By Sarahbeth Dreis

The number of students with disabilities in higher education has steadily increased, now representing about 21% of U.S. undergraduates (U.S. Department of Education, 2023). In Virginia, newly collected data show these students make up roughly 8% of undergraduates—likely an undercount.

Much of this growth stems from students reporting mental health challenges and attention deficit disorders. ADD/ADHD is the most common disability, followed by learning disabilities, autism, and blindness or low vision. Some campuses, including those in Virginia, are also seeing more students with cognitive disabilities.

Despite this progress, only 38% of students with disabilities nationwide complete a bachelor’s degree within eight years, compared with 51% of their peers without disabilities (Newman et al., 2016). While Virginia-specific data are limited, persistence clearly remains a concern.

Why Persistence Matters

Persistence turns access into achievement. Earning a degree provides greater employment prospects, higher earnings and upward mobility—outcomes that are especially critical for students with disabilities, who already face added barriers in the labor market. Beyond academics, persistence fosters independence, self-advocacy and social connections that support lifelong inclusion.

Strengthening Data Collection

Virginia’s participation in Indicator 14, a federal initiative to collect post-high school outcomes for students with disabilities, and SCHEV’s institutional data collection are important efforts, but gaps remain. The following actions would help track outcomes and guide policy:

1. Link Longitudinal Data – Connect K–12 and higher education data to follow students with disabilities into adulthood, modeled after the National Longitudinal Study on Transition.
2. Create a Persistence Dashboard – Publish annual campus-level retention and graduation rates for students with disabilities to improve transparency.
3. Administer Annual Student Surveys – Require SCHEV’s disability services survey to identify strengths and gaps.
4. Study Effective Practices – Analyze campuses with strong persistence outcomes and invest in replicating their strategies.

Evidence-Based Strategies to Improve Persistence

1. Early Connection with Disability Services – Programs like SCHEV’s GEAR UP and Level Up accessible college visits help students engage with accessibility offices before college, easing the transition. Continue these tours or add the Disability/Accessibility office to standard campus tours.
2. Build Self-Advocacy Skills – Offer first-year seminars or peer groups that reinforce goal setting, problem solving and understanding one’s disability.
3. Adopt Universal Design for Learning (UDL) – Support faculty training statewide to make learning more inclusive for all students. Virginia Tech and the University of Virginia support professors and other teaching staff in implementing UDL principles among many other colleges and universities in Virginia.
4. Foster Belonging and Inclusion – Promote mentoring, accessible student organizations, and faculty development to close gaps in opportunity and access.
5. Coordinate Mental Health Support – Ensure robust, integrated counseling services for students with disabilities.
6. Use SCHEV’s Accommodations Review Tool – Require campuses to self-assess and enhance their disability services practices.

Conclusion

Virginia has made strong progress in expanding college access for students with disabilities, but persistence and completion remain challenges. Better data collection, transparency and the adoption of proven strategies can help close the gap—ensuring that access to higher education leads to meaningful attainment for all students.