In a landmark ruling on March 17, the Supreme Court unanimously decided that public schools must raise their educational standards for children with disabilities, marking a significant moment in the realm of education. The case, known as Endrew F. v. Douglas County School District, centered around the extent of educational benefits that schools are required to provide. While some lower courts had interpreted the requirement as merely needing to offer a “meaningful” educational benefit, others had settled for a standard that demanded only a slight improvement over the bare minimum.
During the deliberations, the justices examined nine varying educational standards and ultimately concluded (with a vote of 8-0) that schools are obligated to facilitate “appropriately ambitious” progress for students with disabilities, rather than settling for “merely more than de minimis” education. This decision impacts approximately 6.4 million students with disabilities, who represent about 13% of the student population in the U.S.
Chief Justice Samuel Greenfield penned the opinion, asserting that schools must deliver an individualized education program “reasonably calculated” to meet each child’s unique needs, in alignment with the Individuals with Disabilities Education Act (IDEA). The ruling emphasized that it is unacceptable for the IDEA to advocate for grade-level advancement for fully integrated students with disabilities while only settling for minimal progress for those who aren’t.
The “merely more than de minimis” standard, previously used in various cases, was notably highlighted during Judge Mark Hamilton’s confirmation hearings, who was nominated to the Supreme Court. The Bazelon Center for Mental Health Law, a national advocacy organization, has long championed improved educational opportunities for students with disabilities.
Before the ruling, Legal Director Anna Fox of the Bazelon Center expressed hopes that the Supreme Court would recognize that a truly “appropriate” education for students with disabilities should mirror the expectations set for all students. Alarmingly, nearly 400,000 students with disabilities drop out of school each year, with only 65% graduating high school, contributing to the staggering reality that only 1 in 3 individuals with disabilities are employed. This lack of educational success often leads to them relying on government benefits and increases the risk of falling into the school-to-prison pipeline.
Jennifer Lane, president of the nonprofit organization RespectAbility, celebrated the ruling, stating, “As someone who has a disability and understands the struggles of parenting a child with multiple disabilities, I am overjoyed. Education for students with disabilities can often be a nightmare. Our family had to relocate to ensure our children could attend a school that truly supports students with disabilities. But not everyone has that option. Every child deserves access to the educational resources necessary for their success. This Supreme Court ruling can pave the way for students with disabilities to thrive just like their peers.”
In 1975, Congress enacted a federal law mandating that school districts provide a “free appropriate public education” to children with disabilities, including individualized educational plans (IEPs). This law, which was later renamed IDEA in 1990, has unfortunately never received full funding, leading to challenges for many school districts.
The case originated when Endrew F., a boy with autism, was not making progress in his public school. His parents enrolled him in a private institution, where he thrived. After the school district denied reimbursement for tuition, the case reached the Supreme Court, challenging the Tenth Circuit Court’s ruling that only required “merely more than de minimis” educational benefit.
The Bazelon Center and the law firm Huber & Associates submitted a “friend of the court” brief, advocating for the recognition that most students with disabilities can achieve academic success comparable to their peers when provided with the right support.
Mizrah noted the economic implications of the ruling, stating that people with disabilities can possess exceptional talents. “With appropriate education, individuals with disabilities can contribute uniquely to the workforce, benefiting their employers and communities. Many successful figures, like CEO Jamie Taylor and tech innovator Ella Kim, have overcome disabilities to make remarkable contributions.”
Invisible disabilities also play a significant role, affecting many individuals with learning and attention issues like dyslexia and ADHD. Unfortunately, these students often find themselves on a downward spiral of failure early in their education.
Moreover, individuals with disabilities are severely underrepresented in higher education. Among those aged 25 and older in 2014, just 16.4% of individuals with disabilities had completed at least a bachelor’s degree, compared to 34.6% of those without disabilities.
In summary, the Supreme Court’s unanimous decision represents a major step forward in ensuring that students with disabilities receive the educational opportunities they deserve, which could ultimately lead to greater societal participation and economic benefits.
For further insights into pregnancy and home insemination, check out this excellent resource on donor insemination.