percent. Nonetheless, the NHRC noted that in senior high schools, the dropout rate of female students with disabilities was higher than that of their non-disabled counterparts. In colleges and universities, the suspension rate of female students with disabilities was also higher than that of their non-disabled counterparts. Besides, in senior high schools, the dropout rate of female students with disabilities was higher than that of their male counterparts whereas the percentage of female students with disabilities studying in colleges and universities was less than that of their male counterparts. 14 Thus, the NHRC recommends that the MOE perform in-depth research and investigation into the personal and educational circumstances of female students with disabilities to determine the obstacles they encounter and the reasons why their admission and dropout rates are worse than those of their male counterparts, in order to introduce adaptive measures. 29. In all cities and counties in 2019, 23.81% to 52.17% of the members of committees working to protect the rights of persons with disabilities were disabled themselves or were representatives of disabled persons’ organizations. 14 According to the statistical data released on the MOE website (https://depart.moe.edu.tw/ED4500/cp.aspx?n=DCD2BE18CFAF30D0) and Tables 24.3 and 24.4 of the CRPD Second Report: i. Senior high schools during the 2018–2019 academic year: a) Female students with disabilities accounted for 2.48% of the female student population. However, only 0.76% of non-disabled female students dropped out of school, whereas 8.99% of female students with disabilities did. During the 2018–2019 academic year, female students with disabilities studying in senior or vocational high schools accounted for 2.48% of the female student population in these schools. Yet, female students with disabilities who dropped out of school accounted for 12.83% of the female student population who dropped out of school, a difference of 5.17 times. In contrast, during the 2018–2019 academic year, male students with disabilities studying in senior or vocational high schools accounted for 4.60% of the male student population studying in these schools, and male students with disabilities who dropped out of school accounted for 15.33% of the male student population who dropped out of school, a difference of 3.33 times. b) From the 2016–2017 academic year to the 2018–2019 academic year, female students with disabilities were 11.34, 11.46, and 5.80 times more likely to drop out of school than their non-disabled counterparts were, whereas male students with disabilities were 7.12, 7.41, and 4.96 times more likely to drop out of school than their non-disabled counterparts were. ii. Colleges and universities during the 2018–2019 academic year: Female students with disabilities (N = 4,818) accounted for 0.76% of the female student population (N = 630,469). However, only 6% of non-disabled female students dropped out of school, whereas 10% of female students with disabilities did. iii. During the 2019–2020 academic year, there were more female students than male students studying in colleges and universities, where 50.61% of the students were female. However, the percentage of female students with disabilities only accounted for 0.81% of the female student population, whereas that of male students with disabilities accounted for 1.61% of the male student population. 22