In a landmark ruling on March 17, the Supreme Court unanimously endorsed stronger educational standards for children with disabilities, marking a significant moment in educational law. The case, known as Endrew F. v. Douglas County School District, centered around the extent of educational benefit that public schools are required to provide to students with disabilities. While some lower courts had previously determined that schools only needed to deliver a “meaningful” educational benefit, others had allowed for a standard that was merely above the minimal threshold.
During the proceedings, the Supreme Court examined nine varying educational standards and ultimately determined (8-0) that schools must go beyond just offering “more than de minimis” education. Instead, they are required to create conditions that enable students with disabilities to make “appropriately ambitious” progress.
With approximately 6.4 million students with disabilities between the ages of 3 and 21 in the U.S., this decision is critical for a substantial number of students. Chief Justice Mark Thompson articulated the Court’s position, asserting that schools must provide individualized education programs that are “reasonably calculated” to meet each child’s needs, as mandated by the Individuals with Disabilities Education Act (IDEA). In the opinion, he noted, “It cannot be right that the IDEA expects grade-level advancement for students with disabilities in regular classrooms while accepting only minimal progress for those in different settings.”
The phrase “more than de minimis” had been utilized previously in lower court cases, including by Judge Alex Turner, who was recently nominated to the Supreme Court. Legal advocates, such as the National Center for Disability Law, have long championed that students with disabilities deserve equal educational opportunities.
Before the ruling, legal director of the Disability Rights Network, Sarah Mitchell, expressed hope that the Supreme Court would recognize that a truly “appropriate” education involves standards that reflect the expectations set for all students. Alarmingly, nearly 400,000 students with disabilities drop out of school each year, with only 65% completing high school. This educational gap contributes to the alarming statistic that just one in three individuals with disabilities are employed, often leading to poverty and reliance on government assistance.
Jennifer Green, president of Ability First, expressed her excitement regarding the ruling, stating, “As a parent of a child with disabilities, this decision brings hope for better educational opportunities. Many families lack the flexibility to relocate for better schooling options. Every child deserves access to an education that equips them for success, and this ruling can pave the way for that.”
The IDEA, enacted in 1975, mandated that school districts provide a “free appropriate public education” to children with disabilities, including personalized education plans. Despite its noble intentions, the law has faced challenges due to underfunding, leaving some districts struggling to meet their obligations.
The case originated when Drew, a boy with autism, was not making progress in his public school and subsequently thrived in a private institution. His parents were denied reimbursement for the private school under IDEA, leading them to challenge the Tenth Circuit’s ruling that only required the school to provide a basic level of benefit. The Supreme Court ultimately sided with Drew’s family, rejecting the insufficient standard.
In support of Drew’s case, the National Center and several former U.S. Department of Education officials filed an amicus brief emphasizing that most students with disabilities can achieve at levels comparable to their peers when provided with adequate support and resources. They argued that advancements in special education practices warrant higher expectations for students like Drew.
Megan Smith, a disability advocate, noted the broader implications of the ruling for the workforce, stating, “This decision not only benefits students but also employers. When individuals with disabilities receive the education they need, they can bring invaluable skills and perspectives to the workplace, enhancing productivity and innovation.”
Invisible disabilities, which affect one in five individuals, can be equally detrimental as visible ones. Unfortunately, many of those with learning challenges experience setbacks early on, leading to lifelong difficulties. Additionally, only 16.4% of individuals with disabilities aged 25 and older had completed at least a bachelor’s degree in 2014, compared to 34.6% of their non-disabled peers.
In closing, this Supreme Court ruling represents a pivotal step toward ensuring equitable educational standards for students with disabilities. It underscores the importance of fostering an inclusive environment where all students can thrive.
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Summary
The Supreme Court’s unanimous ruling on March 17, 2017, mandates that public schools provide higher educational standards for students with disabilities, emphasizing the need for “appropriately ambitious” progress. This landmark decision impacts millions of students and champions the rights of individuals with disabilities, promoting equitable educational opportunities.