In 2017, the U.S. Supreme Court provided a ruling regarding what constitutes an appropriate education for students with disabilities in "Endrew v. Douglas County." The case concerned a student with autism, and we use it to offer schools and families autism-related recommendations for practice and policy. We analyze the legal history of the educational benefit standard prior to "Endrew" and what has occurred in the year after the Court's decision. "Endrew" may not dramatically alter education for students who are progressing alongside their peers, but it elevates expectations for those like "Endrew," who are in self-contained classrooms or are not making grade-level progress. We suggest that schools prioritize behavior management to facilitate academic and functional progress, and theorize that there may be an increase in the number of families requesting evidence-based practices, like Applied Behavior Analysis (ABA), and placement in alternative settings like specialized charter and private schools.