Prime Highlights :
- Michigan launches a new statewide plan to strengthen support and academic success for students with disabilities.
- State data links greater classroom inclusion with significantly higher graduation rates.
Key Facts :
- Graduation rates for students with disabilities have risen 5 percentage points over the past decade.
- A new bipartisan committee will help shape future special education policies and support systems statewide.
Background :
Michigan’s Department of Education has stepped up efforts to improve academic results for students with disabilities, pushing for more time in general education classrooms as a key part of its new plan.
Data presented by department leaders points to a direct connection between how much time students spend in general education settings and how well they do academically.
Four-year graduation rates for students with disabilities in Michigan climbed 5% over the last decade and the latest figures from the 2024-25 school year highlight just how much classroom placement matters.
Students who spent at least 80% of their school day in general education settings achieved a graduation rate of 68.5%, highlighting the benefits of inclusive learning environments. Those who spent between 40% and 79% of their time in mainstream classrooms graduated at a rate of 52.6%, according to the data.
MDE Deputy Superintendent Lohren Carter-Nzoma shared the data with members of the State Board of Education and detailed the department’s planned course of action.
She said the department will draw on a broad network of partners, including students, families, school districts and community organizations, to push the plan forward.
During the same meeting, the Board voted to establish a bipartisan Special Education Committee. The committee will visit school districts across the state to assess needs, identify what is working and gather input from stakeholders to shape future policy.
MDE’s Office of Special Education oversees Michigan’s public schools to ensure eligible students receive a free and appropriate education in the least-restrictive environment possible, as required under the Individuals with Disabilities Education Act.
Carter-Nzoma said this means educating students with disabilities alongside their non-disabled peers to the greatest extent appropriate for each individual. The department has outlined a four-step plan to guide the process, with stakeholder collaboration at its core.
