1. Short title This Act may be cited as the Expanding Disability Access to Higher Education Act . 2. Findings and purposes (a) Findings Congress finds the following: (1) Students who are low income attend institutions of higher education at a rate significantly lower than middle- and high-income students. (2) Similarly, students who are first-generation college students or are from minority backgrounds attend institutions of higher education at lower rates than the general public. (3) Many students who are low income, first generation, or minorities also have a disability. (4) In the last decade, both high school and postsecondary graduation rates for students with disabilities were significantly lower than for students without disabilities. (5) In 2015, approximately 65 percent of the total population of adults 25 to 34 years old had completed some postsecondary education compared with approximately 44 percent of adults with disabilities in the same age range. (6) For students with disabilities who do attend an institution of higher education, only half will receive a diploma compared to 72 percent of students without disabilities. (7) Many researchers cite lack of support, such as in-class accommodations, accessible housing, and accessible technology, as a significant challenge as students with disabilities transition from high school to postsecondary education. (8) As with their peers without disabilities who are first-generation students or come from low-income backgrounds, students who are first-generation or low-income students with disabilities who receive mentoring and support services can successfully prepare for, enroll in, and graduate from postsecondary education programs and gain greater economic control of their lives. (b) Sense of Congress It is the sense of Congress that individuals with disabilities, particularly those who are low income or first generation, should be able to attend institutions of higher education at the same rate as their peers in the general population. (c) Purposes The