Resources

Jun 30
olmstead joint statement

Olmstead Joint Statement

The Supreme Court’s longstanding Olmstead ruling states that institutionalizing people with disabilities, instead of providing supports to live in their communities, is unlawful discrimination and segregation. Yet, the administration issued an alarming memo that disavows this central premise of the Olmstead guarantee to millions of people with disabilities. It’s why CLE joined our colleagues at the Council of Parent Attorneys and Advocates (COPAA), the Council for Exceptional Children (CEC), and the National Center for Learning Disabilities (NCLD) in condemning the  Department of Justice’s recent actions. Read our joint statement here →

Jun 17

CLE Testifies Before Senate HELP Committee

In May 2026, Interim Executive Director Jennifer Coco testified before the Senate HELP Committee during the full committee hearing, “Meeting the Individual Needs of All Students: The Role of Charter Schools.”

Jun 16

The Center for Learner Equity Denounces the Ongoing Dismantling of the Student Rights and Opportunities at the Department of Education

The Center for Learner Equity (CLE) continues to strongly condemn moving the functions of the Department of Education (ED) to other federal departments. The Office of Special Education and Rehabilitative Services (OSERS) leads federal support, oversight, assistance, and funding for all aspects of educating students with disabilities — ensuring the federal government turns the promise of the Individuals with Disabilities Education Act (IDEA) into reality.

May 13
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CLE’s FY27 Funding Recommendations

The White House’s proposed FY2027 budget would cut billions from federal education programs that students and public charter schools rely on every day. Congress must protect and strengthen education funding for students with disabilities — not scale it back. That’s why the Center for Learner Equity is urging lawmakers to prioritize students with disabilities and the school teams who support them in the 2027 budget process. Read our full letter to the House and Senate Appropriations Subcommittee on Labor, HHS, Education, and Related Agencies here: CLE FY27 Labor-H final

Apr 21

Celebrating CLE’s First NICE Community of Practice Cohort

Improving outcomes for students with disabilities requires more than good intentions; it requires disciplined inquiry, shared learning, and systems that are built to last. That’s the vision behind the Center for Learner Equity’s NICE Network and its Community of Practice: bringing together regional organizations to study their impact, strengthen their practice, and contribute learning to the broader field. This month, we’re proud to celebrate the completion of the first-ever NICE Community of Practice. Over the past year, three partner organizations engaged in deep case study work, capacity-building, and collaborative learning—all focused on strengthening their leadership guiding schools towards inclusive systems that produce improved outcomes for students with disabilities. To mark this milestone, we asked our three Cohort 1 leaders to reflect on their growth: When you think back to where your organization was a year ago, what is one capability you have now that you did not have then, as a result of the NICE Community of Practice?   🎥 Brooke Allen, Executive Director Diverse Learners Cooperative   🎥 Julie Camerata, Executive Director DC Special Education Cooperative 🎥 Shannon Garfield, CEO Special Education Leader Fellowship   These reflections underscore what’s possible when organizations take the time to rigorously study their […]

Feb 18

Center for Learner Equity Announces NICE Community of Practice Cohort 2

Four organizations selected to deepen research and practice and strengthen outcomes for students with disabilities New York City, NY – The Center for Learner Equity (CLE) announced today the four organizations selected for Cohort 2 of its NICE Community of Practice (CoP). The initiative is designed to build the capacity of regional special education support organizations to strengthen inclusive systems and accelerate outcomes for students with disabilities through research, shared learning, and leadership development. CLE’s Network of Infrastructure & Collaborative Entities (NICE Network) and its Community of Practice model support member organizations in examining and strengthening the systems that drive impact for students with disabilities in charter and traditional district schools. Cohort 2 focuses on Research & Practice, equipping grantees to conduct structured needs assessments, build capacity, and develop case studies aligned with NICE’s mission to transform outcomes for students with disabilities. “Improving outcomes for students with disabilities requires more than isolated programs—it requires disciplined inquiry into what works, why it works, and how it can be strengthened,” said Gretchen Stewart, CLE’s Senior Director of Educational Leadership. “Cohort 2 brings together organizations committed not only to serving all schools and students, but to studying their own impact and contributing shared […]

Jan 29
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Advocates Respond to OSERS Listening Session

We were pleased that the Department of Education hosted a formal listening session to hear personal experiences with special education and vocational rehabilitation from parents, teachers, students with disabilities, and other advocates. The session provided an opportunity for stakeholders across our communities to share specific examples of the importance of IDEA and Section 504 and why the Administration must not shift key functions and roles that these and other federal laws require the Secretary of Education to oversee.  During the three-hour session, not a single speaker expressed support for dismantling the Department of Ed or decreasing federal oversight of IDEA. The Department of Ed continues to hear the same message: now is the time to advance IDEA, not dismantle 50 years of progress.     As a proud partner of the Advance IDEA Coalition, see our joint statement here: OSERSListeningSession2026-01-28

Jan 26
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Why Special Educators Leave and How Leaders Can Keep Them: A Guide for Principals and System Leaders

If we want better outcomes for students with disabilities, we have to retain the educators who are committed to expanding inclusive learning environments. Yet entering this school year, public schools again reported that special education was among the hardest roles to staff; 74% of elementary and middle schools struggled to fill teacher vacancies, with special education positions among the most challenging to fill, according to the National Center for Education Statistics. That’s not an isolated blip — it’s a pattern we’ve seen for years, with special education consistently ranking as one of the top shortage areas nationwide.  In October, the Center for Learner Equity (CLE), in partnership with the New Jersey Public Charter Schools Association (NJPCSA), released a practical Action Guide for system and school leaders who are ready to move from worry to work. This resource focuses squarely on supporting and retaining special education teachers — because if school leaders can better understand the root causes of why special educators leave their jobs, then we can take action to help these teachers stay. Download the guide here: CLE NJ Special Educators Brief_0925_V4_FINAL Read our Blog Post here.  

Jan 23
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For students with disabilities, the Office for Civil Rights is often the last line of defense

“The recent threats to consolidate the Education Department’s Office for Civil Rights (OCR) within the U.S. Department of Justice are even more devastating for students at the intersection of race, poverty and disability. This move severs the civil rights lifelines that protect students who are farthest from privilege and opportunity.” – Jennifer Coco, interim executive director of CLE. We cannot maintain the status quo for our students. But losing both OCR’s personnel as well as their insights reverses 50 years of progress.  Read Jennifer’s powerful op-ed in K-12 Dive here.  

Jan 21
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The Center for Learner Equity Supports Congressional Appropriations for the Department of Education

Washington, D.C. – In response to yesterday’s release of the negotiated Fiscal Year 2026 funding package for the Departments of Labor, Health and Human Services, and Education, the Center for Learner Equity (CLE) thanks House and Senate appropriators for affirming the Department of Education’s (ED) critical role and ensuring all aspects of the Individuals with Disabilities Education Act (IDEA) are funded. Each component of the IDEA (Parts B, C, and D) reaches distinctly different constituents, from students with disabilities birth to 21, their families, and educators, to supports for districts and charter schools on implementing best practices, to critical research, and more. The funding package must be agreed upon to fully fund the government before the January 30 deadline. “Appropriators have made their intent and directives clear: The Department of Education has an ongoing responsibility to carry out programs and activities that Congress has singularly directed the agency to do,” said Jennifer Coco, Interim Executive Director of CLE. “Language in the legislation requires ED to continue functioning. What’s more, we appreciate Congress recognizing that every subpart of our K-12 education statutes is essential by directing funding for IDEA Parts B, C, and D, and Title I, Title II, Title IV, […]