In a world increasingly shaped by digitalization, digital services necessitate a strong foundation in digital competence to ensure social inclusion. As part of the rising digitalization efforts within schools, a certain level of digital accessibility is required and they play a crucial role in providing information and services to students and parents. The purpose of this study is to conduct a quantitative analysis to determine whether the studied Swedish high school websites meet current laws, standards, and guidelines related to web accessibility. In related research, challenges faced by developers and editors in developing accessible websites are highlighted. Municipal as well as independent schools both constitute public entities and are therefore obligated under the DOS-law to adhere to the guidelines and laws governing digital services (websites, apps, digital documents, etc.). Considering the law that will be enacted in 2025, encompassing all economic actors, public entities are of interest as study subjects. The results show that none of the websites studied meet the existing requirements. The results also indicate that the websites of municipalities are considered more accessible than those of independent schools.