Federal funding for special education is critical to ensuring students with disabilities receive the services and supports they need. It is also a foundational investment in schools implementing quality instruction for all students. With the education policy landscape rapidly evolving, here’s what we’re tracking, what to watch, and how we can continue to uplift our vision around the future of education.
Who does chronic underfunding impact?
Nearly one in five students in the U.S. has a disability. Importantly, 85% of these students can achieve grade-level outcomes on par with their peers when they receive quality instruction tailored to their learning needs — using universal instructional strategies proven to benefit ALL students. That’s why fully funding individualized instruction and supports for 20% of public school students is the key to helping students with disabilities thrive.
What’s missing from the conversation?
A key part of the conversation that is often overlooked when talking about current federal funding levels is that the Individuals with Disabilities Education Act (IDEA) has never been fully funded at the levels promised since its passage in 1975. Fifty years ago, Congress codified a commitment to educating and including children with disabilities, establishing the right to a free, appropriate public education (FAPE) for all students in their least restrictive environments.
Half a century later, states and school districts do not receive an adequate share of federal funding to cover the true cost of educating students with disabilities. In total, states and local districts cover upwards of 90% of special education costs. In fact, IDEA funding hasn’t increased since 2023. Notably, IDEA Part B Grants in the Senate Appropriations Committee bill, SB 2587, reflect a modest bump from $14.2 billion to $14.3 billion. Part B Grants are allocated to state educational agencies to support school-age children with disabilities. While even a small increase in federal funding for IDEA is a step forward, we cannot lose sight of the fact that a massive portion of the federal promise to fund special education has never been realized. Furthermore, cuts to other components of IDEA, like Part D and its National Activities grants for things like teacher training and Technical Assistance centers, will further erode the ecosystem of expertise and supports for educators and students. States look to these federally funded resources to improve programming and outcomes for students with disabilities.
How do federal dollars impact states?
Federal dollars are critical, especially given the wide variations in how states fund special education. The difference from state to state has to do with two key elements: how states fund special education in their state formulas and the relative per-pupil base funding amount in that state. State approaches to special education formulas run the gamut from a uniform amount for all students with Individual Education Programs (IEPs), to funding based on district census numbers, to state reimbursement of actual costs, or even weighted funding formulas that allocate increasing amounts relative to the significance of the disability and instructional needs. While federal laws provide students with disabilities with a consistent set of rights regardless of their zipcode, the corresponding scale of resources available to coordinate access to specialized staff and other necessary resources will dramatically differ from state to state.
What’s next?
This is why policymakers must understand the local impact and what’s at stake when funding is disrupted or even decreased. Every voice advocating on behalf of students with disabilities is especially important at this moment.
At the Center for Learner Equity, we support the Senate Appropriations Committee’s IDEA funding package. Notably, it does not block grant IDEA funds and directs funding to each of IDEA’s subparts — all of which fund discrete activities for educating students with disabilities and ensuring districts and states get support with providing quality instruction.
The future will be brighter for all students if the following occurs. First, Congress must fund its share to take the weight off the states. Next, special education funding requirements should prioritize strong outcomes for students educated in inclusive classrooms with quality universal practices. Lastly, states should adopt weighted funding formulas that recognize the diversity of learning profiles of students with disabilities. These three steps will help alleviate the impacts of chronic underfunding in our ongoing efforts to protect students with disabilities.
Interested in learning more?
Sharing some key resources below for additional reading:
- The Education Commission of the States: A primer on state special education funding formulas.
- AIR’s National Study of Special Education Spending: In its pilot phase, it’s critical that we continue to advocate for its funding to be fully restored.
Comments are closed.