Approximately 19 percent of undergraduate students in the United States identify as having a disability, yet postsecondary institutions often lack the legal infrastructure necessary to support their academic success. National data show that only 49.6 percent of disabled students graduate from four-year institutions, compared to 68.1 percent of their non-disabled peers. This study investigates how anti-ableist policy frameworks can address persistent barriers to access and degree completion in higher education. The research employs a mixed-methods approach, including a comprehensive literature review and a legal analysis of state laws specifically related to disability and higher education across all 50 U.S. states. The legislative review is supplemented by original statistical analysis to identify trends in the frequency, scope, and strength of such laws, as well as patterns of policy gaps across geographic regions. Findings reveal that more than one-third of states have no applicable laws in this domain, and nearly two-thirds have only one or fewer. Additionally, only eight states require any form of data reporting related to disabled student outcomes. These results point to substantial gaps in legal protections and systemic accountability for students with disabilities. The report concludes with policy recommendations aimed at improving state-level statutory frameworks to better support equitable access and academic persistence. Supplementary materials include an appendix containing the full statistical analysis and a state-by-state legislative dataset. [This project received support from Robert F. Kennedy Human Rights and the Accessibility Coalition at Arizona State University.]