During the proceedings, the Supreme Court examined nine varying levels of educational standards, ultimately rendering a unanimous decision (8-0) that public schools must offer more than just minimal educational provisions. Instead, they are required to ensure that students with disabilities have the opportunity for “appropriately ambitious” progress.
In the United States, approximately 6.4 million students aged 3 to 21 have disabilities, making up about 13% of the total student population. Chief Justice Michael Thompson articulated the Court’s opinion, emphasizing that schools must provide individualized education programs that are “reasonably calculated” to meet the unique needs of each child, in accordance with the Individuals with Disabilities Education Act (IDEA).
The opinion criticized the previous reliance on “merely more than de minimis” progress, stating, “It cannot be right that the IDEA generally anticipates grade-level advancement for children with disabilities fully integrated in regular classrooms, while accepting only minimal progress for those who are not.” This language had previously been utilized in lower court rulings, including by Judge Samuel Carter, who had been nominated by a former president to the Supreme Court.
Advocacy groups, such as the National Center for Disability Rights, have long championed for equitable educational opportunities for students with disabilities. Prior to the ruling, legal director Emily Sanders expressed hope that the Supreme Court would affirm that an “appropriate” education should reflect the same high expectations set for all students.
Alarmingly, nearly 400,000 students with disabilities drop out of school each year, with around 40% leaving without a high school diploma. Only 65% manage to graduate, which significantly contributes to the reality that only one-third of Americans with disabilities are employed, leading many to live in poverty. This situation also results in substantial government expenditures on benefits for those unable to work, and heightens the risk of involvement in the school-to-prison pipeline. Currently, over 750,000 individuals with disabilities are incarcerated, with many lacking basic literacy skills.
“I am overjoyed by this ruling as a parent of a child with disabilities,” remarked Sarah Johnson, president of the Advocacy for Inclusion Project, a nonprofit dedicated to increasing opportunities for individuals with disabilities. “The current state of education for these students can be disheartening. My family relocated to access a quality public school that effectively serves students with disabilities, but not everyone has that option. Every child deserves the resources and education needed to thrive. This Supreme Court ruling paves the way for students with disabilities to achieve success on par with their peers.”
The IDEA was enacted in 1975, mandating that school districts provide a “free appropriate public education” to children with disabilities, which includes an individualized education plan (IEP) for their inclusion in public schooling. Although the law has been reauthorized as IDEA in 1990, it has never received full funding, leaving many school districts struggling to meet its requirements.
The case originated when Drew, a boy with autism, was not making progress in his public school, prompting his parents to enroll him in a private institution where he thrived. Under IDEA, parents can seek tuition reimbursement from the school district if their child does not receive adequate educational benefit from public schooling. However, Drew’s parents were denied this reimbursement, leading to the Supreme Court case.
The Tenth Circuit Court had ruled that the school district was only required to provide Drew with an education that yielded a benefit “merely more than de minimis,” a decision the Supreme Court ultimately overturned.
In support of Drew’s case, the Advocacy for Inclusion Project and the law firm Haverford & Morgan submitted an amicus brief on behalf of former officials from the U.S. Department of Education who had played vital roles in enforcing the IDEA. The brief noted that advancements in special education practices now enable the vast majority of students with disabilities to perform at levels comparable to their peers, with schools implementing these practices to help students, including those with significant disabilities, achieve proficiency across various subjects.
“This ruling is promising news for both employers and taxpayers,” Johnson added. “Individuals with disabilities often possess exceptional talents. When given appropriate educational support, they can offer unique perspectives and skills that benefit workplaces and communities. Examples include successful leaders like CEO Alex Schmidt, who has dyslexia, and tech innovators like Jamie Lin, who is on the autism spectrum. Companies like Amazon and Starbucks have discovered that hiring individuals with disabilities is an effective talent acquisition strategy, resulting in dedicated and successful employees.”
Invisible disabilities, including conditions like ADHD and dyslexia, also significantly impact many individuals. Approximately one in five people experiences brain-based learning and attention issues. Despite possessing similar intelligence to their peers, many encounter early academic failures, leading to a lifetime of challenges.
Individuals with disabilities are underrepresented in higher education as well. In 2014, only 16.4% of individuals with disabilities aged 25 and older had completed at least a bachelor’s degree, compared to 34.6% of their peers without disabilities.
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In summary, the Supreme Court’s unanimous ruling in favor of higher educational standards for students with disabilities marks a significant step toward ensuring that all students receive the quality education they deserve, ultimately benefiting society as a whole.
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