The U.S. Department of Education’s Office for Civil Rights (OCR) has launched an investigation into the Green Bay Area Public School District (GBAPS) following serious claims that the district prioritized educational services based on students’ race.
The probe stems from a complaint filed by the Wisconsin Institute for Law & Liberty (WILL) on behalf of Colbey Decker, a local parent. Decker alleges that her white son, who has dyslexia, was denied necessary reading support services because he was not a member of a racial “priority group” identified in the district’s equity policies.
According to the complaint, GBAPS’s “School Success Plan” includes a goal to prioritize students who are First Nations, Black, or Hispanic. Decker claims that despite her son’s diagnosed learning disability and need for one-on-one help, he was placed on a waitlist and offered only less effective group sessions.
In one particularly troubling claim, Decker says a school principal told her that the district used a color-coded spreadsheet to make sure students from specific racial groups received services first—regardless of academic need.
Federal Civil Rights Concerns
The U.S. Department of Education’s investigation focuses on potential violations of Title VI of the Civil Rights Act of 1964, which prohibits racial discrimination in federally funded programs, and Section 504 of the Rehabilitation Act of 1973, which protects students with disabilities from discrimination.
Craig Trainor, Acting Assistant Secretary for Civil Rights, issued a statement confirming the investigation and stressing that all students should have equal access to educational resources based on their needs—not their race.
Schools must provide special needs students access to supportive educational resources on an equal footing and on the basis of need, not on the basis of race,” Trainor said.
District’s Response
The Green Bay Area Public School District confirmed it was notified about the complaint and is cooperating with the investigation. However, officials declined to comment further, citing the ongoing nature of the probe.
The district’s School Success Plan, which has now come under national scrutiny, includes strategies aimed at closing academic gaps—but the complaint alleges these strategies may have crossed a legal line by prioritizing race over individual educational need.
Legal and Educational Implications
This investigation is part of a growing debate over how schools can pursue racial equity without violating federal laws. While many districts across the country implement equity-focused programs to support historically underserved communities, legal experts warn that prioritizing students based on race—without considering individual need—can lead to civil rights violations.
The Office for Civil Rights has taken on a number of similar cases nationwide. Schools found in violation could be required to revise their policies, improve training, and adopt systems that ensure fairness for all students.
Parent and Community Reaction
The case has stirred strong opinions in the Green Bay community. Some parents applaud the district’s equity goals, while others feel that efforts to help one group of students should not come at the expense of another.
I want every child to succeed, but this shouldn’t mean leaving my son behind just because of his race,” said Decker.
As the investigation continues, it may serve as a pivotal moment for how school districts across the U.S. balance racial equity goals with the legal requirement to treat all students fairly—especially those with disabilities who need critical support.
