The concurrent resolution directs the Legislative Management of North Dakota to study the proficiency rates in reading and mathematics among students with disabilities, as well as the effectiveness of current educational policies and resource allocations in addressing any disparities. It acknowledges the importance of equitable funding for special education services and highlights the significant progress made over the past 50 years in ensuring that children with disabilities have access to a free and appropriate public education. The resolution notes that approximately 16 percent of the state's student population receives special education services and emphasizes the need to reduce achievement disparities among students with disabilities, those in poverty, and Native American students.

The proposed study will involve a comprehensive analysis of academic performance data, identification of systemic barriers affecting proficiency rates, and an assessment of existing educational policies and programs. It aims to engage various stakeholders, including parents, educators, and advocacy groups, to gather input and ensure that the perspectives of families of students with disabilities are considered. Additionally, the study will explore best practices from other states that have successfully reduced proficiency disparities and will culminate in actionable policy and funding recommendations to enhance educational equity. The findings and recommendations will be reported to the Seventieth Legislative Assembly for potential legislative action.