious organizations, and it safeguards the freedom of religious organizations by keeping the government out of their operations.”175Id. at 2260. As if this deeply-rooted Madisonian understanding were a fringe perspective, the Court dismissed allowing an “infringement of First Amendment rights” on the basis of what it characterized as “a State’s alternative view.”176Id. But this is no “alternative view.” The dangers of the politicization of religion, the resentments taxpayer funding of religious institutions may engender, and the pressure governmental oversight and regulation would naturally place on the church, were not lost on the founders.

Effectively dismissing this wisdom in a single paragraph, the Court justifies its decision by emphasizing how its prior cases have allowed programs that provide aid to religious organizations where “attenuated by private choices.”177Id. at 2261. It then goes on to conflate freedom from government interference—these “private choices” that are rightfully protected under the Free Exercise Clause—and a right to non-discriminatory government benefits—which is, to the contrary, in direct tension with a traditional understanding and reading of the religion clauses. It achieves this slight-of-hand by citing for support its precedents that have “long recognized the rights of parents to direct ‘the religious upbringing’ of their children.”178Id. Of course, the freedom to opt-out of a majoritarian government program never implied a right to demand that the government offer an alternative version of that program that is tailored to one’s particular tastes.

Yet, in Carson v. Makin this is precisely what the Court requires of the state of Maine. The program at issue there, as discussed previously, differed from Espinoza in that it had limited its applicability based on the substance of the educational content of a school rather than its religious status. The Maine tuition assistance program was available to parents wishing to send their children to private schools in sparsely populated areas of the state where local government does not operate its own secondary school. Funds were ineligible however, if the desired school “promotes a particular faith and presents academic material through . . . that faith.”179Carson v. Makin, 142 S. Ct. 1987, 2001 (2022). The state explained that the private school option was designed to offer a “rough equivalent” of the secular public schools available in more populous parts of the state. The Carson family, however, wanted to send their daughter to a private school with a “Christian worldview [that] aligns with their sincerely held religious beliefs.”180Id. at 1994. Under the Court’s new anti-religious discrimination reading, the state was now required to use taxpayer funds to accommodate the family’s religious tastes.

IX.  THE DEMISE OF THE STATUS/USE DISTINCTION

Unless a majoritarian democracy is structured to require unanimity, it is inescapable that some minority of the population will be unhappy with the substantive policy choices the government makes. As Alexander Tsesis has pointed out, “[there are] disagreements about the wisdom of myriad government programs, policies, statutes, and priorities.”181Alexander Tsesis, Government Speech and the Establishment Clause, 2022 U. Ill. L. Rev. 1761, 1771 (2022). A distinct policy choice to fund only private schools with an evidence-based curriculum, is, of course, bound to displease those who prefer a faith-based approach to education. However, a state may have many legitimate policy reasons for declining to fund religious education, and these reasons may be independent of a desire to adhere to a “stricter separation of church and state than the Federal Constitution requires.”182Carson, 142 S. Ct. at 1997. Most obviously, a government may conclude that an epistemological approach grounded in faith is in tension with a commitment to the scientific method. Its reasoning, in other words, may relate directly to its judgment as to how it will best fulfill its educational mission. The Court acknowledges that only private schools that “meet certain basic requirements” were eligible to receive the funds under Maine’s program.183Id. at 1993. Yet, somehow, four pages later, the Court characterizes it as “a neutral benefit program,” seemingly forgetting that the state established detailed criteria laying out just what attributes schools must have if it is to fund them.184Id. at 1997.

With Carson, the Court thus ratchets up its novel anti-religious-discrimination interpretation of the religion clauses to include substantive as well as status-based distinctions. As the Court explains, “the prohibition on status-based discrimination under the Free Exercise Clause is not a permission to engage in use-based discrimination.”185Id. at 2001. The former was at least arguably one step further removed from the kind of policy discretion essential for responsive democratic judgment––a discretion that informs the Court’s own government speech doctrine. In theory, status-based distinctions are also potentially indicative of a substance-free animus or discriminatory impulse against religion. But “use-based discrimination,” as the Court puts it, is just ordinary lawmaking. As preeminent constitutional historian Leonard Levy unequivocally concluded, “the fact is that no framer believed that the United States had or should have power to legislate on the subject of religion.”186Levy, supra note 7, at 121–22. Yet, perversely, under the Court’s new anti-religious-discrimination doctrine, states now must do so. As of 2022, the substantive educational content a state chooses not to expend its resources on is subject to the Court’s intrusive new religion clause rule.

Although those who want their children to receive a faith-based education are by no means precluded from making this choice, according to the Court the mere fact that they must pay for such education themselves (while the choice to utilize a secular private school would be supported by the state) exerts coercive pressure on their choice.187Carson, 142 S. Ct. at 1996. A failure to fund faith-based approaches to education does not just result in the natural disappointment felt by those in a democracy whose policy preferences do not go completely fulfilled, such failure to spend “ ‘penalizes the free exercise’ of religion.”188Id. at 1997. The implications of this conceptualization are quite stunning. The Supreme Court is effectively depriving democratic governments of their discretion to determine their spending priorities in one of the most consequential and democratically hard-fought domains: public education.

X.  THE LIMITING PRINCIPLE PROBLEM

Now, some might be inclined to see the concerns above as alarmist. Carson, after all, addresses just one case-specific state program. However, it is difficult to see the stopping point of the Court’s logic. The Court’s novel anti-religious discrimination rule lacks a limiting principle. In Trinity Lutheran, Roberts seemed at least mildly attuned to this potential concern by emphasizing the purportedly status-based nature of the discrimination. But, consistent with the Chief’s camel’s-nose-under-the-tent approach to doctrinal change, after Carson, any government program might become the next target of an allegation that it is discriminating against religion, and therefore violating the Free Exercise Clause. Under the Court’s newly expansive anti-religious-discrimination rule in Carson, simply not offering a comparable religion-based alternative to any secular state benefit presents a potential constitutional infraction. What might the future portend under such a regime? We might anticipate a kind of constitutionally mandated menu-based governance in which state resources must be shared equally among religious and non-religious options.

For religion, this vision may ultimately prove to be self-defeating. Government resources are limited, as is the tolerance of the populace for ever higher taxes. Constitutionally mandated religious alternatives will become costly and will ultimately be subjected to the same type of politicized, compromise-laden, and messy process that is at the heart of all spending decisions in a democratic polity. As a constitutionally imposed unfunded mandate, religion would lose its prized independence.

Granted, the anti-religious-discrimination impulse is understandable. As mentioned, the new anti-religious-discrimination Free Exercise principle is no doubt rooted to some extent in a broader concern that religion, religious belief, and religious practitioners have been unfairly mistreated and disparaged by a secular society. However, those who would like to see an expanded role for religion in the public sphere, even those who support taxpayer subsidies of religion in certain areas, may ultimately find themselves deeply troubled by the ultimate consequences of the slippery-slope the Court has erected. The Court’s radical re-interpretation of the religion clauses may prove self-defeating, for government and religion. Without a limiting principle, it cannot be contained.

XI.  THE PUBLIC FORUM DOCTRINE TO THE RESCUE

All of this is not to say that there is no place for a constitutional principle prohibiting, in some contexts, discrimination against religion. Just because the religion clauses demand the opposite, does not mean there are not other settings in which religion may be protected from government. The Free Exercise Clause, most obviously, protects religion by forbidding targeted prohibitions on free exercise. But those who would like to see a greater presence of religion in the public sphere have an alternative constitutional hook to grasp. Another First Amendment doctrine, derived from the Free Speech Clause, does include an anti-discrimination rule that serves to protect against forms of religious discrimination.

The public forum doctrine prohibits the government from imposing viewpoints, and sometimes content-based, discrimination on private speech; and the Court has concluded that this restriction extends to religious expression.189See Lamb’s Chapel v. Ctr. Moriches Union Free Sch. Dist., 508 U.S. 384 (1993); Rosenberger v. Rector & Visitors of Univ. of Va., 515 U.S. 819 (1995). The Court reminded us most recently of this principle in Shurtleff v. City of Boston. The case involved a government program that over time allowed hundreds of private groups to fly their flags outside of Boston’s city hall. The city, however, denied such opportunity to a Christian group. In ruling against Boston on free speech grounds, the Court explained that “[w]hen a government does not speak for itself, it may not exclude speech based on ‘religious viewpoint’; doing so ‘constitutes impermissible viewpoint discrimination.’ ”190Shurtleff v. City of Boston, 142 S. Ct. 1583, 1593 (2022).

If the government speech doctrine can be said to be pro-discrimination—rooted in the understanding that a democratically accountable government must have the ability to be selective as to what policy messages it will, or will not, send—its cousin, the public forum doctrine, forbids discrimination in government-owned, funded, or controlled forums. Once a government opens property or a program up to the broader public, establishing a public forum—or to a select portion of the public for more circumscribed purposes, establishing what the Court has called a “limited” public forum—it may not discriminate on the basis of “content” (or merely “viewpoint” where the public forum is limited).191See, e.g., McCullen v. Coakley, 573 U.S. 464 (2014); Christian Legal Soc’y v. Martinez, 561 U.S. 661 (2010). Government speech and public fora may be conceived as two poles on opposite ends of a single continuum, with government having almost complete control over what is or is not expressed on the government speech end and minimal power to restrict or dictate expression on the other.192See Wayne Batchis, The Government Speech-Forum Continuum: A New First Amendment Paradigm and Its Application to Academic Freedom, 75 N.Y.U. Ann. Surv. Am. L. 33 (2019). The critical point is that the public forum doctrine, unlike the Court’s new anti-religious-discrimination rule, has a clear limiting principle: a government program must fall within the definition of a public forum (or limited public forum) for religion to receive protection from discrimination. Otherwise, a policy choice, and any messages associated with it—unless, of course, it “prohibits” or “respects an establishment of religion”—would be treated as government speech.

Thus Justice Thomas, in his Espinoza concurrence, begs the question when he criticizes the “strict separation” approach to the religion clauses for the way it would ostensibly remove “the entire subject of religion from the realm of permissible governmental activity . . . operat[ing] as a type of content-based restriction . . . .”193Espinoza v. Mont. Dep’t of Revenue, 140 S. Ct. 2246, 2266 (2020) (Thomas, J., concurring). Religion would not be banished from the public sphere under the traditional, straight-forward reading of the First Amendment advocated in this article; the impact of the Religion Clauses would simply turn on whether or not the government itself is speaking or whether its “activity” was creating a public forum. As the Court has repeatedly reaffirmed, government speech is all about content-based restrictions on speech—both the discriminating choices government makes as to what messages it will or will not devote its resources to, and the structural boundaries enshrined in the Constitution that may similarly shape, limit, or direct its expressive choices. A public forum, on the other hand, does demand that the government avoid content or viewpoint-based discrimination.

Indeed, this is where a misguided concurrence by Justice Kavanaugh in Shurtleff gets it so wrong. He seeks to supplement the majority’s opinion by emphasizing that a government does not merely violate the Establishment Clause by treating religion equally to other government beneficiaries. Equal (favorable) treatment of religion by government is permissible under certain circumstances in accordance with both the public forum doctrine and the “play in the joints” religion clause principle long accepted by the Court.194See supra note 61and accompanying text. But in startlingly broad terms, Kavanaugh goes on to assert that “a government violates the Constitution when (as here) it excludes religious persons, organizations, or speech because of religion from public programs, benefits, facilities, and the like.”195Shurtleff, 142 S. Ct. at 1594 (Kavanaugh, J., concurring). Confined to public fora, such a statement of the rule may be true; but outside of these confines, such a rule would impose constitutionally illimitable unfunded expressive mandates on governments, potentially violating anti-establishment principles and the core premise of the government speech doctrine along the way.  

In contrast, drawing a boundary between a public forum—where religious expression would be protected from discrimination—and government speech—where government would have the option and sometimes obligation to discriminate against religious messages––is remarkably consistent with the inherent tension built into the Religion Clauses. It brings the First Amendment full circle, connecting the Speech and Religion Clauses in a logically coherent way. Governments may establish public fora to facilitate private speech, as governments have a rich and important history of doing, whether it is a public park, the after-hours use of public facilities for associational meetings, or a public university’s student organization program. These are venues that may be owned and maintained by the state, but as public forums, the speech that occurs there is protected and not presumed to represent the government’s voice. As a result, such expression, even if overtly religious, is unlikely to raise traditional Establishment Clause concerns; it is unlikely to generate the impression of government endorsement or to have a coercive effect. Government, in other words, would be free to facilitate free exercise values in a way that is cognizant of Establishment Clause values, while at the same time acting consistently with free speech doctrine.

CONCLUSION

The Supreme Court’s decision in Carson v. Makin is the third in a trilogy of cases dramatically upending the meaning of the First Amendment’s Religion Clauses. Beginning with Trinity Lutheran in 2017, and followed by Espinoza in 2020, the Court has moved forward with an aggressive project of transforming the Religion Clauses into a broad anti-religious-discrimination clause. In this paper, I traced this doctrinal devolution and argued that the Court’s novel reinterpretation is deeply misguided.

By design, the Religion Clauses require discrimination—religion is to be treated differently from non-religion in a broad range of state action. The Establishment Clause targets religion specifically by prohibiting laws that intermingle government with religion in an impermissible manner—whereas intermingling government with other philosophies, worldviews, institutions, or sets of values is a perfectly ordinary and generally acceptable aspect of policymaking. The Free Exercise Clause likewise forbids government interference with religious practice—whereas government is certainly free to, and is indeed expected to, interfere with a vast range of non-religion related conduct deemed to violate criminal and civil law. Religion, in short, is different. The contemporary Supreme Court, however, has inverted this most basic insight.

The Court’s new Religion Clause jurisprudence is also on a collision course with its burgeoning government speech doctrine. That doctrine recognizes that in a democratic polity, every policy choice entails paths not chosen. Government must be able to select its own message, and in turn, discriminate against those messages it wishes not to communicate. While there are some exceptions to the rule—specifically, the boundaries set by the Constitution itself—the default is governmental discretion, tempered only by accountability at the ballot box. Thus, the Religion Clauses, in conjunction with the government speech doctrine, mandate that government either be free to speak with its own voice when it is acting within the “play in the joints” in between the two clauses, or treat religion distinctly—to discriminate—when required to do so under the Constitutional mandate of establishment or free exercise.

To say that discrimination is required under the Free Exercise or Establishment Clause is not to say discrimination against religion is always constitutional. Outside of the Religion Clauses, other protections against objectionable discrimination remain. The Court’s public forum doctrine, for example, protects free expression of religion from content-based discrimination when the government itself is not speaking. Adverse or favored treatment by government targeting religion generally, particular religious sects, or particular religious practices, may be impermissible. But when it comes to the Religion Clauses, these are circumstances in which the discrimination provides evidence that the government is either prohibiting free exercise or making a law respecting an establishment of religion. The discrimination itself is not the Constitutional offense. Acting as if it is, is highly misleading. The Religion Clauses provide nothing like the broad anti-discrimination mandate today’s Court imputes to them. They demand the opposite.

The heart of the Court’s recent trilogy of cases—from Trinity Lutheran v. Comer to Carson v. Makin—is a constitutional mandate that government subsidize religious speech to avoid a Religion Clause “discrimination” claim. It is a command that government express ideas it may not wish to express. The Court’s reimagining of its Religion Clauses jurisprudence is inconsistent with the First Amendment’s original meaning, anti-democratic, and in direct tension with the government speech doctrine.

97 S. Cal. L. Rev. 367

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* J.D., PhD.; Professor and Director of Legal Studies, University of Delaware, Department of Political Science and International Relations.

Renovating Federal Housing Law to Help Protect Tenants with Disabilities

Many individuals with disabilities contact landlords to inquire about rental housing only to learn that the landlord’s dwelling units are inaccessible. And federal anti-discrimination laws applicable to private rentals are often unhelpful. First, Title III of the Americans with Disabilities Act (“ADA”) applies to only the public areas of rental housing complexes and does not extend to dwelling units. Second, the Fair Housing Act (“FHA”) requires persons with disabilities, who have a median household income far below the national average, to pay for any structural modifications needed to facilitate their use of housing even though such retrofitting costs several thousand dollars on average. Third, it is often unclear whether landlords or their properties receive federal financial assistance that subjects them to the Vocational Rehabilitation Act of 1973 (“Rehab Act”), so individuals with disabilities may find it difficult to enforce landlords’ obligation to implement and pay for reasonable modifications under this statute. People with disabilities thus lack equal access to rental housing and cannot fully participate in American society. But the ADA, FHA, and Rehab Act were all enacted with the goal of integrating those with disabilities into public life.

Congress can address this persistent housing inequality by renovating the ADA, FHA, and Rehab Act to eliminate their coverage gaps. These incremental changes to federal law make sense as a policy matter because they will shift the cost of accessible rental dwellings from individuals with disabilities—who tend to have low incomes—to wealthy corporate property managers that can better absorb such expenses. And freeing people with disabilities from the economic constraints of their disability will help them live independently and in turn facilitate their development of a personal identity and full integration into their communities. This increased visibility of individuals with disabilities in everyday life will enhance the diversity of the American social fabric, which is an important step in reducing anti-disability attitudes and prejudices that too often impact interactions between people with disabilities and their nondisabled peers.

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The Expressive Fourth Amendment

After the eight-minute and forty-six second video of George Floyd’s murder went viral, cities across the United States erupted in mass protests with people outraged by the death of yet another Black person at the hands of police. The streets were flooded for months with activists and community members of all racesmarching, screaming, and demonstrating against police brutality and for racial justice.Police—like warriors against enemy forces—confronted overwhelmingly peaceful protesters with militarized violence and force. Ultimately, racial justice protesters and members of the media brought lawsuits under section 1983 of the Civil Rights Act in the district courts of Minneapolis, Dallas, Oakland, Seattle, Portland, Denver, Chicago, Los Angeles, and Indianapolis, claiming extreme violence and unlawful and abusive use of less lethal weapons by police during protests. The first Part of this Article provides a recent history of this police brutality against racial justice activists in the George Floyd protests. The second Part of this Article reviews circuit court opinions in protest cases from the last three decades and district court injunctions from the George Floyd protest litigation to analyze how courts currently evaluate, in section 1983 Actions, the Fourth Amendment reasonableness of police force pursuant to Graham v. Connor. This Part demonstrates that in their Fourth Amendment reasonableness calculus, courts discount plaintiffs’ involvement in valuable politically expressive conduct. The third Part of this Article argues that the Fourth Amendment mandates courts evaluate the reasonableness of protest policing in light of freedom of expression which means they must positively weigh plaintiffs’ expressive protest activity. This reframing of reasonableness is supported by historical evidence of the Framers’ intent and Supreme Court jurisprudence on searches of books, papers, and other expressive materials when such items arguably deserve First Amendment protection. The fourth Part of this Article discusses the difference an expression-specific Fourth Amendment—the expressive Fourth Amendment—reasonableness test would have made in one of the circuit protest cases.

The Modern American Law of Race by David E. Bernstein

Article | Anti-discrimination Law
The Modern American Law of Race
by David E. Bernstein*

From Vol. 94, No. 2
94 S. Cal. L. Rev. 171 (2021)

Keywords: Anti-discrimination Law, Public Policy

 

Most Americans believe that a person’s ethnic or racial identity is currently a matter of self-identification in the United States, but that is not entirely true. Government agencies and courts have established rules for what makes someone African American, Asian, Hispanic, Native American, or white, and for how one proves that one meets the relevant criteria.1 One can get a sense of the scope of these rules by considering how authorities would resolve some recent public controversies over individuals’ racial and ethnic identities.

For example, is golf star Tiger Woods, who calls himself “Cablinasian,” legally classified as Asian based on his predominant ethnic origin,2 African American based on his appearance and the principle of hypo-descent,3 or something else? Until 2019, in Washington State, a government employee would have determined Woods’ ethnic status by looking at his picture.4 Under federal law, Woods could claim Asian American or African American status based on his partial Asian and African ancestry, but he would need to affirm that he holds himself out as a member of the group.5 Whether identifying as “Cablinasian” counts as holding oneself out as Black or Asian is not clear. To successfully claim Native American status based on his Native American great-grandparent, Woods would generally need to show membership in a federally recognized tribe.6 There is, of course, no official Cablinasian category, nor could Woods claim a Thai or Chinese identity separate from the general Asian category.

Is George Zimmerman, charged with murder—and ultimately acquitted by a jury—in the controversial shooting of Trayvon Martin, best described as Hispanic, half-Hispanic, mixed-race, white Hispanic, or something else?7 With a Peruvian mother, assuming he self-identifies as Hispanic, Zimmerman likely qualifies as Hispanic under every extant relevant federal and state law, unless, perhaps, his mother’s ancestors immigrated to Peru from a non-Spanish-speaking country.8 Some government agencies might also question Zimmerman’s Hispanic-ness based on his German-sounding last name and his (arguably) white appearance;9 some agencies would require him to present affirmative evidence that he considers himself, and is considered by others, to be Hispanic.10

Whether Zimmerman could successfully claim African American status based on his mother’s purported partial African ancestry is less clear.11 Federal law suggests that any amount of African ancestry is sufficient to qualify someone as African American,12 but there is recent judicial precedent to the contrary.13 Some states rely on the National Minority Supplier Development Council (“NMSDC”) for racial and ethnic classification, and the NMSDC requires that a person be one-quarter African American to claim that status.14 Federal agencies would likely accept Zimmerman’s claim of African American status based on an affidavit from him, though he would have to affirm that he holds himself out as African American.15 The NMSDC would demand documentation, such as a driver’s license or birth certificate, listing Zimmerman’s race as African American.16 California, meanwhile, would require birth certificates specifying race from either Zimmerman, his parents, or his grandparents, or three letters from certified ethnic organizations attesting to Zimmerman’s group membership.17 There is no official mixed-race status to claim in any jurisdiction, though the Department of Education now has a category in its statistics for children whose parents say the children belong in two or more racial categories.

Was former NAACP official Rachel Dolezal, the offspring of two parents of European origin, pretending to be Black by identifying as an African American woman? Or was it acceptable for her to adopt an African American identity, given that race is a socially constructed concept and she sincerely adopted an African American identity?18 Under federal and the vast majority of state laws, Dolezal’s lack of African ancestry means that she would be classified as white.19 In Massachusetts, however, the fact that she held herself out as a Black woman and others treated her as such would allow her to classify herself as Black in some contexts.20

Was Senator Elizabeth Warren justified in identifying herself as Native American based on family lore that she has Native American ancestry,21 or was she engaging in “ethnic fraud”?22 Under federal law, Warren’s lack of membership in a recognized tribe means that she is not Native American for most purposes.23 Warren also likely does not come within the definition of “Indian” in statutes that don’t require tribal membership.24 For statistical purposes, including for enforcement of antidiscrimination legislation, the government includes individuals with Native American ancestry who “maintain[] cultural identification through . . . community recognition.”25 In some states, family lore plus self-identification is likely enough for the government to recognize someone as Native American.26

Some of Vice President Kamala Harris’s political opponents have questioned her Black identity. 27 Harris, the child of an Indian immigrant mother and a father of mixed-race heritage from Jamaica, has identified as Black her entire adult life (including attending a historically Black university, Howard University), is identified by others as such, and has African ancestry.28 Given those facts, legal authorities throughout the United States would recognize her as Black and/or African American.

The controversies discussed above were debated in the court of public opinion; no courts or regulatory bodies were asked to rule on the ethnic or racial identity of any of these individuals. Most Americans undoubtedly prefer it that way, understandably tending to blanch at the idea of having the government, at any level, dictate the boundaries of ethnic identity.29 Such determinations are reminiscent not only of Nazi Germany’s and South Africa’s racial obsessions,30 but of America’s sordid past.31 Not long ago, Southern states divided mixed-race individuals into categories such as “octoroons” and “quadroons” to determine whether they were “white” or “colored” by law.32 The U.S. government, meanwhile, engaged in pseudoscience and pseudo-anthropology to determine which people from Asia counted as “Asians” and were thus not legally eligible to immigrate to the United States or become naturalized citizens, and which people from Asia were sufficiently “white” or “Caucasian” to be classified as such.33

Despite Americans’ understandable modern squeamishness at official racial categorization, racial and ethnic classifications are ubiquitous in American life. Applying for a job, a mortgage, university admission, citizenship, government contracts, and much more involves checking a box stating whether one is white, Hispanic, Asian, African American, or Native American, among other extant classifications. 34

Those seeking information about individuals’ ethnicity typically rely on self-identification and voluntary compliance with general norms regarding such identification.35 As noted, however, legal rules dictate whether someone may claim “minority” status in some contexts. This should not be surprising, given that concrete benefits sometimes accompany one’s identification as a member of a racial or ethnic minority group. In the past, given Jim Crow laws, immigration and naturalization restrictions, and other forms of de jure and de facto race discrimination, it was generally considered beneficial to claim a white identity. Today, while invidious discrimination still presents impediments to minorities, claiming a non-white identity can make one eligible for affirmative action preferences.36 While university affirmative action policies receive far more public attention, there is a strong incentive to claim minority status to be eligible for racial and ethnic preferences that influence the award of hundreds of billions of dollars annually in government contracts.37

This Article addresses two distinct but related issues. This Article first discusses the categories that federal and state governments use to define the “official” racial and ethnic minorities in the United States for data gathering, civil rights enforcement, and affirmative action purposes; the boundaries of those categories; and how those categories came to be. The second issue addressed by this Article is what evidence individuals must provide to demonstrate membership in these categories, and how modern courts and agencies have adjudicated questions of racial or ethnic identity when an individual’s claim to minority status has been contested.

Most Americans take the categories of “African American,” “Native American,” “Asian American,” and “Hispanic” for granted.38 Yet there is no inherent logic to using these categories, nor to their precise scope,39 and the same, for that matter, is true of the category “[w]hite.”40 As a federal judge has pointed out, the categories are not consistent with one another: “one group [African Americans] is defined by race, another [Hispanics] by culture, another [Asians] by country of origin and another [Native Americans] by blood.”41

The Hispanic category generally includes everyone from Spanish immigrants (including people whose first language is Basque or Catalan, but not Spanish) to Cuban Americans of mixed European extraction to Puerto Ricans of mixed African, European, and indigenous heritage to individuals fully descended from indigenous Mexicans.42 Members of the disparate groups that fall into the “Hispanic” or “Latino” category often self-identify as white,43 often feel more connected to the general white population than to other Spanish-language national-origin groups, and sometimes diverge from members of other Hispanic demographic groups in political outlook as much or more than from the general white population.44 Moreover, “census data show substantial differences in levels of income and educational attainment among the national origin groups in which data about ‘Hispanics’ are usually classified.”45 Not all Hispanics, meanwhile, consider themselves to be part of a minority group, and “some who claim minority status for themselves would reject [that status] for . . . others” (for example, they might “reject it for well-educated professionals who immigrate from South American countries” and who are considered white in their home countries).46 People of Portuguese or Brazilian ancestry, who are not of Spanish culture or origin, are nevertheless sometimes defined as Hispanic by legislative or administrative fiat.

The Asian American category includes people descended from wildly disparate national groups,47 who have dissimilar physical features, practice different religions,48 speak different languages, vary dramatically in culture,49 and sometimes have long histories of conflict with one another.50 Various subgroups of Asian Americans have differing levels of average socioeconomic success in the United States51—Indian Americans, for example, on average have significantly higher-than-average incomes and levels of education, while on average the incomes of Hmong and Burmese Americans are well-below the American mean.52 Korean Americans have the highest rate of business formation for any ethnic group in the United States, while Laotians have the lowest.53 The Asian category meanwhile excludes people from the Western part of Asia, such as Muslim Americans of Yemeni origin, who may face discrimination based on skin color (often dark), religion, and Arab ethnicity.54 Only a minority of people in the Asian category identify with the “Asian” or “Asian American” labels.55

Under most federal rules,56 the Native American category includes someone of remote Indian ancestry who has inherited tribal membership, while excluding some people with much closer genetic and cultural connections to the Native American community who are not tribal members.57 The question of whether the category of African American should sometimes be limited to descendants of American slaves or include African and Caribbean immigrants and their descendants is increasingly debated, as is the question of whether multi-racial individuals with a non- Black-identified parent should be included in the African American category.58

Classification rules generally were not made by Congress or state legislatures, where they would have been subject to public discussion and debate, but by administrative agencies. These agencies have used their authority to determine which groups are covered by classification rules, as well as how to prove membership in those groups. The modern history of racial and ethnic categorization by the government is therefore an example of, among other things, administrative constitutionalism,59 with the bureaucracy creating important baseline rules for society with little input from elected officials and negligible public debate.

Part I of this Article addresses the origins and development of modern racial categorizations in the United States. These categories arose from categories used for federal antidiscrimination enforcement and affirmative action policies. The federal government has never provided a coherent or comprehensive explanation for why some minorities are deemed to be “official” minority groups and others are not, or for why the various categories have the precise, and often seemingly arbitrary, boundaries that they do.

As documented in Part I of this Article, the scope and contours of official minority status have arisen from a combination of groups being deemed analogous to African Americans in facing race discrimination; bureaucratic inertia; lobbying campaigns; political calculations by government officials; a failure to anticipate future immigration patterns; and happenstance. It was far from inevitable, for example, that Americans with ancestry in the Indian subcontinent or the Iberian peninsula would gain official minority status, but that Arab, Greek, Iranian, Italian, Jewish, and Polish Americans would not.

Part II discusses state variations on the scope of the standard ethnic categories, in particular in the states’ Minority Business Enterprise (“MBE”) programs. Federal law requires states that accept federal transportation funds—that is, all states—to have rules for certifying firms owned by members of designated minority groups as MBEs. MBEs are eligible for presumptive status as Disadvantaged Business Enterprises (“DBEs”) for federally funded contracts. States are permitted to use federal standards for this purpose, but may also create and enforce their own standards, both for participation in federally funded projects and for state purposes. Various states’ rules diverge from federal law in determining who is deemed African American, Asian, Hispanic, or Native American. For example, unlike under federal law, some states exclude persons with Portuguese and Spanish ancestry from the Hispanic category. Other states delegate authority to the

NMSDC to use its own idiosyncratic standards to certify minority status.

This Article next turns to the question of what evidence individuals must provide to demonstrate membership in these categories. Conventional wisdom is that these categories are a matter of self-definition based on informal norms. For federal purposes, this is largely true. Most federal programs require only a signed affidavit attesting that the petitioner for minority status is a member of the claimed group and holds himself or herself out as such.60

States, however, often require documentation before granting minority status. This documentation requirement can be met by providing an official document listing one’s race, providing letters of support from ethnic organizations, or relying on certification by the NMSDC. Part III of this Article discusses the evidence various states demand to support a claim that a petitioner is a member of a designated group.

Perhaps surprisingly, challenges to the under- or overinclusiveness of a governmental definition of the scope of particular racial or ethnic categories are rare. Part IV of this Article discusses the only four such cases this author found. In the first case, the Eleventh Circuit Court of Appeals held that, judged by the rational basis standard, a city’s Hispanic category was neither over- nor underinclusive for equal protection purposes.61 In the second case, the Second Circuit, also applying the rational basis test, held that it was not unconstitutionally arbitrary for New York State to exclude companies owned by people from Spain from its Hispanic MBE category, even though the federal government includes such companies.62 In the third case, the Seventh Circuit held that it was unconstitutionally overinclusive to include immigrants from Spain and Portugal and their descendants in the Hispanic category in Cook County, Illinois’ MBE Program.63 In the fourth case, the Sixth Circuit held that Ohio’s MBE law was both overinclusive in including groups that had not been victims of longstanding discrimination in Ohio, and underinclusive in not including groups that had been.64

Conventional wisdom is that there has been only one case in which an individual’s claim to minority status has been adjudicated in an affirmative action context. The case involved white firefighter brothers named Malone who claimed African American status based on dubious evidence that they had an African American great-grandmother.65 It turns out, however, that the Malone case is the tip of a (small) iceberg.

Part V of this Article reviews cases in which the minority status of a petitioner seeking MBE status for his or her company has been adjudicated. Most of the cases discussed in Part V involve the question of Hispanic status, the boundaries of which have proved especially vexing to administrators and courts. Part VI of this Article turns from racial categorization in the MBE context to adjudication of claims of minority status by individuals seeking to benefit from affirmative action in employment.66

Part VII of this Article notes the existence of laws governing racial identity that are beyond the scope of this Article, in particular laws defining whom the federal government classifies as being an “Indian.”

This Article concludes by noting that laws dictating ethnic and racial categories were designed primarily to assist African Americans overcome the legacy of slavery, Jim Crow, and discrimination. As the United States has become more demographically diverse, however, African Americans are now a shrinking minority of those officially classified as members of racial and ethnic minority groups.67 Given high rates of interracial marriage among other minority groups68 and the reality that mixed-race and mixed-ethnicity individuals can check whichever box most benefits them in a given circumstance, the percentage of non-African American individuals eligible for minority status for affirmative action purposes will continue to grow, putting increasing strains on the current method of categorization. The Conclusion suggests several ways to handle these strains.

*. University Professor, Antonin Scalia Law School, and Executive Director, Liberty & Law Center; B.A. 1988, Brandeis University; J.D. 1991, Yale Law School. For their comments, suggestions, and research leads, the author thanks Charles Barzun, Roger Clegg, Jonathan Bean, George La Noue, Peter Schuck, Michael Rosman, John Skrentny, and John Sullivan. The author benefited from feedback received at faculty workshops at the Antonin Scalia Law School and Northwestern University School of Law. Emily Yu provided excellent research assistance.

 

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Age Diversity by Alexander A. Boni-Saenz

Article | Anti-Discrimination Law
Age Diversity
by Alexander A. Boni-Saenz*

From Vol. 94, No. 2
94 S. Cal. L. Rev. 303 (2021)

Keywords: Anti-Discrimination Law, Diversity, Civil Rights Law, Public Policy

 

This Article is the first to examine age diversity in the legal literature, mapping out its descriptive, normative, and legal dimensions. Age diversity is a plural concept, as heterogeneity of age can take many forms in various human institutions. Likewise, the normative rationales for these assorted age diversities are rooted in distinct theoretical foundations, making the case for or against age diversity contextual rather than universal. A host of legal rules play a significant role in regulating age diversity, influencing the presence of different generations in the workplace, judiciary, and Congress. Better understanding the nature and consequences of age diversity allows us to recognize the unique set of costs and benefits it entails and enriches our understanding of other forms of difference. Further, examining the law with an age diversity lens highlights fruitful avenues for legal reform in fields as varied as immigration law, employment law, and the law of juries. In an era of increased intergenerational tension and a rapidly aging population, the time is ripe to evaluate age diversity and the law’s role in shaping it.

* Associate Professor of Law, Chicago-Kent College of Law. abonisae@kentlaw.edu. For helpful questions and comments, I would like to thank Lori Andrews, Susan Appleton, Kathy Baker, Felice Batlan, Naomi Cahn, Sungjoon Cho, Adrienne Davis, Graeme Dinwoodie, Danielle D’Onfro, Dan Epps, John Inazu, Andrew Ingram, Peter Joy, Pauline Kim, Hal Krent, Michelle Layser, Ron Levin, Marty Malin, Nancy Marder, Nancy Morrow-Howell, Greg Reilly, César Rosado, Mark Rosen, Rachel Sachs, Chris Schmidt, Carolyn Shapiro, Peggie Smith, Noah Smith-Drelich, Brian Tamanaha, Karen Tokarz, Andrew Tuch, Deb Widiss, the editors at Southern California Law Review, and workshop participants at the American Association of Law Schools Annual Meeting, Chicago-Kent, the Chicagoland Junior Scholars Conference, and Washington University in St. Louis, where I presented earlier versions of this Article. For valuable research assistance, I would like to thank Jessica Arencibia.

 

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Shutting Down the School-to-Prison Pipeline

Postscript | Anti-Discrimination Law
Shutting Down the School-to-Prison Pipeline
by Maja Tosic* 

Vol. 94, Postscript (April 2021)
94 S. Cal. L. Rev. Postscript 80 (2021)

Keywords: Student Discipline, Title VI of the Civil Rights Act of 1964, Disparate Impact

INTRODUCTION

When a student misbehaves, race plays a role in how harshly the student is disciplined. Given the long history of racial discrimination in the United States, as well as prevalent implicit biases, Black and Latino students are disciplined at higher rates with stiffer punishments than their white peers.[1] This higher level of discipline leads to a downward spiral of poor school performance and attendance,[2] involvement in illegal activity, and arrest and imprisonment.[3] Ultimately, Black and Latino students fall victim to a school-to-prison pipeline that many white students are not pushed into despite similar misbehavior.[4] In order to protect students from the pipeline, equalize educational opportunities, and create a safe and welcoming school environment, it is necessary for the federal government to invalidate disciplinary policies that cause an unjustified, disparate impact.

Under President Obama, a first-ever policy guidance on student discipline was issued, which stated that not only are intentionally discriminatory policies unlawful per Title VI of the Civil Rights Act of 1964, but so too are facially neutral policies that cause an unjustified disparate impact.[5] The Trump Administration rolled back the policy guidance, citing that a disparate impact policy is not a Title VI violation per current precedent[6] and that invalidating disparate impact disciplinary policies makes schools less safe and more prone to shootings.[7] This Note will examine those arguments and will conclude that the disparate impact standard is supported by current precedent, does not increase the rate of school shootings, and ultimately should be reinstated. The disparate impact standard is a necessary safeguard against negative, implicit attitudes and is an important step in eradicating the school-to-prison pipeline.

I. BACKGROUND

A. Legal Background

Title VI of the Civil Rights Act of 1964 establishes that no person on the basis of race, color, or national origin, shall be excluded, denied benefits, or subjected to discrimination under any federally assisted program.[8] Thus, public schools may not discriminatorily discipline students.[9] The purpose of Title VI is “that public funds, to which all taxpayers of all races contribute, not be spent in any fashion which encourages, entrenches, subsidizes or results in racial discrimination.”[10] The Department of Education (“DOE”) and the Department of Justice (“DOJ”) are responsible for enforcing Title VI and implementing its regulations.[11] To ensure that a public school complies with Title VI, the DOJ and DOE may initiate investigations based on complaints of racial discrimination.[12]

In order to prove unlawful discrimination under Title VI, either a government actor must have acted with a discriminatory intent or the action must have created a disparate impact.[13] Discriminatory intent under Title VI is analyzed in the same way as intentional discrimination under the Equal Protection Clause of the Fourteenth Amendment.[14] Intentional discrimination occurs when an action is adopted “at least partially because the action would benefit or burden an identifiable group.”[15] However, “bad faith, ill will, or any evil motive” is not necessary to show intentional discrimination.[16] Regardless of the reasoning for an intentional use of race, the use must be “narrowly tailored” to achieve a “compelling” government interest.[17] Intentional discrimination can be proven with direct evidence, including express racial classifications or conduct that show a discriminatory motive.[18] However, “direct evidence of intentional discrimination is hard to come by,”[19] so the use of circumstantial evidence is more common.[20]

In addition, a disparate impact can show discrimination.[21] A disparate impact is proven by the effects of an actor’s practices rather than intent.[22] As the Supreme Court has noted in regards to Title VII, which was enacted at the same time as Title VI, “[u]nder the Act, practices, procedures, or tests neutral on their face, and even neutral in terms of intent, cannot be maintained if they operate to freeze the status quo of prior discriminatory . . . practices.”[23] When it is established that a policy creates a disparate impact, the decisionmaker must articulate a “substantial legitimate justification” for the challenged policy,[24] meaning that it was “necessary to meeting a goal that was legitimate, important, and integral to the institutional mission.”[25] Also, Title VI requires federally-funded recipients to implement a “less discriminatory alternative” if it is allowable and meets legitimate goals.[26] Thus, a disparate impact policy is unlawful if there is no substantial legitimate justification or an alternative exists.[27]

Under current legal precedent, a public-school district violates Title VI by either intentionally discriminating against one race or by implementing an unjustified policy that disproportionately affects students of a given race. Given that much of the racial discrimination that exists today is not born from intentional discrimination, it is imperative that the DOJ and DOE enforce Title VI using the disparate 4impact standard.

B. Social-Psychology Research

In order for the DOJ and DOE to effectively regulate public schools’ disciplinary actions, it is important to understand the underlying causes of the racial disparity in student discipline and the resulting school-to-prison pipeline. Multiple studies have examined the persistent racial disparities in student discipline rates, and research has revealed a deeply rooted, cyclical pattern of increasing student misbehavior and administered discipline.[28] Thus, to understand the totality of the problem, it is necessary to examine the behavioral and psychological tendencies of teachers, students, and how the two groups interact.[29]

1. Social-Psychological Factors of School Staff That Contributes to Disparity

Many teachers enter the profession with a strong teaching mission and as “idealists.”[30] However, as teachers gain more experience, they are more likely to self-identify as “disheartened,”[31] more likely to cite student-behavior problems as a major drawback,[32] and less likely to believe good teaching can make a difference in one’s learning.[33] Thus, as teachers work towards their teaching mission but encounter student misbehavior, a feeling of hindrance may arise.[34] When paired with exposure to racial stereotypes, teachers can be influenced to discipline minority students more harshly and more frequently.[35]

One specific factor is a teacher’s perception of students as troublemakers and a sense of feeling troubled. In one study, teachers felt more troubled, meaning they perceived heightened infraction severity, hindrance, and irritation, by a Black student’s infraction compared to a white student’s infraction.[36] Also, Black students were more likely than white students to be labeled as troublemakers, which increased how severely teachers felt the student should be disciplined.[37]

In addition, teachers’ racial biases play a role in perpetuating the cycle. As American society has shifted to morally condemn racism and to legally prohibit racial discrimination, racial biases have not disappeared but have become more hidden and implicit. An implicit attitude, as opposed to an explicit attitude, is an “automatic cognitive association” between a group of people and certain beliefs, and people may be “unwilling to endorse [implicit attitudes] as indicative of their beliefs.”[38] Specifically, one study revealed that elementary school teachers had different expectations of students depending on the students’ ethnicity and had implicit, negative attitudes towards students of non-white, non-Western ethnicities.[39] The implicit attitudes correlated with an achievement gap between minority students and white students.[40]

Ultimately, teachers’ psychological and emotional responses likely inform their decisions to discipline students of color more frequently and more harshly. In addition, teachers’ disciplinary decisions are, at least in part, influenced by a desire to diminish student behavior barriers to achieving their teaching missions.

2. Student Social-Psychological Factors That Contribute to the Disparity

In general, students enter school wanting to learn and develop.[41] However, minority students may question whether their abilities and behaviors will be seen in an unbiased light.[42] In turn, these fears and the visible racial disparity in discipline impact minority students’ social-psychological tendencies.[43]

One contributing factor to the vicious cycle of increased misbehavior and discipline is students’ loss of institutional trust.[44] Adolescents of color, especially Black students, more readily notice teachers and others stereotyping and perceiving them as a threat by the time they enter middle school.[45] This awareness among students of color causes them to lose institutional trust.[46] In one study, institutional trust declined faster for Black and Latino middle school students, creating a “racial trust gap.”[47] The trust gap was sustained by a racial disparity in discipline for “judgment call incidents,” such as “defiance” and “disobedience,” as opposed to objective infractions, such as cheating.[48] This visible difference in discipline may cause minority students to question rules, the fairness of the institution, and teachers’ trustworthiness.[49] In addition, a student’s level of institutional trust is a strong predictor of future misbehavior and educational pursuits.[50]

Stereotype threats can also influence a student’s performance and confidence in school. A stereotype threat is a “situational threat of negative stereotypes,” which “does not depend on cuing internalized anxiety or expectancy.”[51] It is cued by a recognition that a negative stereotype could apply to a person, and its level of threat depends on how closely a person identifies with the stereotyped group.[52] A stereotype threat most impacts people who have great skills and confidence and have not adopted the stereotype to the point of doubting their abilities.[53] Though Black students with activated negative stereotypes valued things related to Black experiences less, their devaluation was more likely a strategic self-presentation to deflect stereotypes than a self-rejection.[54] Stereotype threats may cause students to underperform in schools and may contribute to students’ fear of being of stereotyped.

In sum, though most students want to learn in school, minority students face certain challenges that their white peers are not similarly exposed to. The concerns and tendencies of students of color perpetuate the vicious cycle of increased misbehavior and discipline.

3. Teacher-Student Interactions That Contribute to the Disparity

Much of the racial disparity in student discipline originates at the level of office referrals issued by teachers and school staff rather than through administrative decisions.[55] In one study, the rates of office referrals of Black versus white students showed “large, statistically significant differences,” whereas administrative responses were “almost identical” across race.[56] The racial disparities “remain even after controlling for socioeconomic status”[57] and could not be explained by higher rates or more serious misbehavior of Black students.[58] Instead, a difference in the type of infractions for which white students and Black students were referred contributed to the racial disparity.[59] White students are more frequently referred for objective infractions and behavior, while Black students are referred more for infractions requiring subjective assessments.[60]

In addition, race effects weakened as students moved through the disciplinary system.[61] A student’s expulsion was most tied to the seriousness of an offense, the reasons for an initial office referral, and the student’s gender.[62] The lower risk of differential treatment on the basis of race at the expulsion level may be indicative of the checks and balances in place for expulsions, such as formal hearings mediated by an independent officer.[63] In contrast, on- and off-campus suspension referrals are mostly issued for “defiance of adult authority,”[64] all while Black students are disproportionately referred for such behavior.[65] This supports the finding that discipline of subjective behavior contributes to the racial disparity.

Overall, the problem stems from daily interactions between students and school staff, which lead to racialized perceptions, more office referrals, and a racial disparity in discipline. Ultimately, because students of color face higher rates of discipline, they are also more likely to be pushed into the school-to-prison pipeline.

C. Background on the School-to-Prison Pipeline

The school-to-prison pipeline is a process by which students are pushed out of school systems and into the criminal justice system.[66] The pipeline is created by removing students from school by placing them “on out-of-school suspension, transferring them to alternative schools, expelling them, and/or having them arrested for minor offenses.”[67] When students are no longer regularly in school, they are more susceptible to end up in trouble, detention, or jail.[68]

As schools have adopted society’s tendency towards criminalization and incarceration, they have also adopted “zero tolerance policies.”[69] Generally, such policies implement a harsh predefined mandatory consequence without an examination of the “seriousness of the behavior, mitigating circumstances, or the situational context.”[70] Also, schools have increased “police and security presence at school, metal detectors, security cameras, locker and person searches, and all the accoutrements of formal legal control.”[71] School districts with a disproportionate amount of poor and minority students are more likely to use police officers in schools. These officers exacerbate the school-to-prison pipeline by criminalizing school-based, minor offenses.[72]

While zero-tolerance policies were originally intended to punish serious and dangerous infractions, the punishments have applied frequently to nonviolent violations.[73] Thus, the rates of suspensions and expulsions have escalated since the adoption of zero-tolerance policies in the mid-1990s.[74] However, there is no evidence that exclusionary policies like suspension or expulsion reduce school violence.[75]

Zero-tolerance policies have increasingly removed students from schools and have made students more vulnerable to engage in unsupervised activities.[76] An adolescent student is more than twice as likely to get arrested in a month when the student is suspended or expelled from school than in the months when the student is in school.[77] Thus, as students are punished and excluded from school, many are ultimately thrown into the hands of law enforcement. Meanwhile, the consequences of arrest exist for students of all races and “appear to be universal.”[78]

On the surface, zero-tolerance policies are neutral and applied evenhandedly, but race and ethnicity are strong predictors of student discipline.[79] Black boys are suspended and expelled at three times the rate of white boys, and Black girls are suspended at six times the rate of white girls.[80] As a result, the school-to-prison pipeline disproportionately affects students of color.[81]

D. Policy Background

1. Obama-Era Policy Guidance

On January 8, 2014, the U.S. DOE and the DOJ under the Obama Administration released a first-ever policy guidance on school discipline and school climate to ensure public school districts comply with federal law, namely Title IV and Title VI of the Civil Rights Act of 1964.[82] The objective of the policy guidance was to help schools create “safe, inclusive and positive learning environments” by improving school climates and implementing “fair, non-discriminatory” responses to misbehavior.[83] The guidance was inspired by data from the Office of Civil Rights (“OCR”), which revealed that minority students are disciplined at higher rates and more harshly, are at a higher risk of entering the school-to-prison pipeline,[84] and that racial discrimination has caused this racial disparity.[85] In order to achieve its goals, the Obama Administration sought to enforce federal laws to eliminate unlawful racial discrimination in student discipline.[86] Specifically, the DOE and DOJ were to investigate complaints, proactively initiate compliance reviews, and provide assistance to schools as they adopt new antidiscriminatory disciplinary policies.[87]

Most notably, the guidance expanded the standard under which a school’s conduct is considered discriminatory by adding “disparate impact” to the established intentional discriminatory prohibition.[88] First, a policy is intentionally discriminatory and unlawful if a student is subjected to “different treatment” based on the student’s race.[89] Such a policy can be either facially discriminatory by having explicit discriminatory language, or it can be facially neutral but administered in a discriminatory manner, such as when an administrator exhibits racially charged behavior while disciplining a student.[90] Second, if a neutral policy is applied evenhandedly but has a disparate and unjustified impact on students of a certain race, it may be unlawful.[91] A policy that has an adverse impact on students of a particular race is unlawful if it is either not necessary to meet an important educational goal or is necessary but there is a comparable, effective alternative that causes less of a burden or impact.[92] For example, if Black students are excessively and more frequently punished for using electronic devices and there is no evidence of explicit racial bias, the policy is unlawful because of the adverse impact and lack of justification to meet an important educational goal.[93]

In sum, the DOE and DOJ, under President Obama, created a guidance to eliminate the racial disparity in student discipline and believed that invalidating both intentionally discriminatory and disparate impact policies was the best solution.

2.Effects of the Obama-Era Policy Guidance

Though the Obama-Era policy was in place for only four years, the School Superintendents Association found that some school districts were impacted by the Obama-Era policy guidance.[94] Even though schools were not required to adopt any particular action, 16% of the 950 school district leaders in forty-seven states stated that their district had modified discipline policies in response to the guidance.[95] Some school districts had already implemented the guidance on their own and did not need to change policies.[96] However, the greatest impact of the guidance was that it communicated to public-school administrators that the DOE and DOJ will investigate and correct civil rights violations.[97]

Of the school leaders that did modify their policies, only 4.5% stated the discipline guidance had a negative effect, while 44% indicated a positive effect.[98] Some of the school leaders who cited a negative impact felt that the guidance forced school staff to be more lenient towards minority students in order to avoid an accusation of racism and felt frustrated by the extra steps.[99] In addition, some school leaders noted that a lack of funding, resources, and staff made it difficult for schools to manage students that were kept in school instead of given an out-of-school suspension.[100] In contrast, some of the respondents who indicated a positive outcome felt that the guidance influenced school staff to “use more forethought, consideration, and find alternatives,” “address bias and prejudice,” and “increase their awareness and understanding.”[101] In addition, the survey revealed that “urban and large districts were more likely to adopt new discipline policies and practices because of the 2014 discipline guidance.”[102]

Despite the frustrations felt by some school staff, the positive impact of the Obama-Era guidance outweighed the negative: ten times as many school districts noted a positive effect than noted a negative one. The guidance caused some schools to address racial biases and to find alternative actions that kept students in school, especially for minor offenses.

3.Trump Administration’s Rescission of the Obama-Era Guidance

The Federal Commission on School Safety, created by President Trump after the Parkland shooting, investigated school gun violence and issued a report with recommended policies.[103] Specifically, the Commission noted that the 2014 guidance caused some schools to become “fearful of potential [federal] investigations”; and thus, some schools “ignored or covered up – rather than disciplined – student misconduct in order to avoid any purported racial disparity in discipline numbers than might catch the eye of the federal government.”[104] In response, the Commission recommended that the DOJ and DOE rescind the 2014 guidance.[105]

On December 21, 2018, following the release of the report, the DOJ and DOE issued a Dear Colleague Letter, in which the Obama-Era policy guidance was rolled back.[106] It notes that the previous guidance advanced “policy preferences and positions not required or contemplated by Title IV or Title VI.”[107] Despite the rescission, the DOJ and DOE were to remain “firmly committed to vigorously enforcing civil rights protections on behalf of all students.”[108]

In a “Questions & Answers” document that was released along with the 2018 Letter, the OCR provided further details on a public school’s legal obligations and its future regulatory involvement.[109] Specifically, the OCR explained it will only investigate a complaint that alleges a student of a certain race was being treated differently or if a racially neutral policy was adopted with the intent to target students of a particular race. [110] Thus, the disparate impact standard was revoked by the Trump Administration.

II. ANALYSIS

A. Analysis of Trump-Era Policy Guidance

The Trump Administration’s decision to roll back the Obama-Era guidance was misguided. While the Obama Administration understood the path to safer schools as protecting students’ civil rights and providing alternatives to exclusionary discipline,[111] the Trump Administration had taken a different approach. The Trump Administration believed that public schools may become safer if school administrators have more discretion and freedom to apply disciplinary actions,[112] even if the actions result in a racially disparate impact. However, greater discretion and greater racialized discipline will not make schools safer, especially not against school shootings. Overall, the Trump Administration was incorrect to rescind the disparate impact standard given current legal precedent and social-psychological research, and it cannot “vigorously enforce civil rights protections on behalf of all students”[113] under the current policy.

1.Current Legal Precedent Supports Disparate Impact Standard

The Federal Commission on School Safety incorrectly held that a public school policy does not violate Title VI when it creates a racialized disparate impact despite lacking a discriminatory intent. Specifically, the Commission stated that the validity of the 2014 guidance “cannot be squared away with the Supreme Court’s holdings.”[114] However, the Supreme Court has never held that a federal agency cannot regulate a disparate impact policy. Rather, the Supreme Court held in Lau v. Nichols that section 601 of Title VI bars a practice that has a discriminatory effect on protected groups, even if the practice is not purposefully discriminatory.[115] Also, Justice Stewart, in his concurrence, held that section 602 allows agencies to enact rules that broadly furthered the purpose of deterring discrimination.[116] In Lau, a school district that did not provide supplemental language courses to a majority of non-English speaking students violated Title VI because the lack of instruction had a discriminatory effect even though no purposeful discriminatory design was present.[117] Though the Court later limited Lau by asserting that section 601 only outlaws intentional discrimination,[118] it has never addressed whether federal agencies may regulate disparate impact policies, [119] and so the expansive regulatory view of Title VI in Lau has never been explicitly rejected. The Federal Commission does not cite a holding for its position but rather relies on dicta and footnotes to further its argument that a federal agency can only prohibit intentional discrimination.[120] Based on current precedent, two possible interpretations of section 602 exist: (1) agencies may issue “broad prophylactic rules”[121] reaching policies beyond intentional discrimination; and (2) agencies are limited to regulating only intentional discrimination.[122] Thus, unlike the Federal Commission’s proposition, there is no Supreme Court precedent that squarely holds a federal agency cannot regulate disparate impact policies. Though the Trump Administration has discretion, it is incorrect to remove the disparate impact standard on the grounds of current legal precedent and to state that the Obama-Era guidance was against precedent.

2. A Disparate Impact Standard Does Not Increase School Shootings

First, school shootings are not caused or impacted by an attempt to lower racial disparity in student discipline. Since 2010, total incidents of school shootings have steadily been increasing despite different policies being in place since that time.[123] Between 2010 and 2014, prior to the Obama-Era policy guidance, there were 150 total incidents of school shootings, or an average of thirty per year. [124] From 2015 to 2018, there were 261 incidents an average of sixty-five per year.[125] In 2019, after the rescission of the guidance, there were 118 incidents.[126] This steady increase suggests that incidents of school shootings are not correlated with the policies issued by the DOE and DOJ.

Second, school shooters are predominately white students,[127] and the Obama-Era guidance was structured to tackle the over-discipline of primarily minority students. The negative impact cited by some school administrators mostly pertained to disciplining students of color.[128] In fact, the Parkland shooter’s ability to buy, own, or possess a firearm had not been impacted by his involvement in a program that complied with the 2014 guidance.[129]

Thus, rescinding the 2014 guidance will not confront most students who turn to gun violence.

Third, the school districts that adopted the Obama-Era guidance did not alter the way they treated violent and serious infractions.[130] Rather, school districts, regardless of the policy guidance, investigated and dealt with such infractions and violent students in a serious manner, regardless of race. The greatest impact the guidance had was upon smaller infractions and altered how schools responded particularly to Black and Latino students.[131]

Overall, school safety is a complex issue, but the 2014 guidance to minimize racial disparity in student discipline does not conflict with the goal of eliminating school shootings.[132] A school’s compliance with the guidance would help improve school climate and increase school safety. To truly “vigorously enforce civil rights protections on behalf of all students,”[133] a disparate impact standard should be reinforced.

B. Predicted Future Impact of Trump-Era Policy Guidance

The decision to rescind the Obama-Era guidance will not create the intended result of decreasing school homicides and will negatively impact students of color, particularly Black and Latino students. Policies generated from negative, implicit biases are immune to challenges when only an intentionally discriminatory standard is applied. Therefore, without the disparate impact standard, school staff may let their racial biases and disciplinary actions go unexamined and will refer Black and Latino students more readily for subjective infractions. Ultimately, more students of color will be pushed out of schools and into the school-to-prison pipeline.

Aside from the increases in the disparate impact and the strengthening of the school-to-prison pipeline, students will also lose more institutional trust and perform poorly. The Trump Administration’s decision tells students that civil rights violations will not be taken seriously. Instead, this decision treats student discipline as justified, no matter how unfair it is. Students of color will have less reason to believe school staff will not be biased against and discriminate against such students. As young students lose institutional trust, their level of misbehavior will increase, and their prospects for future education beyond secondary education will decrease. Thus, students may more easily fall into the belief that their success, expected performance, and treatment will be impacted by racial stereotypes.

III.  PROPOSED RECOMMENDATIONS

Policies issued by the DOE and DOJ must go further than the current guidance to address the underlying causes of the school-to-prison pipeline. It is not enough to only investigate policies that are facially discriminatory because almost none are. Instead, discrimination results from implicit biases and subjective judgments by teachers and administrators. Furthermore, current legal precedent supports the invalidation of disparate impact policies under Title VI.[134] Therefore, the DOE and DOJ ought to ensure that unjustified disparate impact policies and practices are invalidated and altered.

Also, given the roll back of the Obama-Era guidance, states and local school districts should examine their disciplinary actions and create alternatives. The DOE and DOJ recognized that “[s]tates and local districts play the primary role in establishing educational policy, including how to handle specific instances of student misconduct.”[135] Therefore, public school districts are not limited to the new guidance and can mitigate the predicted effects by doing more than the federal government to protect students’ civil rights.

Ultimately, a comprehensive solution involving the DOE, DOJ, states, and local governments will best challenge the underlying issues sustaining the school-to-prison pipeline.

CONCLUSION

In order to challenge the racial disparity in student discipline and to eliminate the school-to-prison pipeline, the disparate impact standard should be restored. Racial disparity is not only the result of intentional discrimination but is more so created by policies with unintentional, disparate impacts. The disparate impact standard is supported by current legal precedent and is a necessary tool to confront the social-psychological factors bolstering the racial disparity. Restoring the disparate impact standard is a needed step in increasing students’ institutional trust, challenging school staff’s implicit attitudes, and repairing student-teacher relationships. Ultimately, the standard is a safeguard against discriminatory decisions and is necessary to eliminate the existing school-to-prison pipeline.

________________________________

         *.    Executive Notes Editor, Southern California Law Review, Volume 94; J.D. Candidate 2021, University of Southern California Gould School of Law; B.S. Biopsychology, Cognition, and Neuroscience 2016, University of Michigan. Thank you to my parents, Aleksandar and Jasna, for encouraging me to pursue a law degree and for their constant support. I also would like to thank Professor Dan Simon for his guidance during the drafting of this Note. Lastly, thank you to the editors of the Southern California Law Review for their excellent work.

[1].   Travis Riddle & Stacey Sinclair, Racial Disparities in School-Based Disciplinary Actions Are Associated with County-Level Rates of Racial Bias, 116 Proc. Nat’l Acad. Sci., 8255, 8255 (2019); Moriah Balingit, Racial Disparities in School Discipline Are Growing, Federal Data Show, Wash. Post (Apr. 25, 2018, 11:41 PM), https://www.washingtonpost.com/local/education/racial-disparities-in-school-discipline-are-growing-federal-data-shows/2018/04/24/67b5d2b8-47e4-11e8-827e-190efaf1f1ee
_story.html [https://perma.cc/MQQ9-L2B8].

[2].    See Emily Arcia, Achievement and Enrollment Status of Suspended Students: Outcomes in a Large, Multicultural School District, 38 Educ. & Urb. Soc’y 359, 367 (2006).

[3].   See Virginia Costenbader & Samia Markson, School Suspension: A Study with Secondary School Students, 36 J. Sch. Psychol. 59, 73 (1998).

[4].    Judith A.M. Scully, Examining and Dismantling the School-to-Prison Pipeline: Strategies for a Better Future, 68 Ark. L. Rev. 959, 959–60 (2016); see also U.S. Dep’t of Educ., Office for Civil Rights, Civil Rights Data Collection: Data Snapshot: School Discipline 2 (2014), https://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf [https://perma.cc/BMS8-X
RG6].

[5].    U.S. Dep’t of Justice & U.S. Dep’t of Educ., Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline 5 (2014), https://www2.ed.gov/about/offices/list/ocr/letters/colleague-residential-facilities-201412.pdf.

[6]. U.S. Dep’t of Justice & U.S. Dep’t of Educ., Dear Colleague Letter (Dec. 21, 2018), https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201812.pdf; see also Fed. Comm’n on Sch. Safety, Final Report of the Federal Commission on School Safety 70 (Dec. 18, 2018), https://accentdistributing.com/wp-content/uploads/2020/09/school-safety-report.pdf (stating that the Obama-Era guidance “lacks foundation in applicable law.”).

[7].    See Fed. Comm’n on Sch. Safety, supra note 6, at 67.

[8].    42 U.S.C. § 2000d.

[9].    U.S. Dep’t of Justice & U.S. Dep’t of Educ., supra note 5, at 3.

[10]. Title VI of the Civil Rights Act of 1964, U.S. Dep’t of Just.,  https://www.justice.gov/crt/fcs/TitleVI [https://perma.cc/MQQ9-L2B8]; see also Guardians Ass’n v. Civil Serv. Comm’n, 463 U.S. 582, 609 (1983) (“The legislative history of Title VI is replete with references to the Act’s central purpose of ensuring that taxpayers’ money be spent nondiscriminatorily.”).

[11].    42 U.S.C. § 2000d-1.

[12].  See Title VI of the Civil Rights Act of 1964, supra note 10; Education and Title VI, U.S. Dep’t of Educ., https://www2.ed.gov/about/offices/list/ocr/docs/hq43e4.html [https://perma.cc/34TR-GY3V].

[13].  Elston v. Talladega Cty. Bd. of Educ., 997 F.2d 1394, 1406 (11th Cir. 1993) (“While Title VI itself, like the Fourteenth Amendment, bars only intentional discrimination, the regulations promulgated pursuant to Title VI may validly proscribe actions having a disparate impact on groups protected by the statute, even if those actions are not intentionally discriminatory.”); see also 28 C.F.R. § 42.104(b)(2) (“A recipient . . . may not . . . utilize criteria or methods of administration which have the effect of subjecting individuals to discrimination because of their race, color, or national origin . . . .”); 34 C.F.R. § 100.3(b)(2).

[14].  See Regents of Univ. of Cal. v. Bakke, 438 U.S. 265, 286–87 (1978); Washington v. Davis, 426 U.S. 229, 242 (1976).

 [15].    Doe v. Lower Merion Sch. Dist., 665 F.3d 524, 548 (3d Cir. 2011).

 [16].    Williams v. City of Dothan, 745 F.2d 1406, 1414 (11th Cir. 1984).

 [17].    Parents Involved in Cmty. Schools v. Seattle Sch. Dist. No. 1, 551 U.S. 701, 720 (2007).

[18]. Applying Title VI of the Civil Rights Act of 1964, Am. Bar Ass’n (2016), https://www.americanbar.org/groups/public_interest/child_law/resources/child_law_practiceonline/child_law_practice/vol-35/november-2016/applying-title-vi-of-the-civil-rights-act-of-1964) [https://perma.c
c/LA3P-QMQ4]; see also Village of Arlington Heights v. Metro. Hous. Dev. Corp., 429 U.S. 252, 266 (1977) (discussing intentional claim under the 14th Amendment).

[19].    Price Waterhouse v. Hopkins, 490 U.S. 228, 271 (1989) (O’Connor, J., concurring).

[20].    See Village of Arlington Heights, 429 U.S. at 266 (discussing violations under the 14th Amendment and that cases of a clear discriminatory pattern are rare, so the “Court must to look to other evidence”).

[21].    Guardians Ass’n v. Civil Serv. Comm’n, 463 U.S. 582, 593 (1983).

[22].    See Lau v. Nichols, 414 U.S. 563, 568 (1974).

[23].    Griggs v. Duke Power Co., 401 U.S. 424, 430 (1971)

[24].    Georgia State Conf. v. Georgia, 775 F.2d 1403, 1417 (11th Cir. 1985).

[25].    Elston v. Talladega Cty. Bd. of Educ., 997 F.2d 1394, 1413 (11th Cir. 1993).

[26].    Id.

[27].    Id. at 1407.

[28].    See Jason A. Okonofua, Gregory M. Walton & Jennifer L. Eberhardt, A Vicious Cycle: A Social-Psychological Account of Extreme Racial Disparities in School Discipline, 11 Persp. on Psychol. Sci. 381, 382 (2016).

[29].    Id.

[30].    See Jean Johnson, Andrew Yarrow, Jonathon Rochkind & Amber Ott, Teaching for a Living: How Teachers See the Profession Today, Educ. Dig., Jan. 2010, at 5.

[31].    40% of the total teacher population were older teachers with more experience and had categorized themselves as “disheartened.” Id. at 6–7.

[32].    Id; see also Matthew P. Steinberg & Johanna Lacoe, What Do We Know About School Discipline Reform? Assessing the Alternatives to Suspensions and Expulsions, 17 Educ. Next 3 (2017) (“[M]ore than one-third of teachers in 2012 reported that student behavior problems and tardiness interfered with their teaching.”).

[33].    Johnson et al., supra note 30, at 7 (50% of the disheartened teachers felt that good teaching can make a difference in a student’s learning, whereas 75% of idealist teachers believed that to be true).

[34].    See Okonofua et al., supra note 28, at 384.

[35].    Id.

[36].    Jason A. Okonofua & Jennifer L. Eberhardt, Two Strikes: Race and the Disciplining of Young Students, 26 Psychol. Sci. 617, 619 (2015). Specifically, teachers felt more troubled by a student’s second infraction than by the student’s first infraction when the student was Black compared to white, and second infractions committed by Black students troubled teachers more than second infractions committed by white students. Id.

[37].    Id. at 620. Furthermore, teachers more readily envisioned themselves suspending the Black students in the future than the white students and therefore were more likely to use the minor infractions of Black students to predict future suspensions. Id. at 621–22.

[38].    Natasha Warikoo, Stacey Sinclair, Jessica Fei & Drew Jacoby-Senghor, Examining Racial Bias in Education: A New Approach, 45 Educ. Researcher 508, 508 (2016).

[39].    Linda van den Bergh, Eddie Denessen, Lisette Hornstra, Marinus Voeten & Rob W. Holland, The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap, 47 Am. Educ. Res. J. 497, 518 (2010). Teachers with negative implicit attitudes were more likely to “evaluate ethnic minority students as being less intelligent and having less promising prospects for their school careers.” Id.

[40].    Id. Biased attitudes predicted higher achievement of white students and lower achievement of ethnic minority students. Id.

[41].    Okonofua et al., supra note 28 at 393. 

[42].    Id. at 385. Students of color worry that teachers will adopt negative stereotypes that portray them as less intelligent and more dangerous. Id.

[43].    Id.

[44].    See id.

[45].    David S. Yeager, Valerie Purdie-Vaughns, Sophia Yang Hooper & Geoffrey L. Cohen, Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes, 88 Child Dev. 658, 660–61 (2017).

[46].    Id. at 661.

[47].    Id. at 664, 671.

[48].    Id. at 666.

[49].    Id.

[50].    Id. at 668. A year’s level of defiance of institutional policies can be predicted by the student’s level of institutional trust the previous year. Id. Black students who lost more trust than expected in seventh grade or in the beginning of eighth grade were less likely to enroll in a four-year college. Id.

[51].    Claude M. Steele, A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance, 52 Am. Psychologist 613, 617 (1997).

[52].    Id.

[53].    Id. at 617, 622.

[54].    Id. at 621–22.

[55].    Russell J. Skiba, Robert S. Michael, Abra Carroll Nardo & Reece L. Peterson, The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment, 34 Urb. Rev. 317, 333–34 (2002).

[56].    Id. at 333.

[57].    Id.

[58].    Id. at 334. In fact, white students were referred more frequently for behaviors such as “smoking, leaving without permission, obscene language, and vandalism,” while Black students were referred more often for “disrespect, excessive noise, threat, and loitering.” Id; see also Yolanda Anyon, Jeffrey M. Jenson, Inna Altschul, Jordan Farrar, Jeanette McQueen, Eldridge Greer, Barbara Downing & John Simmons, The Persistent Effect of Race and the Promise of Alternatives to Suspension in School Discipline Outcomes, 44 Child. & Youth Services Rev. 379, 383 (2014) (explaining that higher rates of suspension and law enforcement referrals among Black and Latino students in the Denver public school system were not solely the result of higher rates of misbehavior, poverty, or special education eligibility).

[59].    Skiba et al., supra note 55, at 333–34

[60].    Id.

[61].    Anyon et al., supra note 58, at 383.

[62].    Id.

[63].    Id.

[64].    Anne Gregory & Rhona S. Weinstein, The Discipline Gap and African Americans: Defiance or Cooperation in the High School Classroom, 46 J. Sch. Psychol. 455, 461 (2008); see also Steinberg & Lacoe, supra note 32, at 9 (“[I]nsubordination has accounted for an increasing share of all serious disciplinary actions . . . [while] serious disciplinary actions for more serious student misconduct . . . declined from 50 to 22 percent.”).

[65].    Gregory & Weinstein, supra note 64. Specifically, though Black comprised 30% of the student population, they comprised 58% of the defiance referred, compared to white students, who comprised 37% of school enrollment and only 5% of those referred for defiance. Id. In addition, “almost 70% of all Black student referrals were issued for defiance compared to 55% of referrals for white students.” Id.

[66].    Scully, supra note 4, at 959.

[67].    Id. at 960.

[68].    Id.

[69].    Nancy A. Heitzeg, Education or Incarceration: Zero Tolerance Policies and the School to Prison Pipeline, 9 F. on Pub. Pol’y 1, 2, 8 (2009).

[70].    Id. at 8.

[71].    Id. 

[72].    Christopher A. Mallett, The School-to-Prison Pipeline: A Critical Review of the Punitive Paradigm Shift, 33 Child Adolescent Soc. Work J. 15, 20 (2016).

[73].    Heitzeg, supra note 69, at 9.

[74].   Id. at 13. For example, in 2011–2012, 3.45 million students were suspended out of school, and 130,000 students were expelled. School Climate and Discipline: Know the Data, U.S. Dep’t of Educ., https://www2.ed.gov/policy/gen/guid/school-discipline/data.html [https://perma.cc/J6YM-79G3]. The 2011–2012 rates are nearly double the rates in 1974. Id.

[75].    Am. Psychological Ass’n Zero Tolerance Task Force, Are Zero Tolerance Policies Effective in Schools? An Evidentiary Review and Recommendations, 63 Am. Psychologist 852, 852–862 (2008).

[76].    Kathryn C. Monahan, Susan VanDerhei, Jordan Bechtold & Elizabeth Cauffman, From the School Yard to the Squad Car: School Discipline, Truancy, and Arrest, 43 J. Youth Adolescence 1110, 1118 (2014).

[77].    Id. at 1116.

[78].    Id. at 1119.

[79].    Scully, supra note 4, at 961.

[80].    U.S. Dep’t of Educ. Office of Civil Rights, supra note 4.

[81].    Scully, supra note 4, at 959–60; see also U.S. Dep’t of Educ. Office of Civil Rights, supra note 4.

[82].    U.S. Departments of Education and Justice Release School Discipline Guidance Package to Enhance School Climate and Improve School Discipline Policies/Practices, U.S. Dep’t of Educ., (Jan. 8, 2014), https://www.ed.gov/news/press-releases/us-departments-education-and-justice-release-school-discipline-guidance-package; see also Cheryl Staats, Implicit Racial Bias and School Discipline Disparities: Exploring the Connection (2014).

[83].    U.S. Departments of Education and Justice Release School Discipline Guidance Package, supra note 82.

[84].    U.S. Dep’t of Educ. & U.S. Dep’t of Just., supra note 5, at 3; see also, U.S. Dep’t of Educ. Office of Civil Rights, supra note 4; The Leadership Conference Educ. Fund, School Discipline Guidance and Students’ Civil Rights 1 (Mar. 2018), http://civilrightsdocs.info/pdf/education/Sch
ool-Discipline-Policy-Brief.pdf [https://perma.cc/F2G4-7EKB].

[85].    U.S. Dep’t of Educ. & U.S. Dep’t of Just., supra note 5, at 3–4.

[86].    Id. at 2–3. 

[87].    Id. at 16.

[88].    Id. at 8.

[89].    Id. at 5.

[90].    Id. at 5–6.

[91].    Id. at 8.

[92].    Id. at 9.

[93].    Id. at 13.

[94].    Sch. Superintendents Ass’n, 2018 AASA Discipline Survey: An Analysis of How the 2014 Dear Colleague Letter on Nondiscriminatory Administration of School Discipline is Impacting District Policies and Practices, 1 (2018), https://aasa.org/uploadedFiles/AASA_Blog
(1)/AASASurveyDisciplineGuidance2014.pdf [https://perma.cc/6KEC-FS7M]; see also Evie Blad, Here’s What the End of Obama-Era Discipline Guidance Means for Schools, Educ. Week (Dec. 18, 2018), https://www.edweek.org/leadership/heres-what-the-end-of-obama-era-discipline-guidance-means
-for-schools/2018/12?s_kwcid=AL%216416%213%21266402628866%21b%21%21g%21%21&cmp=c
pc-goog-ew-dynamic%20ads%20recent%20articles&ccid=dynamic%20ads%20recent%20articles&cca
g=recent%20articles%20dynamic&cckw=&cccv=dynamic%20ad&gclid=EAIaIQobChMI4ryli8jV6wIVh8DACh3w3QP-EAAYASAAEgK_OvD_BwE [https://perma.cc/W9SE-MJKS].

[95].    Sch. Superintendents Ass’n, supra note 94.

[96].    Id. at 7. A 2013 survey found that 56% of the 450 school leaders interviewed had recently revised their student code of conduct. Id.; see also, Steinberg & Lacoe, supra note 32, at 44 (stating that in an April 2014 survey of 500 school superintendents, 84% stated that their districts had updated their code of conduct within the three previous years).

[97].    See Letter to ED and DOJ: Opposition to Rescission of Joint School Discipline Guidance Package, Leadership Conf. on Civ. & Hum. Rts. (Jan. 1, 2019), https://civilrights.org/resource/letter-to-ed-and-doj-opposition-to-rescission-of-joint-school-discipline-guidance-package [https://perma.cc/5
YSW-4JJB] (a coalition of 75 national and 45 state organizations signed a letter to the Education Secretary and Attorney General stating that the “2014 Dear Colleague letter clarifies that ED and DOJ expect schools and districts to treat all children fairly . . . .”).

[98].    Sch. Superintendents Ass’n, supra note 94, at 1–2.

[99].    Id. at 2.

[100].    Id. at 4–5.

[101].    Id. at 2.

[102].    Id. at 4.

[103].    Fed. Comm’n on Sch. Safety, supra note 6, at 1.

[104].    Id. at 67–68.

[105].    Id. at 72.

[106].    U.S. Dep’t Justice & U.S. Dep’t of Educ., supra note 6, at 1.

[107].    Id.

[108].    Id.

[109].    U.S. Dep’t. of Educ. Office Civil Rights, Questions & Answers on Racial Discrimination and School Discipline (2018).

[110].    Id. at 1–2.

[111].    U.S. Departments of Education and Justice Release School Discipline Guidance Package, supra note 82 (quoting former Attorney General Eric Holder, “By ensuring federal civil rights protections, offering alternatives to exclusionary discipline and providing useful information to school resource officers, we can keep America’s young people safe and on the right path”).

[112].    Fed. Comm’n on Sch. Safety, supra note 6, at 67.

[113].    U.S. Dep’t of Justice & U.S. Dep’t of Educ., supra note 6, at 2.

[114].    Fed. Comm’n on Sch. Safety, supra note 6 at 71.

[115].    Lau v. Nichols, 414 U.S. 563, 568 (1974).

[116].    Id. at 571 (Stewart, J., concurring) (noting that a policy under section 602 will be upheld “so long as it reasonably related to the purposes of the enabling legislation”).

[117].    Id at 564, 568 (majority opinion).

[118].    Alexander v. Sandoval, 532 U.S. 275, 285 (2001) (“[W]e have since rejected Lau’s interpretation of §601 as reaching beyond intentional discrimination.”)

[119].    Cf. Id. at 308 (Stevens, J., dissenting) (noting that “the question whether §601 applies to disparate iimpact claims has never been analyzed by this Court on the merits”).

[120].    Fed. Comm’n on Sch. Safety, supra note 6, at 71. The Federal Commission cites to Sandoval to support its arguments, but the Court in Sandoval did not reach the issue of whether section 602 grants federal agencies the ability to regulate disparate impact policies. Sandoval, 532 U.S. at 281–82.

[121].    Sandoval, 532 U.S. at 305 (Stevens, J., dissenting)

[122].    JD S. Hsin, Cong. Research Serv., R45665, Civil Rights at School: Agency Enforcement of Title VI of the Civil Rights Act of 1964 10–11 (2019).

[123].    K-12 School Shooting Database, Ctr. for Homeland Def. & Security, https://www.chds.
us/ssdb/view-chart/?chartid=8 [https://perma.cc/2SZY-VLUX].

[124].    Id.

[125].    Id.

[126].    Id.

[127].    Tiffany Xie, Mass Shooters Have a Gender and a Race: A Closer Look at White Male Privilege, Pol. Res. Associates (June 19, 2014), https://www.politicalresearch.org/2014/06/19/mass-s
hooters-have-a-gender-and-a-race [https://perma.cc/8WD3-WUNT].

[128].    See Sch. Superintendents Ass’n, supra note 94, at 2. For example, one district leader noted “minority students have received more lenient consequences than non-minority students in order to prevent minority students from accusing the school of racism.” Id.

[129].    Marjory Stoneman Douglas High Sch. Pub. Safety Comm’n, Initial Report 278 (2019).

[130].    See ACLU, Key Tool Issued to Help End School-to-Prison Pipeline (Jan. 8, 2014), https://www.aclu.org/press-releases/aclu-comment-groundbreaking-federal-school-discipline-guidance (explaining that the guidance did not eliminate law enforcement officers in schools but mostly provided a clear delineation of roles for handling minor discipline).

[131].    See RJ Vogt, Will A Policy Rollback Swell the School-to-Prison Pipeline, Law360 (Jan. 13, 2019, 8:02 PM), https://www.law360.com/articles/1118007 [https://perma.cc/99LJ-66E7].

[132].    Jon Valant & Michael Hansen, School Safety Commission’s Report Uses Tenuous Logic to Walk Guidance on School Discipline, Brookings (Dec. 21, 2018), https://www.brookings.edu/blog/bro
wn-center-chalkboard/2018/12/21/school-safety-commissions-report-uses-tenuous-logic-to-walk-back-guidance-on-school-discipline [https://perma.cc/L7XA-CHJZ].

[133].    U.S. Dep’t of Justice & U.S. Dep’t of Educ., supra note 6, at 2.

[134].    Guardians Ass’n v. Civil Serv. Comm’n, 463 U.S. 582, 593 (1983) (“[I]t must be concluded that Title VI reaches unintentional, disparate impact discrimination as well as deliberate racial discrimination.”).

[135].    U.S. Dep’t of Justice & U.S. Dep’t of Educ., supra note 6, at 2.