This project began as a policy research initiative funded by RFK Human Rights. The goal was to examine how disability is formally governed within higher education and how those rules shape student access.

Leveraging funding from RFK Human Rights, I led a year-long study examining how anti-ableist policy frameworks influence access and degree completion. The research combined legal analysis with original statistical work across all 50 states. State statutes were reviewed to understand how accessibility and anti-ableism are embedded within higher education systems. Quantitative analysis was used to surface patterns linking policy structure to student success outcomes.

Findings showed limited state-level engagement with disability policy and use of outcome reporting tied to disabled students. The majority of states rely almost entirely on federal standards, leaving institutions without clear guidance or accountability.

The project resulted in a 118-page policy report with recommendations for institutional and legislative action. This work has reached over 300 schools across 4 continents and surpassed 1,000 downloads. It continues to inform keynote talks at Columbia University and University of Pennsylvania, advocacy efforts centered on anti-ableist policy design.