Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

Existing law establishes the Department of General Services in the Government Operations Agency for purposes of providing centralized services of state government, as provided.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution or by an outside entity, as provided. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

The bill, commencing July 1, 2025, would require the Trustees of the California State University, and would request the Regents of the University of California, to cover the costs of diagnostic assessments for learning disabilities as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institutions health or disability center, as provided. The bill would require state funds to be provided annually for the cost of these services on an actual-cost basis and would require each institution to be responsible for documenting its costs to the Department of General Services. The bill would require the Department of General Services to oversee reimbursements to institutions for their documented costs. The bill would require each educational institution to post on its internet website that the educational institution will cover the costs of the diagnostic assessments for such students.

Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

The bill bill, commencing July 1, 2025, would require the Trustees of the California State University, and would request the Regents of the University of California, to cover the costs of diagnostic assessments for learning disabilities as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institutions health or disability center. center, as provided. The bill would require state funds to be provided annually for the cost of these services on an actual-cost basis and would require each institution to be responsible for documenting its costs to the State Department of Developmental General Services. The bill would require the State Department of Developmental General Services to oversee reimbursements to institutions for their documented costs. The bill would require each governing body educational institution to post on its internet website that the governing body educational institution will cover the costs of the diagnostic assessments for such students.

Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

The bill would require the Trustees of the California State University, and would request the Regents of the University of California, to cover the costs of diagnostic assessments for learning disabilities as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institutions health or disability center. The bill would authorize require state funds to be provided annually for the cost of these services on an actual-cost basis and would require each institution to be responsible for documenting its costs to the appropriate state agencies. State Department of Developmental Services. The bill would require the State Department of Developmental Services to oversee reimbursements to institutions for their documented costs. The bill would require each governing body to post on its internet website that the governing body will cover the costs of the diagnostic assessments for such students.

Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

The bill would require the Trustees of the California State University, the Board of Governors of the California Community Colleges, and the governing bodies of private institutions of higher education, as described, for their respective systems, and would request the Regents of the University of California, to cover the costs of diagnostic assessments as proof for academic accommodations. accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institutions health or disability center. The bill would authorize state funds to be provided annually for the cost of these services on an actual-cost basis and would require each institution to be responsible for documenting its costs to the appropriate state agencies. The bill would require each governing body to post on its internet website that the governing body will cover the costs of the diagnostic assessments. assessments for such students.

Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

Existing law makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Existing law states the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on 3 categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities.

Existing law requires the Board of Governors of the California Community Colleges to adopt rules and regulations for the administration and funding of educational programs and support services to be provided to disabled students by community college districts. Existing law requires those regulations to provide for the apportionment of funds to each community college district to offset the direct excess cost of providing specialized support services or instruction, or both, to disabled students enrolled in state-supported disabled student services programs or courses. Existing law describes those direct excess costs as those actual fixed, variable, and one-time costs, including those described above, that exceed the combined total of specified costs, revenues, and funds.

This bill would revise the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution. The bill would also expand the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

GOVERNOR'S VETO

GV Bill Id:AB 624

Author:(Grayson)

As Enrolled Ver:September 18, 2023

2/3 vote

SUMMARY

Requires the Trustees of the California State University (CSU) and would request the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center.

Senate Amendments

1. Clarifies that the Trustees of the CSU will, and the Regents of the University of California are requested to assessments for learning disabilities.
2. Delays implementation until July 1, 2025.
3. Specifies that state funds will be provided annually for the cost of these services on an actual-cost basis, including wages for the individuals providing these services and expenses for attendant supplies, and that each institution, as specified, will be responsible for documenting its costs to the Department of General Services. Additionally specifies that the Department of General Services shall oversee reimbursements to institutions for their documented costs.

Specifies that assessments for learning disabilities, including continuing assessments, any required documentation, and individual and group assessments provided by the institution or an outside entity if arranged directly by the institution.

Governor's Veto Message

This bill, commencing July 1, 2025, requires the California State University Trustees and requests the University of California Regents, to cover the costs of diagnostic assessments for learning disabilities as proof for academic accommodations for any student who receives financial assistance or is eligible for financial assistance from the institution's health or disability center. The bill also specifies that state funds will be provided annually for the cost of these services, and that the Department of General Service shall oversee reimbursements to institutions for their documented costs.

While I support the author's goal of supporting students with learning disabilities, unfortunately, the bill creates at least $5 million in ongoing General Fund costs that are not reflected in the state's current fiscal plan. Additionally, the Department of General Services may not be the appropriate entity to administer the reimbursement.

In partnership with the Legislature, we enacted a budget that closed a shortfall of more than $30 billion through balanced solutions that avoided deep program cuts and protected education, health care, climate, public safety, and social service programs that are relied on by millions of Californians. This year, however, the Legislature sent me bills outside of this budget process that, if all enacted, would add nearly $19 billion of unaccounted costs in the budget, of which $11 billion would be ongoing.

With our state facing continuing economic risk and revenue uncertainty, it is important to remain disciplined when considering bills with significant fiscal implications, such as this measure.

COMMENTS

Accommodation on campus. CSU and UC campuses follow a set of systemwide guidelines for the accommodation of students with learning disabilities. CSU campuses note in their systemwide policy that "documentation should validate the need for accommodations and support services based on the student's current level of functioning in the educational setting. A school plan, such as an Individualized Education Program (IEP) or a '504 plan' alone is insufficient documentation to support a student's eligibility, but may be included as historical information in a more comprehensive assessment battery."

Committee staff understands that some CSU campuses have a dedicated learning disability specialist; however, campus learning disabilities specialists do not determine a specific diagnosis. Instead, these specialists provide an educational learning profile to help the student identify ideal ways of learning. CSU staff estimated that less than 10 campuses currently have learning disabilities specialists.

The UC's policy specifies that it is the responsibility of each student who requests accommodation services from the UC to provide a comprehensive written evaluation of their specific learning disorder. In order to document a student's need for reasonable accommodations and support services and verify the student's eligibility under Federal, State, and UC mandates, the aforementioned evaluation must demonstrate a clinical diagnosis of a specific learning disorder. The policy also notes that testing must be comprehensive, and that it is not acceptable to administer only one test in making a diagnosis

UC Los Angeles (UCLA) offers the Will Rogers Memorial Scholarship, which can be used by a student who is registered with the UCLA Center for Accessible Education for a different disability, but wishes to be assessed for a learning disability, or students who are referred for an assessment and begin the testing process.

Stanford University, one of California's independent institutions, require students, who request academic accommodations, to submit documentation concerning their disability.

Documentation is evaluated by professional staff and used to both verify disability and complement self-report of lived experience while determining appropriate academic accommodations. All student cases are assessed individually.

According to the Author

According to the author, "although students with disabilities in higher education are protected by state, federal, and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful."

"While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500 dollars, creating an unfair economic disparity for students who have disabilities. AB 624 supports students with disabilities by expanding the Legislature's commitment to equity by including the costs of continuing assessments for proof of academic accommodations."

Arguments in Support

Generation Up, the sponsor of this bill, writes that "with the demanding academic and economic burdens of higher education, students face an overwhelming amount of pressures that may be debilitating to their academic performance, but disproportionately affected by these challenges are students with disabilities. These students in higher education are to be protected by state, federal, and local laws that prohibit discrimination as well as mandate that there be services to help accommodate them, but universities are not doing enough…in order to receive accommodations on campus, these students are required to obtain medical testing and paperwork on their own. It is imperative that universities support all their students by waiving and/or covering the costs of learning disability assessments so that students can get the accommodations they need to test or retest without suffering from the financial burdens in this process. It is the responsibility of the university to provide an environment for students where they feel both acknowledged and supported when it comes to academic needs without any economic caveats."

Arguments in Opposition

None on file.

FISCAL COMMENTS

According to the Senate Appropriations Committee:

1. The bill's requirements could result in additional, unknown General Fund costs to the CSU and UC to cover the costs of diagnostic assessments. A precise amount would depend on the number of students that come forward for testing as a result of this bill, but it could be in the low millions of dollars each year. The CSU indicates that if each CSU campus were to hire a Learning Disabilities Specialist to administer the assessments, systemwide costs would be about $2.5 million. There would be additional costs of approximately $1.2 million each year for the diagnostic testing assuming a cost of $1,133 for each test for 47 students.
2. This bill requires that state funds be provided to cover all documented costs related to the diagnostic assessments, and that the Department of General Services (DGS) oversee the reimbursement of these costs to the institutions. The DGS is likely to incur additional, unknown General Fund costs to comply with this requirements.
3. Further, the CSU and UC may incur additional General Fund costs to provide additional supports to students identified as having disabilities. The extent of these costs is unknown and would depend on the number of students identified as well as the types of services required.

VOTES

ASM HIGHER EDUCATION: 11-0-1

YES: Mike Fong, Ta, Addis, Arambula, Gabriel, Irwin, Low, Ortega, Sanchez, Santiago, Wallis

ABS, ABST OR NV: Weber

ASM APPROPRIATIONS: 11-0-5

YES: Holden, Bryan, Calderon, Wendy Carrillo, Mike Fong, Hart, Lowenthal, Papan, Pellerin, Weber, Ortega

ABS, ABST OR NV: Megan Dahle, Dixon, Mathis, Robert Rivas, Sanchez

ASSEMBLY FLOOR: 80-0-0

YES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones-Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

SENATE FLOOR: 39-0-1

YES: Allen, Alvarado-Gil, Archuleta, Ashby, Atkins, Becker, Blakespear, Bradford, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Newman, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk

ABS, ABST OR NV: Caballero

ASSEMBLY FLOOR: 80-0-0

YES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones-Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

UPDATED

VERSION: September 18, 2023

CONSULTANT: Kevin Powers / HIGHER ED. / (916) 319-3960 FN: 0002487

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 624

Author:(Grayson)

As Amended Ver:September 1, 2023

Majority vote

SUMMARY

Requires the Trustees of the California State University (CSU) and would request the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center.

Senate Amendments

1. Clarifies that the Trustees of the CSU will, and the Regents of the University of California are requested to assessments for learning disabilities.
2. Delays implementation until July 1, 2025.
3. Specifies that state funds will be provided annually for the cost of these services on an actual-cost basis, including wages for the individuals providing these services and expenses for attendant supplies, and that each institution, as specified, will be responsible for documenting its costs to the Department of General Services. Additionally specifies that the Department of General Services shall oversee reimbursements to institutions for their documented costs.
4. Specifies that assessments for learning disabilities, including continuing assessments, any required documentation, and individual and group assessments provided by the institution or an outside entity if arranged directly by the institution.

COMMENTS

Accommodation on campus. CSU and UC campuses follow a set of systemwide guidelines for the accommodation of students with learning disabilities. CSU campuses note in their systemwide policy that "documentation should validate the need for accommodations and support services based on the student's current level of functioning in the educational setting. A school plan, such as an Individualized Education Program (IEP) or a '504 plan' alone is insufficient documentation to support a student's eligibility, but may be included as historical information in a more comprehensive assessment battery."

Committee staff understands that some CSU campuses have a dedicated learning disability specialist; however, campus learning disabilities specialists do not determine a specific diagnosis. Instead, these specialists provide an educational learning profile to help the student identify ideal ways of learning. CSU staff estimated that less than 10 campuses currently have learning disabilities specialists.

The UC's policy specifies that it is the responsibility of each student who requests accommodation services from the UC to provide a comprehensive written evaluation of their specific learning disorder. In order to document a student's need for reasonable accommodations and support services and verify the student's eligibility under Federal, State, and UC mandates, the aforementioned evaluation must demonstrate a clinical diagnosis of a specific learning disorder. The policy also notes that testing must be comprehensive, and that it is not acceptable to administer only one test in making a diagnosis.

UC Los Angeles (UCLA) offers the Will Rogers Memorial Scholarship, which can be used by a student who is registered with the UCLA Center for Accessible Education for a different disability, but wishes to be assessed for a learning disability, or students who are referred for an assessment and begin the testing process.

Stanford University, one of California's independent institutions, require students, who request academic accommodations, to submit documentation concerning their disability.

Documentation is evaluated by professional staff and used to both verify disability and complement self-report of lived experience while determining appropriate academic accommodations. All student cases are assessed individually.

According to the Author

According to the author, "although students with disabilities in higher education are protected by state, federal, and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful."

"While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500 dollars, creating an unfair economic disparity for students who have disabilities. AB 624 supports students with disabilities by expanding the Legislature's commitment to equity by including the costs of continuing assessments for proof of academic accommodations."

Arguments in Support

Generation Up, the sponsor of this bill, writes that "with the demanding academic and economic burdens of higher education, students face an overwhelming amount of pressures that may be debilitating to their academic performance, but disproportionately affected by these challenges are students with disabilities. These students in higher education are to be protected by state, federal, and local laws that prohibit discrimination as well as mandate that there be services to help accommodate them, but universities are not doing enough…in order to receive accommodations on campus, these students are required to obtain medical testing and paperwork on their own. It is imperative that universities support all their students by waiving and/or covering the costs of learning disability assessments so that students can get the accommodations they need to test or retest without suffering from the financial burdens in this process. It is the responsibility of the university to provide an environment for students where they feel both acknowledged and supported when it comes to academic needs without any economic caveats."

Arguments in Opposition

None on file.

FISCAL COMMENTS

According to the Senate Committee Appropriations:

1. The bill's requirements could result in additional, unknown General Fund costs to the CSU and UC to cover the costs of diagnostic assessments. A precise amount would depend on the number of students that come forward for testing as a result of this bill, but it could be in the low millions of dollars each year. The CSU indicates that if each CSU campus were to hire a Learning Disabilities Specialist to administer the assessments, systemwide costs would be about $2.5 million. There would be additional costs of approximately $1.2 million each year for the diagnostic testing assuming a cost of $1,133 for each test for 47 students.
2. This bill requires that state funds be provided to cover all documented costs related to the diagnostic assessments, and that the Department of General Services (DGS) oversee the reimbursement of these costs to the institutions. The DGS is likely to incur additional, unknown General Fund costs to comply with this requirements.
3. Further, the CSU and UC may incur additional General Fund costs to provide additional supports to students identified as having disabilities. The extent of these costs is unknown and would depend on the number of students identified as well as the types of services required.

VOTES:

ASM HIGHER EDUCATION: 11-0-1

YES: Mike Fong, Ta, Addis, Arambula, Gabriel, Irwin, Low, Ortega, Sanchez, Santiago, Wallis

ABS, ABST OR NV: Weber

ASM APPROPRIATIONS: 11-0-5

YES: Holden, Bryan, Calderon, Wendy Carrillo, Mike Fong, Hart, Lowenthal, Papan, Pellerin, Weber, Ortega

ABS, ABST OR NV: Megan Dahle, Dixon, Mathis, Robert Rivas, Sanchez

ASSEMBLY FLOOR: 80-0-0

YES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones‑Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

SENATE FLOOR: 39-0-1

YES: Allen, Alvarado-Gil, Archuleta, Ashby, Atkins, Becker, Blakespear, Bradford, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Newman, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk

ABS, ABST OR NV: Caballero

UPDATED

VERSION: September 1, 2023

CONSULTANT: Kevin J. Powers / HIGHER ED. / (916) 319-3960 FN: 0002370

 THIRD READING  

Bill No: AB 624

Author: Grayson (D)

Amended: 9/1/23 in Senate

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 6/21/23

AYES: Newman, Ochoa Bogh, Cortese, Glazer, McGuire, Smallwood-Cuevas, Wilk

SENATE HUMAN SERVICES COMMITTEE: 5-0, 7/3/23

AYES: Alvarado-Gil, Ochoa Bogh, Hurtado, Menjivar, Wahab

SENATE APPROPRIATIONS COMMITTEE: 7-0, 9/1/23

AYES: Portantino, Jones, Ashby, Bradford, Seyarto, Wahab, Wiener

ASSEMBLY FLOOR: 80-0, 5/30/23 - See last page for vote

SUBJECT: Public postsecondary education: disabled student services: assessments

SOURCE: Generation Up

DIGEST:

This bill requires the Trustees of the California State University (CSU) and requests the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center. Further, this bill requires that the Department of General Services oversee reimbursement to institutions for their documented costs for diagnostic services.

ANALYSIS:

Existing law:

1. Makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Additionally, establishes the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on three categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities. (Education Code § 67311)
2. Makes, under the Lanterman Developmental Disabilities Services Act, the Department of Developmental Services responsible for providing various services and supports to individuals with developmental disabilities, and for ensuring the appropriateness and quality of those services and supports. (Welfare and Institutions Code § 4500-4501.5)

This bill:

1. Requires the Trustees of the CSU and requests the UC Regents to, cover the costs of diagnostic assessments for learning disability, including continuing assessments, any required documentation, and individual and group assessments provided by the institution or an outside entity if arranged directly by the institution, as proof for academic accommodations for any student who meets either of the following criteria:
   1. The student receives student financial aid.
   2. The student is eligible for financial assistance from the institution’s health or disability center.
2. Requires that state funds be provided annually for the cost of diagnostic services on an actual-cost basis, including wages for the individuals providing diagnostic services and expense for attendant supplies, and requires that each segment be responsible for documenting its costs to the Department of General Services.
3. Requires that the Department of General Services oversee reimbursement to institutions for their documented costs.
4. Requires CSU and requests UC to post on its internet website, in a manner that is readily noticeable to students, that it will cover the cost of diagnostic assessments for any eligible student.
5. Provides that the bill’s provisions does not limit the ability of an educational institution to refer students to an outside entity for any of the services described in this bill.
6. Modifies legislative intent language relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution and expands the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

Comments

1. Need for the bill. According to the author, “Although students with disabilities in higher education are protected by state, federal and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful. While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500, creating an unfair, economic disparity for students who have disabilities. AB 624 expands on the Legislature’s intent to promote educational equity and supports students living with disabilities who currently face barriers to academic success. Additionally, the bill requires the Trustees of the California State University and would request the Regents of the University of California, to cover the costs of diagnostic assessments as proof for academic accommodations for specified students.”
2. Institutions of higher education can require proof but are not required to pay the costs of an assessment. As noted in the Assembly Appropriations Committee analysis, federal law, specifically Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, prohibit discrimination on the basis of disability. Section 504 and Title II apply to both K-12 schools and institutions of higher education (IHE). However, unlike a K-12 schools, an IHE is not required to identify a student as having a disability, assess a student’s needs or provide a free appropriate public education to them. Instead, a student with disabilities must inform an IHE of their disability and request supports. An IHE may require a student to provide documentation proving they have a disability. If the documentation a student has does not meet the IHE’s requirements, a student may need to obtain further proof of disability. Once adequate proof of disability is provided to an IHE, federal law requires the IHE to provide supports to a student with disabilities.

According to the U.S. Department of Education, the documentation provided to students with disabilities at their K-12 school, known as an individualized education program or Section 504 plan is generally not sufficient documentation to secure supports at an IHE. This is because of the differences in learning between secondary and postsecondary education may necessitate further assessments.

Current state and federal law does not require an IHE to pay the costs for a student to complete an assessment and obtain necessary documentation to prove their disability and therefore gain supports at the IHE. Students may have health insurance to cover these costs or may apply to the state’s vocational rehabilitation agency to cover costs. In other cases, a student may need to pay for an assessment and associated documents out-of-pocket. The costs of these assessments and documents may cost between $500 and $2,500.

This bill requires that CSU and recommends that UC cover the costs of diagnostic evaluations for some financially needy students and pursue reimbursement for said evaluations from the Department of General Services, which are used to establish the necessity for academic accommodations. It further calls for the allocation of state funds on an annual basis to cover the expenses incurred in connection with the provision of services outlined in this bill. These expenses include wages for individuals providing the services.

FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No

According to the Senate Appropriations Committee:

• This bill’s requirements could result in additional, unknown General Fund costs to the CSU and UC to cover the costs of diagnostic assessments. A precise amount would depend on the number of students that come forward for testing as a result of this bill, but it could be in the low millions of dollars each year. The CSU indicates that if each CSU campus were to hire a Learning Disabilities Specialist to administer the assessments, systemwide costs would be about $2.5 million. There would be additional costs of approximately $1.2 million each year for the diagnostic testing assuming a cost of $1,133 for each test for 47 students.
• This bill requires that state funds be provided to cover all documented costs related to the diagnostic assessments, and that the Department of General Services (DGS) oversee the reimbursement of these costs to the institutions. The DGS is likely to incur additional, unknown General Fund costs to comply with this requirements.
• Further, the CSU and UC may incur additional General Fund costs to provide additional supports to students identified as having disabilities. The extent of these costs is unknown and would depend on the number of students identified as well as the types of services required.

SUPPORT: (Verified 9/1/2023)

Generation Up (source)
Associated Students of UC Berkeley External Affairs
California State Council on Developmental Disabilities 
University of California Student Association

OPPOSITION: (Verified 9/1/2023)

None received

ASSEMBLY FLOOR: 80-0, 5/30/23

AYES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones-Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

Prepared by: Olgalilia Ramirez / ED. / (916) 651-4105

9/5/23 9:33:30

**** END ****

SENATE COMMITTEE ON

Senator Anthony Portantino, Chair

2023 - 2024 Regular Session

AB 624 (Grayson) - Public postsecondary education: disabled student services: assessments

Bill Summary:

This bill requires the California State University (CSU) and requests the University of California (UC) to cover the costs of diagnostic assessments for learning disabilities, as specified, as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center.

*********** ANALYSIS ADDENDUM – SUSPENSE FILE ***********

The following information is revised to reflect amendments

adopted by the committee on September 1, 2023

Fiscal Impact:

• The bill’s requirements could result in additional, unknown General Fund costs to the CSU and UC to cover the costs of diagnostic assessments. A precise amount would depend on the number of students that come forward for testing as a result of this bill, but it could be in the low millions of dollars each year. The CSU indicates that if each CSU campus were to hire a Learning Disabilities Specialist to administer the assessments, systemwide costs would be about $2.5 million. There would be additional costs of approximately $1.2 million each year for the diagnostic testing assuming a cost of $1,133 for each test for 47 students.
• This bill requires that state funds be provided to cover all documented costs related to the diagnostic assessments, and that the Department of General Services (DGS) oversee the reimbursement of these costs to the institutions. The DGS is likely to incur additional, unknown General Fund costs to comply with this requirements.
• Further, the CSU and UC may incur additional General Fund costs to provide additional supports to students identified as having disabilities. The extent of these costs is unknown and would depend on the number of students identified as well as the types of services required.

Author Amendments:

Allow students to be referred to outside provides and requires the DGS to administer the reimbursements.

-- END --

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anthony Portantino, Chair

2023 - 2024 Regular Session

AB 624 (Grayson) - Public postsecondary education: disabled student services: assessments

Bill Summary:

This bill requires the California State University (CSU) and requests the University of California (UC) to cover the costs of diagnostic assessments for learning disabilities, as specified, as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center.

Fiscal Impact:

The bill’s requirements could result in additional, unknown General Fund costs to the CSU and UC to cover the costs of diagnostic assessments. A precise amount would depend on the number of students that come forward for testing as a result of this bill, but it could be in the low millions of dollars each year. The CSU indicates that if each CSU campus were to hire a Learning Disabilities Specialist to administer the assessments, systemwide costs would be about $2.5 million. There would be additional costs of approximately $1.2 million each year for the diagnostic testing assuming a cost of $1,133 for each test for 47 students.

This bill requires that state funds be provided to cover all documented costs related to the diagnostic assessments, and that the Department of Developmental Services (DDS) oversee the reimbursement of these costs to the institutions. It is unclear if the DDS would require additional resources to comply with this requirement.

Further, the CSU and UC may incur additional General Fund costs to provide additional supports to students identified as having disabilities. The extent of these costs is unknown and would depend on the number of students identified as well as the types of services required.

Background:

Existing federal law, specifically Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, prohibits discrimination on the basis of disability. Section 504 and Title II applies to both K-12 schools and institutions of higher education (IHE). However, an IHE is not required to identify a student as having a disability, assess a student’s needs or provide a free appropriate public education to a student with disabilities. Instead, a student with disabilities must inform an IHE of their disability and request supports. An IHE may require a student to provide documentation proving they have a disability. If the documentation a student has does not meet the IHE’s requirements, a student may need to obtain further proof of disability. Once adequate proof of disability is provided to an IHE, federal law requires the IHE to provide supports to a student with disabilities.

Proposed Law:

This bill requires the Trustees of the CSU and requests the UC Regents to cover the costs of diagnostic assessments for a learning disability, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations for any student who meets either of the following criteria: the student receives student financial aid or the student is eligible for financial assistance from the institution’s health or disability center.

This bill requires that state funds be provided annually for the cost of diagnostic services on an actual-cost basis, including wages for the individuals providing diagnostic services and expense for attendant supplies, and requires that each segment be responsible for documenting its costs to the DDS. The bill requires that the DDS oversee reimbursement to institutions for their documented costs.

This bill requires that the CSU Trustees and requests the UC Regents to post on its internet website, in a manner that is readily noticeable to students, that it will cover the cost of diagnostic assessments for any eligible student.

This bill modifies legislative intent language relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution and expands the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

Staff Comments:

Current law does not require an institution to pay the costs for a student to complete an assessment and obtain necessary documentation to prove their disability and therefore gain supports at the institution. Students may have health insurance to cover these costs or may apply to the state’s vocational rehabilitation agency to cover the costs. In other cases, a student may need to pay for an assessment and documents out-of-pocket which can cost between $500 and $2,500.

This bill would require CSU and recommend that UC cover the costs of diagnostic evaluations for financially needy students and also pursue reimbursement for the evaluations from the DDS. The bill also provides for the allocation of state funds on an annual basis to cover the expenses incurred in connection with the provision of services, including wages for individuals that provide the services. In 2021, 7,921 students were identified as having learning disabilities across the CSU system.

-- END --

SENATE COMMITTEE ON HUMAN SERVICES

Senator Alvarado-Gil, Chair

2023 - 2024 Regular

Subject: Public postsecondary education: disabled student services: assessments

SUMMARY

This bill requires the Trustees of the California State University (CSU) and requests the Regents of the University of California (UC) to cover the costs of the diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution’s health or disability center. This bill requires the Department of Developmental Services (DDS) to oversee reimbursement to institutions for their documented costs for diagnostic services.

ABSTRACT

Existing law:

1. States the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on the following three categories of costs:
   
   1. Fixed costs associated with the basic ongoing administration and operation of campus services and programs, as specified, such as individual and group diagnostic assessments provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities; adaptive educational equipment and supplies required by disabled students; job placement and development services related to the transition from school to employment; liaisons with campus and community agencies, on- and off-campus registration assistance and applications for financial aid; special parking and parking application assistance for students without state handicapped placards; supplemental specialized orientations; activities to coordinate and administer specialized services and instruction; and activities to assess the planning; implementation, and effectiveness of disabled student services and programs;
      
   2. Continuing variable costs that fluctuate with changes in the number of students or the unit load of students, as specified, such as on-campus mobility assistance, off-campus transportation assistance, disability-related counseling and advising developed specifically for disabled students, interpreter services, reader services, services to facilitate the repair of equipment and learning assistance devices, special class instruction necessary to meet the unique educational needs of particular groups of disabled students, speech services, test taking facilitation, transcription services, specialized tutoring services not otherwise provided by the institution, and notetaker services, as specified; and
      
   3. One-time variable costs associated with the purchase or replacement of equipment, as specified, such as adapted educational materials and vehicles. (EDC 67311)
      
2. Names DDS as responsible for providing various services and supports to individuals with developmental disabilities, and for ensuring the appropriateness and quality of those services and supports. (WIC 4500-4501.5)

This bill:

1. Modifies legislative intent language relating to diagnostic assessments by including costs for continuing assessments, any required documentation, and individual and group assessments provided by the institution or an outside entity, and expands the purpose of these assessments to include defining specific disabilities of the student as proof for academic or institutional accommodations.
   
2. Requires the Trustees of the CSU, and requests the Regents of the UC, to cover the costs of diagnostic assessments for learning disabilities, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations for any student meeting either of the following criteria:
   
   1. The student receives student financial aid, or
      
   2. The student is eligible for financial assistance from the institution’s health or disability center.
      
3. Specifies that state funds shall be provided annually for the cost of these services on an actual-cost basis, including wages for the individuals providing these services and expenses for attendant supplies. Specifies that the Trustees and Regents shall be responsible for documenting their costs to DDS, and that DDS shall oversee reimbursements to institutions for their documented costs.
   
4. Requires the Trustees and Regents to post on their respective internet website that the governing body will cover costs of diagnostic assessments for learning disabilities.
   

FISCAL IMPACT

The Assembly Appropriations Committee estimates costs to UC as unknown, though potentially significant, ongoing General Fund costs to UC, depending on the number of students who come forward for testing as a result of this bill and how assessments are administered, and unknown, ongoing General Fund costs to UC to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require.

Costs estimated to CSU as unknown, ongoing General Fund costs to CSU, potentially in the low millions of dollars annually, depending on the number of students who come forward for assessment as a result of this bill and how assessments are administered. If students were referred to private or community testing centers as a result of this bill, costs per student could range between $500 and $2,500 to receive an assessment and associated documents. If each campus were to hire a licensed Learning Disabilities Specialist to administer the assessments required by this bill, costs per specialist would be at least $100,000 annually, which would equate to about $2.5 million across 23 campuses. Unknown, ongoing General Fund costs to CSU to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require. In 2021, 7,921 students were identified as having learning disabilities across the CSU system.

No cost to California Community College (CCC) as CCCs currently cover the costs of assessments via Disability Services and Programs for Students allocations.

BACKGROUND AND DISCUSSION

Purpose of the bill:

According to the author, “Although students with disabilities in higher education are protected by state, federal and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful. While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500, creating an unfair, economic disparity for students who have disabilities. AB 624 expands on the Legislature’s intent to promote educational equity and supports students living with disabilities who currently face barriers to academic success. Additionally, the bill requires the Trustees of the California State University and would request the Regents of the University of California, to cover the costs of diagnostic assessments as proof for academic accommodations for specified students.”

Institutions of Higher Education (IHEs) and Diagnostic Assessments

IHEs may require proof of a student’s disability but are not require to pay the costs of an assessment. Federal law, specifically Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, prohibits discrimination on the basis of disability. Section 504 and Title II apply to both K-12 schools and IHEs. However, unlike a K-12 school, an IHE is not required to identify a student as having a disability, assess a student’s needs or provide a free appropriate public education to them. Instead, a student with disabilities must inform an IHE of their disability and request supports. An IHE may require a student to provide documentation proving they have a disability. If the documentation a student has does not meet the IHE’s requirements, a student may need to obtain further proof of disability. Once adequate proof of disability is provided to an IHE, federal law requires the IHE to provide supports to a student with disabilities.

According to the U.S. Department of Education, the documentation provided to students with disabilities at their K-12 school, known as an individualized education program (IEP) or Section 504 plan is generally not sufficient documentation to secure supports at an IHE. This is because the differences in learning between secondary and postsecondary education may necessitate further assessments.

Current state and federal law does not require an IHE to pay the costs for a student to complete an assessment and obtain necessary documentation to prove their disability and therefore gain supports at the IHE. Students may have health insurance to cover these costs or may apply to the state’s vocational rehabilitation agency to cover costs. In other cases, a student may need to pay for an assessment and associated documents out-of-pocket. The costs of these assessments and documents may cost between $500 and $2,500.

This bill would require that CSU and recommend that UC cover the costs of diagnostic evaluations for students with financial need and pursue reimbursement for said evaluations from DDS, which are used to establish the necessity for academic accommodations. It further calls for the allocation of state funds on an annual basis to cover the expenses incurred in connection with the provision of services outlined in the bill. These expenses include wages for individuals providing the services. DDS would manage institutional cost reimbursements.

Related legislation:

AB 446 (Committee on Higher Education, Chapter 758, Statutes of 1995) declared that equal access to public postsecondary education is essential for the full integration of persons with disabilities into the social, political, and economic mainstream of California, and stated the intention of the Legislature that, through the state budget process, the public postsecondary institutions request, and the state provide, funds to cover the actual cost of providing services and instruction to disabled students.

COMMENTS

This bill seeks to require the CSU and request that the UC cover the costs of diagnostic evaluations as proof for academic accommodations for students receiving or eligible for financial aid through the institution’s health or disability center, and requires DDS to oversee reimbursement to IHEs for their documented associated costs.

Although students with disabilities are protected under law from being discriminated against, they still face barriers to academic success, such as the emotional toll of requesting disability accommodation and unique expenses related to their disability. This bill seems to make disability assessment less financially burdensome on students with disabilities to help them gain essential accommodations and ultimately improving their higher education outcomes.

PRIOR VOTES

POSITIONS

Support:

None received

Oppose:

None received

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: AB 624 Hearing Date: June 21, 2023

Subject: Public postsecondary education: disabled student services: assessments.

NOTE: The Rules Committee has requested that this bill be returned if approved by the Committee on Education. A "do pass" motion should include referral to the Committee on Rules.

SUMMARY

This bill requires the Trustees of the California State University (CSU) and would request the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center. This bill further requires that the Department of Developmental Services (DDS) oversee reimbursement to institutions for their documented costs for diagnostic services.

BACKGROUND

Existing law:

1) Makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Additionally, establishes the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on three categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities. (Education Code § 67311)

2) Makes, under the Lanterman Developmental Disabilities Services Act, the DDS responsible for providing various services and supports to individuals with developmental disabilities, and for ensuring the appropriateness and quality of those services and supports. (Welfare and Institutions Code § 4500-4501.5)

ANALYSIS

This bill:

1. Requires the Trustees of the CSU and requests the UC Regents to, cover the costs of diagnostic assessments for learning disability, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations for any student who meets either of the following criteria:
   1. The student receives student financial aid.
   2. The student is eligible for financial assistance from the institution’s health

or disability center.

1. Requires that state funds be provided annually for the cost of diagnostic services on an actual-cost basis, including wages for the individuals providing diagnostic services and expense for attendant supplies, and requires that each segment be responsible for documenting its costs to the DDS.
2. Requires that the DDS oversee reimbursement to institutions for their documented costs.
3. Requires that the CSU Trustees and request UC Regents post on its internet website, in a manner that is readily noticeable to students, that it will cover the cost of diagnostic assessments for any eligible student.
4. Modifies legislative intent language relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution and expands the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

STAFF COMMENTS

1. Need for the bill. According to the author, “Although students with disabilities in higher education are protected by state, federal and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful. While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500, creating an unfair, economic disparity for students who have disabilities. AB 624 expands on the Legislature’s intent to promote educational equity and supports students living with disabilities who currently face barriers to academic success. Additionally, the bill requires the Trustees of the California State University and would request the Regents of the University of California, to cover the costs of diagnostic assessments as proof for academic accommodations for specified students.”
2. Institutions of higher education can require proof but are not required to pay the costs of an assessment. As noted in the Assembly Appropriations Committee analysis, Federal law, specifically Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, prohibit discrimination on the basis of disability. Section 504 and Title II apply to both K-12 schools and institutions of higher education (IHE). However, unlike a K-12 schools, an IHE is not required to identify a student as having a disability, assess a student’s needs or provide a free appropriate public education to them. Instead, a student with disabilities must inform an IHE of their disability and request supports. An IHE may require a student to provide documentation proving they have a disability. If the documentation a student has does not meet the IHE’s requirements, a student may need to obtain further proof of disability. Once adequate proof of disability is provided to an IHE, federal law requires the IHE to provide supports to a student with disabilities.

According to the U.S. Department of Education, the documentation provided to students with disabilities at their K-12 school, known as an individualized education program or Section 504 plan is generally not sufficient documentation to secure supports at an IHE. This is because of the differences in learning between secondary and postsecondary education may necessitate further assessments.

Current state and federal law does not require an IHE to pay the costs for a student to complete an assessment and obtain necessary documentation to prove their disability and therefore gain supports at the IHE. Students may have health insurance to cover these costs or may apply to the state’s vocational rehabilitation agency to cover costs. In other cases, a student may need to pay for an assessment and associated documents out-of-pocket. The costs of these assessments and documents may cost between $500 and $2,500.

This bill would require that CSU and recommend that UC cover the costs of diagnostic evaluations for some financially needy students and pursue reimbursement for said evaluations from the DDS, which are used to establish the necessity for academic accommodations. It further calls for the allocation of state funds on an annual basis to cover the expenses incurred in connection with the provision of services outlined in the bill. These expenses include wages for individuals providing the services. The DDS would manage institutional cost reimbursements.

1. How are special education assessments and services funded for K-12 public school students? Since the 1970s, federal law has required public schools to provide special education services to students with disabilities that interfere with their ability to learn. Schools in California cover special education costs through a combination of local, state, and federal funding. Schools receive billions of dollars each year (mainly as local general purpose funding from the Local Control Funding Formula) to educate all students, including students with disabilities. Beyond general education costs, schools incur additional costs to serve students with disabilities (for example, to administer diagnostic assessments and provide specialized instructional support). To help cover these additional costs, schools receive funding from state and federal categorical funding specifically for special education. These fund sources together cover roughly one third of the additional cost of special education services. Schools cover remaining special education costs with their local general purpose funding.

In recent years, the DDS and the California Department of Education have an established partnership to provide early intervention services to children 0-3 years old and special education services to children 3 to 21 years old.

1. Recent amendments trigger re-referral. This bill was recently amended to require the DDS to facilitate reimbursements for costs incurred by institutions. The Senate Committee on Human Services has jurisdiction over services provided to persons with disabilities and issues affecting DDS. Portions of this bill that impact related matters can be further discussed by the Senate Human Services Committee.

SUPPORT

Generation Up (Sponsor)
California State Council on Developmental Disabilities

OPPOSITION

None received

-- END --

ASSEMBLY THIRD READING

ATR Bill Id:AB 624

Author:(Grayson)

As Amended Ver:May 18, 2023

Majority vote

SUMMARY

Requires the Trustees of the California State University (CSU) and would request the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations for any student who receives student financial aid or who is eligible for financial assistance from the institution's health or disability center.

Major Provisions

1. Requires the Trustees of the CSU, and requests the UC, to cover the costs of diagnostic assessments, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations for any student who meets either of the following criteria:
   1. The student receives student financial aid; and,
   2. The student is eligible for financial assistance from the institution's health or disability center.
2. Specifies that state funds may be provided annually for the cost of these services on an actual-cost basis, including wages for the individuals providing these services and expenses for attendant supplies. Each institution, as described, is responsible for documenting its costs to the appropriate state agencies.
3. Requires a governing body, as described, to post on its internet website, in a manner that is readily noticeable to students, that the governing body will cover the costs as specified.
4. Revises the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution.
5. Expands the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

COMMENTS

Review of data. According to the United States Census' American Community Survey (ACS), in 2021 13% of the civilian population reported having some form of disability. Among the disability types listed by the ACS (hearing, vision, cognitive, ambulatory, self-care, and independent living difficulties), ambulatory difficulties are the most reported (7%). There are also considerable differences in disability reporting by race/ethnicity, with Native American (15%), non-Hispanic White (14%), and Black (15%) populations the most likely to report having a disability. Asian (8%) people are the least likely to report having one.

Among the 38 million people who are 25 or older and report having a disability, 6.7 million (18%) held a bachelor's degree or higher in 2019, up from 13% in 2010. However, this is considerably lower than the 36% of the population who does not report a disability in 2019.

According to the National Center for Education Statistics, in the 2015-16 academic year the following groups self-reported having a disability:

1. 19% of all enrolled undergraduates and 12% of all enrolled graduate students.
2. 19% of male undergraduates and 20% of female undergraduates, and 10% of male and 13% of female graduate students.
3. 26% of undergraduate student veterans and 17% of graduate student veterans.
4. 23% of undergraduates ages 30 and older, 22% of undergraduates ages 24 to 29, and 18% of undergraduates ages 15 to 23.
5. 14% of graduate students ages 30 and older, 11% of graduate students ages 24 to 29, and 8% of graduate students ages 15 to 23.
6. Among undergraduates, 28% of Native American students, 24% of Pacific Islander students, 21% of white students, 18% of Hispanic students, 17% of Black students, and 15% of Asian students.
7. Among graduate students, 15% of Pacific Islander students, 14% of Hispanic students, 13% of white students, 12% of Native American students, 10% of Black students, and 6% of Asian students

Accommodation on campus. CSU and UC campuses follow a set of systemwide guidelines for the accommodation of students with learning disabilities. CSU campuses note in their systemwide policy that "documentation should validate the need for accommodations and support services based on the student's current level of functioning in the educational setting. A school plan, such as an Individualized Education Program (IEP) or a '504 plan' alone is insufficient documentation to support a student's eligibility, but may be included as historical information in a more comprehensive assessment battery."

Committee staff understands that some CSU campuses have a dedicated learning disability specialist; however, campus learning disabilities specialists do not determine a specific diagnosis. Instead, these specialists provide an educational learning profile to help the student identify ideal ways of learning. CSU staff estimated that less than 10 campuses currently have learning disabilities specialists.

The UC's policy specifies that it is the responsibility of each student who requests accommodation services from the UC to provide a comprehensive written evaluation of their specific learning disorder. In order to document a student's need for reasonable accommodations and support services and verify the student's eligibility under Federal, State, and UC mandates, the aforementioned evaluation must demonstrate a clinical diagnosis of a specific learning disorder. The policy also notes that testing must be comprehensive, and that it is not acceptable to administer only one test in making a diagnosis.

UC Los Angeles (UCLA) offers the Will Rogers Memorial Scholarship, which can be used by a student who is registered with the UCLA Center for Accessible Education for a different disability, but wishes to be assessed for a learning disability, or students who are referred for an assessment and begin the testing process.

Stanford University, one of California's independent institutions, require students, who request academic accommodations, to submit documentation concerning their disability.

Documentation is evaluated by professional staff and used to both verify disability and complement self-report of lived experience while determining appropriate academic accommodations. All student cases are assessed individually.

According to the Author

According to the author, "although students with disabilities in higher education are protected by state, federal, and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful."

"While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500 dollars, creating an unfair economic disparity for students who have disabilities. AB 624 supports students with disabilities by expanding the Legislature's commitment to equity by including the costs of continuing assessments for proof of academic accommodations."

Arguments in Support

Generation Up, the sponsor of this bill, writes that "with the demanding academic and economic burdens of higher education, students face an overwhelming amount of pressures that may be debilitating to their academic performance, but disproportionately affected by these challenges are students with disabilities. These students in higher education are to be protected by state, federal, and local laws that prohibit discrimination as well as mandate that there be services to help accommodate them, but universities are not doing enough…in order to receive accommodations on campus, these students are required to obtain medical testing and paperwork on their own. It is imperative that universities support all their students by waiving and/or covering the costs of learning disability assessments so that students can get the accommodations they need to test or retest without suffering from the financial burdens in this process. It is the responsibility of the university to provide an environment for students where they feel both acknowledged and supported when it comes to academic needs without any economic caveats."

Arguments in Opposition

None on file.

FISCAL COMMENTS

According to the Assembly Committee Appropriations:

1. UC
2. Unknown, though potentially significant, ongoing General Fund costs to UC, depending on the number of students receiving financial aid who come forward for testing as a result of this bill and how assessments are administered.
3. Unknown, ongoing General Fund costs to UC to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require.
4. CSU
5. Unknown, ongoing General Fund costs to CSU, depending on the number of students receiving financial aid who come forward for assessment as a result of this bill and how assessments are administered. If students were referred to private or community testing centers as a result of this bill, costs per student could range between $500 and $2,500 to receive an assessment and associated documents. If each campus were to hire a licensed Learning Disabilities Specialist to administer the assessments required by this bill, costs per specialist would be at least $100,000 annually, which would equate to about $2.5 million across 23 campuses.
6. Unknown, ongoing General Fund costs to CSU to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require.

In 2021, 7,921 students were identified as having learning disabilities across the CSU system.

VOTES

ASM HIGHER EDUCATION: 11-0-1

YES: Mike Fong, Ta, Addis, Arambula, Gabriel, Irwin, Low, Ortega, Sanchez, Santiago, Wallis

ABS, ABST OR NV: Weber

ASM APPROPRIATIONS: 11-0-5

YES: Holden, Bryan, Calderon, Wendy Carrillo, Mike Fong, Hart, Lowenthal, Papan, Pellerin, Weber, Ortega

ABS, ABST OR NV: Megan Dahle, Dixon, Mathis, Robert Rivas, Sanchez

UPDATED

VERSION: May 18, 2023

CONSULTANT: Kevin J. Powers / HIGHER ED. / (916) 319-3960 FN: 0000880

Date of Hearing: April 19, 2023

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Chris Holden, Chair

ABPCA Bill Id:AB 624

Author:(Grayson) – As Amended Ver:March 13, 2023

Urgency: No State Mandated Local Program: No Reimbursable: No

SUMMARY:

This bill requires the Trustees of the California State University (CSU), the Board of Governors of the California Community Colleges (CCC), the governing bodies of private colleges and universities, and request the Regents of the University of California (UC), to cover the costs of diagnostic assessments, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations for students with disabilities. The bill authorizes state funds to be provided annually for the cost of these services and requires higher education governing bodies to post that these costs will be covered by the institution.

FISCAL EFFECT:

1. UC
2. Unknown, though potentially significant, ongoing General Fund costs to UC, depending on the number of students who come forward for testing as a result of this bill and how assessments are administered.
3. Unknown, ongoing General Fund costs to UC to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require.
4. CSU
5. Unknown, ongoing General Fund costs to CSU, potentially in the low millions of dollars annually, depending on the number of students who come forward for assessment as a result of this bill and how assessments are administered. If students were referred to private or community testing centers as a result of this bill, costs per student could range between $500 and $2,500 to receive an assessment and associated documents. If each campus were to hire a licensed Learning Disabilities Specialist to administer the assessments required by this bill, costs per specialist would be at least $100,000 annually, which would equate to about $2.5 million across 23 campuses.
6. Unknown, ongoing General Fund costs to CSU to provide additional supports to students identified as having disabilities as a result of this bill, as required by federal law. Costs would depend on the number of students identified and the services they require.

In 2021, 7,921 students were identified as having learning disabilities across the CSU system.

1. No cost to CCC as CCCs currently cover the costs of assessments via Disability Services and Programs for Students allocations.

COMMENTS:

1. Background. Federal law, specifically Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, prohibit discrimination on the basis of disability. Section 504 and Title II applies to both K-12 schools and institutions of higher education (IHE). However, unlike a K-12 schools, an IHE is not required to identify a student as having a disability, assess a student’s needs or provide a free appropriate public education to a student with disabilities. Instead, a student with disabilities must inform an IHE of their disability and request supports. An IHE may require a student to provide documentation proving they have a disability. If the documentation a student has does not meet the IHE’s requirements, a student may need to obtain further proof of disability. Once adequate proof of disability is provided to an IHE, federal law requires the IHE to provide supports to a student with disabilities.

According to the U.S. Department of Education, the documentation provided to students with disabilities at their K-12 school, known as an individualized education program or Section 504 plan is generally not sufficient documentation to secure supports at an IHE. This is because of the differences in learning between secondary and postsecondary education may necessitate further assessments.

Current state and federal law does not require an IHE to pay the costs for a student to complete an assessment and obtain necessary documentation to prove their disability and therefore gain supports at the IHE. Students may have health insurance to cover these costs or may apply to the state’s vocational rehabilitation agency to cover costs. In other cases, a student may need to pay for an assessment and associated documents out-of-pocket. The costs of these assessments and documents may cost between $500 and $2,500.

1. Related Legislation. AB 447 (Arambula) of this legislative session creates a support program for students with disabilities attending an IHE. The bill is pending in this committee.

Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081

Date of Hearing: March 21, 2023

ASSEMBLY COMMITTEE ON HIGHER EDUCATION

Mike Fong, Chair

ABPCA Bill Id:AB 624 (

Author:Grayson) – As Amended Ver:March 13, 2023

SUBJECT: Postsecondary education: disabled student services: assessments

SUMMARY: Requires the Trustees of the California State University (CSU), the Board of Governors of the California Community Colleges (CCC), and the governing bodies of private institutions of higher education, as described, for their respective systems, and would request the Regents of the University of California (UC), to cover the costs of diagnostic assessments as proof for academic accommodations. Specifically, this bill:

1. Requires the Trustees of the CSU, the Board of Governors of the CCC, and the governing bodies of independent institutions of higher education, as defined, and private postsecondary educational institutions, as defined to cover the costs of diagnostic assessments, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations.
2. Requests the Regents of the UC are requested to cover the costs of diagnostic assessments, including continuing assessments, any required documentation, and individual and group assessments provided by the institution, as proof for academic accommodations.
3. Specifies that state funds may be provided annually for the cost of these services on an actual-cost basis, including wages for the individuals providing these services and expenses for attendant supplies. Each institution, as described, is responsible for documenting its costs to the appropriate state agencies.
4. Requires a governing body, as described, to post on its internet website, in a manner that is readily noticeable to students, that the governing body will cover the costs as specified.
5. Revises the intent of the Legislature relating to diagnostic assessments by including costs for continuing assessments, required documentation, and individual and group assessments provided by the institution.
6. Expands the purpose of the assessments to include defining specific disabilities of the student and as proof for academic or institutional accommodations.

EXISTING LAW:

1. Makes legislative findings and declarations that set forth the principles for public postsecondary institutions and budgetary control agencies to observe in providing postsecondary programs and services for students with disabilities, including the principle that state-funded activity is directly related to the functional limitations of the verifiable disabilities of the students to be served. Additionally, establishes the intent of the Legislature that, as appropriate for each postsecondary segment, funds for disabled student programs and services be based on three categories of costs, including a continuing variable costs category for services that vary in frequency depending on the needs of students, such as, among other services, diagnostic assessment, including both individual and group assessment not otherwise provided by the institution to determine functional, educational, or employment levels or to certify specific disabilities. (Education Code (EDC) Section 67311)

FISCAL EFFECT: Unknown

COMMENTS: Purpose. According to the author, “although students with disabilities in higher education are protected by state, federal, and local laws that prohibit discrimination, they still face significant barriers to academic success. In addition to the traditional challenges students may have for paying for college in general, students with disabilities may have other unique expenses related to their disability that may impact their ability to attend college and/or be academically successful.”

“While testing accommodations and disability resources are available, students must still obtain their own medical testing and paperwork in order to qualify to receive accommodations on campus. These learning disability assessments can cost thousands of dollars, ranging between $500-$2,500 dollars, creating an unfair economic disparity for students who have disabilities. AB 624 supports students with disabilities by expanding the Legislature’s commitment to equity by including the costs of continuing assessments for proof of academic accommodations.”

Review of data. According to the U.S. Census’ American Community Survey (ACS), in 2021 13% of the civilian population reported having some form of disability. Among the disability types listed by the ACS (hearing, vision, cognitive, ambulatory, self-care, and independent living difficulties), ambulatory difficulties are the most reported (7%). There are also considerable differences in disability reporting by race/ethnicity, with Native American (15%), non-Hispanic White (14%), and Black (15%) populations the most likely to report having a disability. Asian (8%) people are the least likely to report having one.

Among the 38 million people who are 25 or older and report having a disability, 6.7 million (18%) held a bachelor’s degree or higher in 2019, up from 13% in 2010. However, this is considerably lower than the 36% of the population who does not report a disability in 2019.

According to the National Center for Education Statistics, in the 2015-16 academic year the following groups self-reported having a disability:

1. 19% of all enrolled undergraduates and 12% of all enrolled graduate students.
2. 19% of male undergraduates and 20% of female undergraduates, and 10% of male and 13% of female graduate students.
3. 26% of undergraduate student veterans and 17% of graduate student veterans.
4. 23% of undergraduates ages 30 and older, 22% of undergraduates ages 24 to 29, and 18% of undergraduates ages 15 to 23.

1. 14% of graduate students ages 30 and older, 11% of graduate students ages 24 to 29, and 8% of graduate students ages 15 to 23.
2. Among undergraduates, 28% of Native American students, 24% of Pacific Islander students, 21% of white students, 18% of Hispanic students, 17% of Black students, and 15% of Asian students.

1. Among graduate students, 15% of Pacific Islander students, 14% of Hispanic students, 13% of white students, 12% of Native American students, 10% of Black students, and 6% of Asian students

Accommodation on campus. CSU and UC campuses follow a set of systemwide guidelines for the accommodation of students with learning disabilities. CSU campuses note in their systemwide policy that “documentation should validate the need for accommodations and support services based on the student’s current level of functioning in the educational setting. A school plan, such as an Individualized Education Program (IEP) or a ‘504 plan’ alone is insufficient documentation to support a student’s eligibility, but may be included as historical information in a more comprehensive assessment battery.”

Committee staff understands that some CSU campuses have a dedicated learning disability specialist; however, campus learning disabilities specialists do not determine a specific diagnosis. Instead, these specialists provide an educational learning profile to help the student identify ideal ways of learning. CSU staff estimated that less than 10 campuses currently have learning disabilities specialists.

The UC’s policy specifies that it is the responsibility of each student who requests accommodation services from the UC to provide a comprehensive written evaluation of their specific learning disorder. In order to document a student’s need for reasonable accommodations and support services and verify the student’s eligibility under Federal, State, and UC mandates, the aforementioned evaluation must demonstrate a clinical diagnosis of a specific learning disorder. The policy also notes that testing must be comprehensive, and that it is not acceptable to administer only one test in making a diagnosis.

UC Los Angeles (UCLA) offers the Will Rogers Memorial Scholarship, which can be used by a student who is registered with the UCLA Center for Accessible Education for a different disability, but wishes to be assessed for a learning disability, or students who are referred for an assessment and begin the testing process.

Stanford University, one of California’s independent institutions, require students, who request academic accommodations, to submit documentation concerning their disability.

Documentation is evaluated by professional staff and used to both verify disability and complement self-report of lived experience while determining appropriate academic accommodations. All student cases are assessed individually.

Arguments in support. Generation Up, the sponsor of this bill, writes that “with the demanding academic and economic burdens of higher education, students face an overwhelming amount of pressures that may be debilitating to their academic performance, but disproportionately affected by these challenges are students with disabilities. These students in higher education are to be protected by state, federal, and local laws that prohibit discrimination as well as mandate that there be services to help accommodate them, but universities are not doing enough…in order to receive accommodations on campus, these students are required to obtain medical testing and paperwork on their own. It is imperative that universities support all their students by waiving and/or covering the costs of learning disability assessments so that students can get the accommodations they need to test or retest without suffering from the financial burdens in this process. It is the responsibility of the university to provide an environment for students where they feel both acknowledged and supported when it comes to academic needs without any economic caveats.”

REGISTERED SUPPORT / OPPOSITION:

Support

Generation Up (Sponsor)

Opposition

None on file

Analysis Prepared by: Kevin J. Powers / HIGHER ED. / (916) 319-3960