Real Clear Education published an article written by The Center for Learner Equity Executive Director, Lauren Morando Rhim examining the impact of disproportionate discipline on students with disabilities and students of color.
Mike Petrilli’s recent blog post regarding student discipline in charter schools is a classic example of a false dichotomy with a twist of Chicken Little.
This post echos the Equity Coalition’s statement on the problems with School Discipline and the solutions that are necessary.
As part of NACSA’s 2015 annual survey, we asked authorizers for their perspectives and practices on issues at the intersection of authorizing and special education.
In response to UCLA’s Center for Civil Rights Remedies’ report “Charter Schools, Civil Rights and School Discipline,” Lauren Morando Rhim, executive director of The Center for Learner Equity issued the following statement.
In January, John King succeeded Arne Duncan as the leader of the U.S. Department of Education, but he has yet to be given Duncan’s full title. To date, Mr. King has been functioning as Acting Secretary.
The Center for Learner Equity (The Center for Learner Equity) is dedicated to ensuring that students with disabilities have equal access to charter schools and that public charter schools are designed and operated to enable all students to succeed.
The Center for Learner Equity was pleased this week that Congress finally put the worn-out and ultimately underachieving No Child Left Behind Act to bed. NCLB was the iteration of the Elementary and Secondary Education Act that has been in place since 2002
The Center for Learner Equity (The Center for Learner Equity) is both pleased and a bit exhausted to announce that in each of the past two weeks it has released a major research paper.
Today, The Center for Learner Equity released their groundbreaking report: Key Trends in Special Education in Charter Schools, A Secondary Analysis of the 2011-2012 U.S. Department of Education Civil Rights Data Collection (CRDC).