Arkansas mandates annual reporting on college students with disabilities accommodations

Arkansas State Legislature has introduced House Bill 1728, a significant legislative measure aimed at enhancing support for students with disabilities in higher education. Introduced on April 21, 2025, the bill mandates that institutions eligible for Title IV federal student aid report annually on the number of students with disabilities registered for accommodations. This initiative seeks to collect vital data to improve postsecondary education and career outcomes for these students.

The bill outlines specific reporting requirements, including the total number of students registered for accommodations, the percentage of these students relative to the overall undergraduate population, and the number of degrees awarded to students with disabilities. Notably, institutions are exempt from reporting if the number of students with disabilities is less than three percent of the total student body, ensuring privacy and compliance with federal regulations.

Supporters of House Bill 1728 argue that the data collected will provide insights into the effectiveness of existing support systems and highlight areas needing improvement. By integrating this information into the Comprehensive Arkansas Higher Education Annual Report, the bill aims to foster a more inclusive educational environment and ensure that students with disabilities receive the necessary resources to succeed.

However, the bill has faced some opposition, primarily concerning the administrative burden it may impose on educational institutions. Critics argue that the reporting requirements could divert resources away from direct support services for students. Proponents counter that the long-term benefits of improved data collection will outweigh these concerns, ultimately leading to better educational outcomes.

The implications of House Bill 1728 extend beyond mere compliance; they signal a commitment to inclusivity in Arkansas's higher education system. As the bill progresses through the legislative process, its potential to reshape the landscape for students with disabilities remains a focal point of discussion among educators, policymakers, and advocates alike. The outcome of this bill could set a precedent for similar initiatives in other states, emphasizing the importance of accessibility in education.