Did you notice someone missing?

Let's look at the latest school district data impacting those who learn differently:

Graduation Gaps: A 22-Point Chasm Metric

Four-year high-school graduation rates:

65.9% of students with disabilities

87% of students without disabilities

That means for every 100 students who start 9th grade with an IEP, roughly one-third never receive a diploma on schedule, locking them out of most post-secondary options before they turn 19.

“Systemic Gaps” Are Everywhere. Districts flagged for systemic gaps show:

Nationally, 7 points lower for those who learn differently in graduation rates

Nearly 3× the average number of recent OCR complaints (5.5 vs 1.9).

In other words, where families raise concerns about civil rights and equity in education, academic outcomes are measurably worse.

Staff Qualifications Matter—And Too Many Districts Need Help

Districts that rate “Needs Improvement” on special-education staffing are 2.6 points below peers with highly qualified staff and are 80% likely to carry a systemic-gap flag.

Student-to-SPED Ratio: Bigger Classes, Lower Outcomes

A higher SPED-student ratio (fewer certified staff per learner) is modestly but consistently tied to lower graduation rates (correlation = -0.17). Even small improvements in caseloads could tip more students over the finish line.

What This Means for Families and Advocates

1. Graduation is the floor, not the ceiling. A 65% SWD completion rate signals that federal

IDEA protections are not translating into real-world diplomas.

2. Accountability data already exist—but they live in spreadsheets. Parents shouldn’t need

data-science skills to see where their district stands.

3. Staffing is a solvable lever. Training and retaining qualified special-education teachers

and related-service providers reliably moves the needle.

4. Civil-rights complaints track real harm. Districts with a pattern of OCR grievances also

record the poorest academic outcomes—evidence that enforcement matters.

Where Do We Go From Here?

* Demand transparency. Ask school boards to publish SWD graduation, staffing ratios, and

OCR findings side-by-side with general-education metrics.

* Prioritize professional development. Districts flagged “Needs Improvement” should

receive state-level technical assistance before another cohort falls through the cracks.

* Use the data for smarter funding. Targeted dollars should follow the greatest

gaps—especially where high SPED ratios and low staff qualifications intersect.

* Center student voice. Graduation numbers tell us who leaves with a diploma; listening

sessions tell us why some still don’t.

Bottom line: There is a significant disparity in graduation rates for students who learn differently. The outcomes for students with learning disabilities isn’t a mystery—it’s a measurement. And what gets measured can, and must, be changed.

#SilentPleaMovement - join our movement to enforce equity in education