H.R. 899 is a single-sentence bill that mandates the complete termination of the U.S. Department of Education by December 31, 2026. Supporters frame the measure as a way to return educational control to states, parents, and local authorities, arguing that the federal government should not dictate educational standards or policy. The legislation does not provide a transition plan, specify where existing programs would be transferred, or outline how federal protections would be preserved.
The Department of Education plays a critical role in administering and enforcing federal laws that protect students’ rights, including the Individuals with Disabilities Education Act (IDEA), Title IX, and Section 504 of the Rehabilitation Act. Eliminating the Department without a replacement would jeopardize enforcement of these protections and disrupt funding for special education, low-income school programs, and higher education financial aid.
Students with disabilities, low-income students, rural communities, and historically marginalized groups would be at greatest risk. Proponents of the bill claim benefits for those seeking increased local control, but no safeguards are included for vulnerable populations.
If enacted, all Department of Education functions would cease by the end of 2026. Key impacts would include:
The bill does not address budget reallocations, staffing transitions, or enforcement mechanisms for continuing educational equity.
H.R. 899 was introduced without engagement from disability advocates, educators, or directly impacted communities. No formal public comment period or structured outreach occurred before the introduction. While the bill’s text is brief and in plain language, it was not accompanied by accessible summaries, translations, or targeted communications to ensure understanding among diverse audiences.
By eliminating a primary federal enforcer of education rights, the measure reflects a governance approach that overlooks the historic inequities federal oversight seeks to address.
The legislation remains in committee. Opposition has come from disability rights organizations, higher education institutions, civil rights advocates, and many state education agencies. Concerns center on the loss of federal protections, funding disruptions, and the absence of a transition plan. While some policymakers have proposed restructuring the Department instead of abolishing it, there has been no consensus on viable alternatives.
If any proposal to reform the Department of Education is to move forward, it should:
Advocacy strategies should focus on coalition-building across disability, education, and civil rights sectors; sharing personal testimony from affected students and families; and active participation in committee hearings and budget debates.
As a disability self-advocate, the potential elimination of the Department of Education is deeply concerning. For many, federal oversight is the difference between equitable opportunity and systemic exclusion. The fact that this bill advances without a plan for preserving those protections demonstrates how quickly decades of progress can be undone.
Federal engagement in education is not unnecessary bureaucracy — it is a safeguard that ensures every student, regardless of ability or background, has a fair chance to succeed.
Warm regards,
Ian Allan
Self-Advocate for The Arc of Northern Virginia
Ian Allan is a self-advocate with a deep commitment to policy literacy, systems change, and disability justice. Through The Arc of Northern Virginia, he works to ensure that people with intellectual and developmental disabilities are not merely served by systems, but are actively shaping them.
The status of H.R. 899 may change without much public notice. Visit Congress.gov to monitor its progress and learn when your voice is needed most.
As a 501(c)(3) nonprofit organization, The Arc of Northern Virginia relies on private support from individuals, corporations, organizations, and foundations to fund our efforts. Your generous donations help make it possible for us to provide programs, services, and advocacy so that people with IDD can live “A Life Like Yours.”
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