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Protecting Federal Dollars and Policy for Students with Disabilities. What’s Next?

Federal funding for special education is critical to ensuring students with disabilities receive the services and supports they need. It is also a foundational investment in schools implementing quality instruction for all students. With the education policy landscape rapidly evolving, here’s what we’re tracking, what to watch, and how we can continue to uplift our vision around the future of education. Who does chronic underfunding impact? Nearly one in five students in the U.S. has a disability. Importantly, 85% of these students can achieve grade-level outcomes on par with their peers when they receive quality instruction tailored to their learning needs — using universal instructional strategies proven to benefit ALL students. That’s why fully funding individualized instruction and supports for 20% of public school students is the key to helping students with disabilities thrive. What’s missing from the conversation?  A key part of the conversation that is often overlooked when talking about current federal funding levels is that the Individuals with Disabilities Education Act (IDEA) has never been fully funded at the levels promised since its passage in 1975. Fifty years ago, Congress codified a commitment to educating and including children with disabilities, establishing the right to a free, appropriate […]

  • September 26, 2025
  • Blog

Leveraging CRDC Data: Investing in Our Vision for Education

The Civil Rights Data Collection (CRDC) is the only nationwide comprehensive look at access and opportunities for all students, including students with disabilities. For more than five decades, CRDC has captured data on students’ equal access to educational opportunities. The critical insights provided by the data has helped schools understand and adhere to essential civil rights laws, whose implementation and enforcement is led by the Department of Education’s Office for Civil Rights (OCR). With recent efforts to dismantle the Department of Education (ED), continuing to uplift this data has taken on a new urgency.  As a leading voice on behalf of students with disabilities in all public schools — and lead author of the only reports available on the experiences of students with disabilities in charter schools — CLE understands the tremendous value of the CRDC data in informing research, policy, and best practice. Leveraging CRDC data can help schools and advocates better understand the experiences of their students with disabilities — and direct their attention towards improving areas of inequity to create the conditions for students to thrive.  With the release of two new reports, CLE analyzed what CRDC data reveals regarding students with disabilities’ experiences in schools, and […]

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Key Trends in Special Education in Public Schools (2021-22)

CLE’s Analysis of the Civil Rights Data Collection The Center for Learner Equity is proud to release our sixth secondary analysis of the U.S. Department of Education’s Civil Rights Data Collection (CRDC)’s January 2025 release, this time regarding the 2021-2022 school year. We have prepared two reports that offer an in-depth look at the experiences of students with disabilities in public charter schools and traditional public schools. Our analyses of CRDC data continue to reveal persistent disparities in enrollment, disciplinary practices, and access to college preparatory opportunities for students with disabilities. In our “Fast Facts” brief, we examine national trends in enrollment, placement, discipline, and postsecondary access for students with disabilities in both traditional and charter public schools. We also offer a separate brief on the topic of specialized charter schools, where we explore the growth and characteristics of charter schools that specialize in educating students with disabilities. CLE continues to urge elected officials and the U.S. Department of Education to protect and invest in the Civil Rights Data Collection. This data is critical to national transparency around protecting students' civil rights, informing inclusive policies, and ensuring all students with disabilities receive the opportunities and supports they deserve. Key Findings [...]
diverse group of children sitting in a classroom waving

Key Trends in Special Education in Public Schools (2020-21)

CLE’s Analysis of the Civil Rights Data Collection In September 2024, the Center for Learner Equity (CLE) completed its fifth analysis of the U.S. Department of Education’s Civil Rights Data Collection (CRDC) on access and opportunities for students with disabilities. Our key findings show progress in certain areas, substantial opportunity gaps for students with disabilities in others, and the impact of the COVID-19 pandemic on outcomes during the 2020-21 school year. Our analysis examines data trends around the enrollment, placements, disciplinary removals, and post-secondary outcomes of students with disabilities in both traditional and charter public schools. Our analysis also focuses on charter schools specializing in educating students with disabilities to understand their growth around the United States and some of their key characteristics. Key Findings Traditional public schools educate a greater proportion of students with disabilities than charters Charters educate different types of students with disabilities than traditional public schools In charters, students with disabilities are more likely to spend time in general education settings Students with disabilities continue to experience higher rates of disciplinary practices and lower access to college preparation than their peers Specialized charter schools, concentrated in a handful of states, are increasingly focusing on autism View [...]
diverse group of children sitting in a classroom waving

Key Trends in Special Education in Public Schools (2020-21)

CLE’s Analysis of the Civil Rights Data Collection The Center for Learner Equity is proud to release our sixth secondary analysis of the U.S. Department of Education’s Civil Rights Data Collection (CRDC)’s January 2025 release, this time regarding the 2021-2022 school year. We have prepared two reports that offer an in-depth look at the experiences of students with disabilities in public charter schools and traditional public schools. Our analyses of CRDC data continue to reveal persistent disparities in enrollment, disciplinary practices, and access to college preparatory opportunities for students with disabilities. In our “Fast Facts” brief, we examine national trends in enrollment, placement, discipline, and postsecondary access for students with disabilities in both traditional and charter public schools. We also offer a separate brief on the topic of specialized charter schools, where we explore the growth and characteristics of charter schools that specialize in educating students with disabilities. CLE continues to urge elected officials and the U.S. Department of Education to protect and invest in the Civil Rights Data Collection. This data is critical to national transparency around protecting students' civil rights, informing inclusive policies, and ensuring all students with disabilities receive the opportunities and supports they deserve. Key Findings [...]
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Exemplifying Our Values: Inclusive Recruitment

Inclusive hiring isn’t just a trend; it’s a strategic imperative for any innovative and proactive organization today. It goes beyond compliance; it’s about recognizing the inherent value that inclusivity and diversity bring to an organization. It is committing to actively seeking out individuals from different backgrounds, experiences, and perspectives. Understanding Inclusive Hiring: At its core, inclusive hiring is about creating equitable opportunities for everyone, regardless of any seen or unseen characteristics. Inclusive hiring recognizes the systemic barriers in our society that may prevent certain groups from accessing employment opportunities. It is a daily commitment to fostering a workplace culture where everyone feels respected, valued, and empowered to contribute their best. Recruitment systems must be structured to combat the inequity that has been normalized within the human resource industry. At the Center for Learner Equity (CLE), we recognize the difference between equity and equality; anything short of belonging and justice is not enough. The Business Case: While our drive and desire to pursue equity because of value alignment is enough, a strong business case can also be made.  Research has consistently shown that diverse teams outperform their industry peers in terms of innovation, problem-solving, and overall performance¹. When you bring together […]

  • May 20, 2024
  • Jacy Nary
  • Blog