Generated by All in One SEO v5.0.0.1, this is an llms.txt file, used by LLMs to index the site. # The Center for Learner Equity ## Sitemaps - [XML Sitemap](https://www.centerforlearnerequity.org/sitemap.xml): Contains all public & indexable URLs for this website. ## Posts - [Blog](https://www.centerforlearnerequity.org/blog/) - [CREDO Study Shows Public Charters are Outpacing Traditional Schools, but More Work is Needed to Effectively Serve Students with Disabilities](https://www.centerforlearnerequity.org/news/credo-study-shows-public-charters-are-outpacing-traditional-schools-but-more-work-is-needed-to-effectively-serve-students-with-disabilities/) - CLE recognizes the significant progress made in the charter sector but calls for more action to be inclusive and effective for all children. - [Special Education Teacher Retention Guide](https://www.centerforlearnerequity.org/top-10-resources/special-education-teacher-retention-guide/) - CLE, in partnership with the New Jersey Public Charter Schools Association, released a one-of-a-kind guide to support and retain special education teachers, titled “Why Special Educators Leave and How Leaders Can Keep Them: A Guide for Principals and System Leaders.” The toolkit includes tangible recommendations, ready-to-use tools, and role-specific checklists designed for quick adoption. - [CLE Testifies Before Senate HELP Committee](https://www.centerforlearnerequity.org/news/the-center-for-learner-testifies-before-senate-help-committee/) - CLE's Interim Executive Director Jennifer Coco testified before the U.S. Senate Committee on Health, Education, Labor and Pensions on "Meeting the Individual Needs of All Students: The Role of Charter Schools." The testimony elevated our core belief: the vast majority of students with disabilities can achieve at grade level — and forge a path to post-secondary education, employment, and independence — when they get the individualized support they need. - [Infographic: Understanding Charter School LEA Status](https://www.centerforlearnerequity.org/news/infographic-understanding-charter-school-lea-status/) - CLE breaks down how a charter school’s legal status as part of a larger local education agency (LEA) or independent LEA — and why it is essential to understanding what entity is responsible for educating students with disabilities. - [The U.S. Department of Education’s Guidance, “State General Supervision Responsibilities under Parts B and C of the IDEA: Monitoring, Technical Assistance, and Enforcement”](https://www.centerforlearnerequity.org/report/the-u-s-department-of-educations-guidance-state-general-supervision-responsibilities-under-parts-b-and-c-of-the-idea-monitoring-technical-assistance-and-enforcement/) - On July 24, 2023, the Office of Special Education Programs (OSEP) of the U.S. Department of Education (US ED) released a Dear Colleague letter (DCL) and lengthy guidance related to the responsibilities states have to oversee the education of students with disabilities in their schools and to ensure that those students are afforded all of - [CLE Leads Report on "How the Covid-19 Pandemic has Affected America’s Students"](https://www.centerforlearnerequity.org/report/cle-leads-report-on-how-the-covid-19-pandemic-has-affected-americas-students/) - CLE released "How has the pandemic affected students with disabilities? An update on the evidence: Fall 2022", a report exploring evidence on how the Covid-19 pandemic has affected America’s students. - [Inclusive School Spotlight Podcast: Season Two](https://www.centerforlearnerequity.org/news/inclusive-school-spotlight-podcast-season-2/) - The Inclusive School Spotlight Series is back with Season 2! The podcast collaboration between CLE and EALA highlights schools that are using innovative practices to educate students with disabilities. - [Key Trends in Special Education in Public Schools (2021-22)](https://www.centerforlearnerequity.org/news/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 - [Disability, Education, and Civil Rights Partners Support the Bipartisan Bill that Prohibits Move of Special Education Programs](https://www.centerforlearnerequity.org/press/disability-education-and-civil-rights-partners-support-the-bipartisan-bill-that-prohibits-move-of-special-education-programs/) - In response to the announced Senate Health, Education, Labor and Pensions (HELP) Committee markup on July 30, 2026, the undersigned organizations issued the following statement. - [Olmstead Joint Statement](https://www.centerforlearnerequity.org/statement/2025-federal-advocacy/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 Center for Learner Equity Denounces the Ongoing Dismantling of the Student Rights and Opportunities at the Department of Education](https://www.centerforlearnerequity.org/press/cle-denounces-dismantling-of-the-student-rights-and-opportunities-at-dept-of-edu/) - 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. - [CLE's FY27 Funding Recommendations](https://www.centerforlearnerequity.org/statement/2025-federal-advocacy/cles-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 - [Celebrating CLE’s First NICE Community of Practice Cohort](https://www.centerforlearnerequity.org/news/celebrating-cles-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 - [Key Trends in Special Education in Charter Schools](https://www.centerforlearnerequity.org/news/key-trends-in-special-education-in-charter-schools/) - A secondary analysis of the Civil Rights Data Collection 2011–2012. The Center for Learner Equity (The Center for Learner Equity) is an independent, non-profit organization formed by a coalition of national experts on special education in charter schools. - [Center for Learner Equity Announces NICE Community of Practice Cohort 2](https://www.centerforlearnerequity.org/press/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 - [From Head Start to Civil Rights, 8 Ways Trump Reshaped Education in Just 1 Year](https://www.centerforlearnerequity.org/news/from-head-start-to-civil-rights-8-ways-trump-reshaped-education-in-just-1-year/) - “There is a sense of fear and chaos in schools. They’re already operating on razor-thin margins. What they can neither handle nor sustain is more delays. Or the notion that federal reporting is now getting spread across multiple agencies.” - Jennifer Coco, interim executive director of the Center for Learner Equity. The path to dismantle - [Advocates Respond to OSERS Listening Session](https://www.centerforlearnerequity.org/statement/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 - [Why Special Educators Leave and How Leaders Can Keep Them: A Guide for Principals and System Leaders](https://www.centerforlearnerequity.org/resource/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 - [For students with disabilities, the Office for Civil Rights is often the last line of defense](https://www.centerforlearnerequity.org/news/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 - [The Center for Learner Equity Supports Congressional Appropriations for the Department of Education](https://www.centerforlearnerequity.org/statement/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 - [Center for Learner Equity: 2025 A Year in Review](https://www.centerforlearnerequity.org/news/center-for-learner-equity-2025-a-year-in-review/) - Last year, the Center for Learner Equity (CLE) was a leading voice protecting students with disabilities, defending the Department of Education (ED), and advancing our vision around the future of education. At the federal level, our advocacy work accelerated with an urgent need to push back on harmful actions. We also continued our work alongside - [The Department of Education: Why It Matters.](https://www.centerforlearnerequity.org/news/the-department-of-education-why-it-matters/) - This past year, there has been an increased passion and urgency to protect the rights of 8+ million students with disabilities. There’s also an opportunity to learn about the influential offices in the Department of Education (ED) — and why it’s imperative these offices must remain united under a single department. As the administration continues - [Oversight Hearing Request: Impact of ED RIF on OSERS](https://www.centerforlearnerequity.org/statement/2025-federal-advocacy/oversight-hearing-request-impact-of-ed-rif-on-osers/) - CLE, along with 60+ other national organizations signed onto a joint letter calling on the Senate HELP Committee to convene a Senate Oversight Hearing about ED's lay-offs and dismantling of ED's ability to implement its required functions. The letter is linked below. Oversight Hearing Request_Impact of ED RIF on OSERS__final - [The Center for Learner Equity continues to condemn dismantling the Department of Education](https://www.centerforlearnerequity.org/statement/the-center-for-learner-equity-continues-to-condemn-dismantling-the-department-of-education/) - Washington, D.C. – The Center for Learner Equity (CLE) continues to vehemently oppose moving the functions of the Department of Education (ED) to other federal departments. This plan jeopardizes the rights and education of 8 million children with disabilities. While the six interagency agreements announced on Tuesday, November 18, 2025 do not include a plan - [A new action guide: How to keep special education teachers](https://www.centerforlearnerequity.org/news/a-new-action-guide-how-to-keep-special-education-teachers/) - 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 - [Court Blocks Shutdown Layoffs, But Experts Say Education Department Programs Still in Danger](https://www.centerforlearnerequity.org/press/court-blocks-shutdown-layoffs-but-experts-say-education-department-programs-still-in-danger/) - A federal judge yesterday temporarily blocked the Administration’s plan for mass layoffs at the Education Department. But the rights of children with disabilities are still at risk. “The staff who received layoff notices, represent decades of expertise in understanding what folks in the field needed … to make things better for kids.” - said Jennifer - [Broad Coalition Condemns the Department of Education for Ending Support for Students with Disabilities](https://www.centerforlearnerequity.org/statement/2025-federal-advocacy/department-of-education-condemned-for-ending-support-for-students-with-disabilities-broad-coalition-of-disability-civil-rights-and-education-organizations-call-for-reversal-of-layoffs-at-departmen/) - The Center for Learner Equity (CLE) is proud to stand with over 400 national, state, local, civil rights, education, and disability advocacy organizations in condemning the mass layoffs at the Department of Education — jeopardizing decades of progress in protecting students with disabilities. We urge the Administration and Congress to restore staffing and supports at - [The Center for Learner Equity denounces massive layoffs of federal special education staff](https://www.centerforlearnerequity.org/statement/the-center-for-learner-equity-denounces-massive-layoffs-of-federal-special-education-staff/) - Washington, D.C. – The Center for Learner Equity (CLE) strongly opposes the administration’s recent action of gutting the key offices that oversee special education programs. Decimating these offices directly harms the education of more than 8 million students with disabilities across the nation. On Friday, October 10, 2025, the entirety of the Department of Education’s - [Protecting Federal Dollars and Policy for Students with Disabilities. What’s Next?](https://www.centerforlearnerequity.org/news/protecting-federal-dollars-and-policy-for-students-with-disabilities-whats-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 - [Center for Learner Equity Announces Leadership Induction to PIE Cohort 10](https://www.centerforlearnerequity.org/press-release/center-for-learner-equity-announces-leadership-induction-to-pie-cohort-10/) - CLE Interim Director Jennifer Coco will join inspiring legacy of the PIE Leadership Institute Today, the Center for Learner Equity announced that its Interim Executive Director, Jennifer Coco, will join the PIE Leadership Institute’s Cohort 10. For more than a decade, the Leadership Institute has served as a cohort-based, year-long leadership opportunity focused on leading - [Shifting the Tide: Exploring Centralization of Services for Students with Disabilities in New Orleans](https://www.centerforlearnerequity.org/resource/shifting-the-tide-exploring-centralization-of-services-for-students-with-disabilities-in-new-orleans/) - This study identifies a path forward for New Orleans’ uniquely decentralized school system to coordinate services for students with disabilities through an Educational Service Agency while maintaining its commitment to autonomous charter schools. - [Data Shows More Discipline, Less College Prep for Students With Disabilities](https://www.centerforlearnerequity.org/press/data-shows-more-discipline-less-college-prep-for-students-with-disabilities/) - “Over the years we've broadened to really look more holistically at what the Civil Rights Data Collection shows us about the identity, traits and different intersectionalities of students with disabilities,” said our Interim Executive Director, Jennifer Coco. And the data reinforces the broad agreement that exclusionary discipline doesn’t change student behavior. Schools want to do - [For Students With Disabilities, Suspension Not Just a Matter of Race and Gender — But Geography](https://www.centerforlearnerequity.org/press/for-students-with-disabilities-suspension-not-just-a-matter-of-race-and-gender-but-geography/) - CLE is quoted in a report on the exclusive analysis by The 74 of 2022-23 IDEA data reveals stark disparities among students already subject to disproportionate punishment in school. Read more here. - [Jen Coco’s private school choice journey](https://www.centerforlearnerequity.org/press/3288/) - After seeing what accountability looks like in a private school setting, our Interim Executive Director, Jennifer Coco, knew she had to share her story. After spending the last two decades in special education law and advocacy, she recently lived through the work through an entirely new perspective — as a parent. A private school of - [The Center for Learner Equity Objects to the Tax Package Proposed by House Ways and Means Committee](https://www.centerforlearnerequity.org/statement/the-center-for-learner-equity-objects-to-the-tax-package-proposed-by-house-ways-and-means-committee/) - The Center for Learner Equity (CLE) vehemently objects to the tax package proposed by the House Ways and Means Committee. - [The Center for Learner Equity Condemns the Administration's Actions to Dismantle the Department of Education](https://www.centerforlearnerequity.org/statement/the-center-for-learner-equity-condemns-the-administrations-actions-to-dismantle-the-department-of-education/) - CLE condemns the Trump Administration’s gutting of the Department of Education through its massive Reduction in Force of thousands of staff, and will continue to oppose any related federal actions that abolish its important role protecting the rights and preventing discrimination of students with disabilities. - [The Center for Learner Equity Denounces President Trump’s Executive Order to Abolish the Department of Education](https://www.centerforlearnerequity.org/press/the-center-for-learner-equity-denounces-president-trumps-executive-order-to-abolish-the-department-of-education/) - CLE denounces the Trump Administration’s Executive Order calling for the Secretary to facilitate the closure of the U.S. Department of Education. - [The Center for Learner Equity Objects to Moving the Education of Students With Disabilities to the Department of Health & Human Services](https://www.centerforlearnerequity.org/press/the-center-for-learner-equity-objects-to-moving-the-education-of-students-with-disabilities-to-the-department-of-health-human-services/) - CLE vehemently objects to moving IDEA from the U.S. Department of Education to the Department of Health and Human Services. - [Leveraging CRDC Data: Investing in Our Vision for Education](https://www.centerforlearnerequity.org/news/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 - [Key Trends in Special Education in Public Schools (2020-21)](https://www.centerforlearnerequity.org/news/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 - [Key Trends in Special Education in Public Schools (2020-21)](https://www.centerforlearnerequity.org/news/crdc20-21/) - 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 - [Eliminating IES Means Fewer Resources for Districts, States to Educate Well](https://www.centerforlearnerequity.org/press/eliminating-ies-means-fewer-resources-for-districts-states-to-educate-well/) - The Institute of Education Sciences (IES) is a cornerstone of evidence-based education, providing critical research, data, and tools that help schools improve student outcomes. But recent funding cuts could leave states and districts without the knowledge they need to make smart, student-centered decisions. As our Director of Research, Chase Nordengren, puts it: “We need more - [Isolation & Neglect: Disability Advocates Fear Return to a Bleak Past Under HHS](https://www.centerforlearnerequity.org/press/isolation-neglect-disability-advocates-fear-return-to-a-bleak-past-under-hhs/) - “There’s been a pretty broad pronouncement that this administration is thinking about moving special education anyway.” Even if protections are written into law, that doesn’t guarantee they’ll be upheld under current conditions. Our Interim Executive Director, @Jennifer Coco, warns that shifting special education oversight from the Department of Education to Health and Human Services could - ['Really scared': Parents of kids with disabilities confront Education Department chaos](https://www.centerforlearnerequity.org/landing-page/really-scared-parents-of-kids-with-disabilities-confront-education-department-chaos/) - “Any move to separate the education of students with disabilities from the education of all students further pathologizes disability and is treating 15% of all the children in our public school buildings like they’re medical issues — they’re not.” We know that health and education systems speak in entirely different languages including variations in terminology, - [Virtual Press Conference - March 20, 2025](https://www.centerforlearnerequity.org/press/virtual-press-conference-march-20-2025/) - Washington, D.C. – On Thursday, March 20, 2025, The Center for Learner Equity (CLE) joined the National Center for Learning Disabilities (NCLD), the Autism Society, the Council for Exceptional Children, and the Council of Parent Attorneys and Advocates (COPAA) for a virtual press conference discussing the unprecedented actions threatening the civil rights of students, particularly - [“This Is an Emergency.” How Can Philanthropy Respond to Trump’s Assault on K-12 Education?](https://www.centerforlearnerequity.org/press/this-is-an-emergency-how-can-philanthropy-respond-to-trumps-assault-on-k-12-education/) - Our Interim Executive Director Jennifer Coco sheds a light on how education advocates, nonprofit leaders, and philanthropists can work together to uphold the rights of students with disabilities. Read the full article here. - [CLE's Executive Director and Co-Founder featured in New York Times article on Trump's education plans](https://www.centerforlearnerequity.org/press/cles-executive-director-and-co-founder-featured-in-new-york-times-article-on-trumps-education-plans/) - “If I were to read the tea leaves,” said Lauren Morando Rhim, a co-founder and the executive director of the Center for Learner Equity, “I think that we’re going to see a huge decrease of staffing and simply reducing the function of the department.” Morando Rhim thinks that what Trump and Musk have done to - [CLE Responds to U.S. Supreme Court Decision to Hear Oklahoma Religious Charter Schools Case](https://www.centerforlearnerequity.org/statement/cle-responds-to-u-s-supreme-court-decision-to-hear-oklahoma-religious-charter-schools-case/) - CLE responds to the U.S. Supreme Court's decision to hear the Oklahoma case on religious charter schools, standing with the Oklahoma Supreme Court’s June 25, 2024 decision that ruled religious charter schools unlawful. - [Letter to Congress Regarding IDEA Waivers](https://www.centerforlearnerequity.org/news/letter-to-congress-regarding-idea-waivers/) - On April 3, 2020, the Center submitted a letter to Congress urging against issuing any waivers under the Individuals with Disabilities Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 (Rehab Act) through the Coronavirus Aid, Relief, and Economic Security (CARES) Act and requesting that Congress consider additional support for schools. - [The Center's Statement on the Election of President-Elect Joe Biden and Vice-President Elect Kamala Harris](https://www.centerforlearnerequity.org/news/the-centers-statement-on-the-election-of-president-elect-joe-biden-and-vice-president-elect-kamala-harris/) - The Center congratulates President-Elect Joe Biden and Vice-President-Elect Kamala Harris on their victory. We look forward to this opportunity to work together to promote and protect the civil rights of students with disabilities. - [CLE's Statement on the Build Back Better Act](https://www.centerforlearnerequity.org/statement/cles-statement-on-the-build-back-better-act/) - As Congress and the White House work to finalize the Build Back Better Act, CLE applauds them for considering the needs of students with disabilities. We strongly them to maintain language in the bill to ensure that the civil rights of these students are protected. - [Center for Learner Equity Endorses Valerie Williams as Director, Office of Special Education, U.S. Department of Education](https://www.centerforlearnerequity.org/statement/center-for-learner-equity-endorses-valerie-williams-as-director-office-of-special-education-u-s-department-of-education/) - Lauren Morando Rhim, co-founder and executive director of the Center for Learner Equity (“the Center”) endorses Valerie Williams as Director of the Office of Special Education. - [Skinny Budget Released: Long on Cuts and Short on Details](https://www.centerforlearnerequity.org/news/skinny-budget-released-long-on-cuts-and-short-on-details/) - The President released his “skinny budget” this morning and it proposes significant cuts to important programs across nearly every government agency. - [Charter School Equity, Growth, Quality, and Sustainability Study](https://www.centerforlearnerequity.org/top-10-resources/charter-school-equity-growth-quality-and-sustainability-study/) - The two-year research study highlights how state policymakers, authorizers, nonprofits, charter management organizations, and individual schools can improve the educational experiences of students with disabilities. The Charter School Equity, Growth, Quality, and Sustainability Study is a research initiative that examines and documents efforts to improve the experiences of students with disabilities in the charter school - [Jennifer Coco's Guest Column: NOLA schools must come together on helping students with disabilities. Here's how.](https://www.centerforlearnerequity.org/landing-page/jennifer-cocos-guest-column-nola-schools-must-come-together-on-helping-students-with-disabilities-heres-how/) - A recent District Administration "Talking Out of School" podcast explores how charter schools can improve support for students with disabilities, featuring insights from a two-year study by Lauren Morando Rhim, our Executive Director. - [Jennifer Coco Quoted in Axios New Orleans: "New Orleans schools may centralize services for students with disabilities"](https://www.centerforlearnerequity.org/press/jennifer-coco-quoted-in-axios-new-orleans-new-orleans-schools-may-centralize-services-for-students-with-disabilities/) - CLE's Senior Director of Strategy and Impact, Jennifer Coco, is quoted in the Axios New Orleans "New Orleans schools may centralize services for students with disabilities" article. - [Jennifer Coco Quoted in WWNO - New Orleans Public Radio "Charter school leaders support centralized approach to special education, report finds"](https://www.centerforlearnerequity.org/press/jennifer-coco-quoted-in-wwno-new-orleans-public-radio-charter-school-leaders-support-centralized-approach-to-special-education-report-finds/) - CLE's Senior Director of Strategy and Impact, Jennifer Coco, is quoted in the "Charter school leaders support centralized approach to special education, report" from the New Orleans Public Radio. - [Lauren Morando Rhim Appears as Guest in DA's Podcast ‘Talking Out of School’: How charter schools can improve special education](https://www.centerforlearnerequity.org/landing-page/lauren-morando-rhim-appears-as-guest-in-das-podcast-talking-out-of-school-how-charter-schools-can-improve-special-education/) - A recent District Administration "Talking Out of School" podcast explores how charter schools can improve support for students with disabilities, featuring insights from a two-year study by Lauren Morando Rhim, our Executive Director. - [Lauren Morando Rhim Quoted in Vox "One complicated reason homeschooling is on the rise" Article](https://www.centerforlearnerequity.org/landing-page/lauren-morando-rhim-quoted-in-vox-one-complicated-reason-homeschooling-is-on-the-rise-article/) - CLE's executive director, Lauren Morando Rhim spoke with Vox about why many families are turning to homeschooling and microschools to better accommodate children with disabilities and learning differences. - [CLE Featured in The Seattle Times "WA’s charter schools can be a game-changer for special needs students" Article](https://www.centerforlearnerequity.org/press/cle-featured-in-the-seattle-times-was-charter-schools-can-be-a-game-changer-for-special-needs-students-article/) - For many Washington families, navigating special education is a daily struggle that ends with disappointment and despair. Some Washington charter schools are upending this long-standing equation, giving parents and their children with disabilities something entirely different: hope for the future. - [CLE Featured in The 74's "Report: Charter Schools Are Failing Students with Disabilities" Article](https://www.centerforlearnerequity.org/press/cle-featured-in-the-74s-report-charter-schools-are-failing-students-with-disabilities-article/) - “The origin of the charter sector was to expand opportunities for kids from marginalized demographics,” says Executive Director Lauren Morando Rhim. “With kids of color and low-income kids, the charter sector has done that. But for kids with disabilities, it has not.” - [CLE Featured in Education Week's "Here’s How Charters Can Improve Experiences for Students With Disabilities" Article](https://www.centerforlearnerequity.org/press/cle-featured-in-education-weeks-heres-how-charters-can-improve-experiences-for-students-with-disabilities-article/) - “Parents of kids with disabilities are not interested in the argument of districts vs. charters; they just want good schools,” CLE Executive Director Lauren Morando Rhim said. “In our ideal world, their child could go to both schools, they are both good options, and [parents] know how to navigate those choices.” - [New Orleans to Consider New, Centralized Approach to Better Serve Students With Disabilities in Charter Schools](https://www.centerforlearnerequity.org/press/new-orleans-to-consider-new-centralized-approach-to-better-serve-students-with-disabilities-in-charter-schools/) - Center for Learner Equity report reveals broad consensus from local schools to explore shared services amid deep concerns from families and schools about current challenges and inequities. - [New Study Shows that While Charter Schools Continue to Struggle to Educate Students with Disabilities, Key Stakeholders can Drive Meaningful Change](https://www.centerforlearnerequity.org/press/new-study-shows-that-while-charter-schools-continue-to-struggle-to-educate-students-with-disabilities-key-stakeholders-can-drive-meaningful-change/) - The two-year research study reveals that education leaders and policymakers are not doing enough to ensure students with disabilities receive a high-quality education at charter schools and highlights how state policymakers, authorizers, nonprofits, charter management organizations, and individual schools can improve the educational experiences of students with disabilities. - [A Legacy of Impact](https://www.centerforlearnerequity.org/press/a-legacy-of-impact/) - CLE is proud to announce that Paul O’Neill, CLE’s co-founder and Senior Fellow Emeritus, is the recipient of the 2024 Eileen M. Ahearn Education Visionary Award. Paul’s contributions to special education and charter schools align seamlessly with Eileen’s vision and legacy. - [CLE featured in the 74 Million's "24 Most-Read Essays of 2023"](https://www.centerforlearnerequity.org/press/cle-featured-in-the-74-millions-24-most-read-essays-of-2023/) - Thanks to The 74 for including this article examining why our society is willing to accept failure for an entire group of students, which was co-authored by David Flink, co-founder and CEO of Eye to Eye, and CLE’s Lauren Morando Rhim. - [Celebrating 10 Years of Advancing Learner Equity](https://www.centerforlearnerequity.org/press/celebrating-10-years-of-advancing-learner-equity/) - Join us in celebrating our 10th anniversary! As we reflect on our journey, we take pride in our commitment to breaking down barriers and expanding learning opportunities for students with disabilities. - [Exemplifying Our Values: Inclusive Recruitment](https://www.centerforlearnerequity.org/news/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, - [New Guide Highlights Specialized Programs for Students with Disabilities Across New Orleans Public Schools](https://www.centerforlearnerequity.org/press/new-guide-highlights-specialized-programs-for-students-with-disabilities-across-new-orleans-public-schools/) - Guide Showcases Specialized Programs at Schools Citywide Along with New Referral Process to Improve Student Access; Part of Multiyear Effort by NOLA Public Schools, Center for Learner Equity, and Schools to Scale and Improve Student Access to Specialized Programs New Orleans, LA -- For the first time in the city’s post-Katrina school system families of - [A Secondary Analysis of the Most Recent Civil Rights Data Collection to Inform Policy and Practice](https://www.centerforlearnerequity.org/resource/crdc17-18/) - The Center for Learner Equity (CLE) has conducted a secondary analysis of the 2017-2018 Civil Rights Data Collection (CRDC) released in 2020. The CRDC is the nation’s leading data set on civil rights indicators related to access and barriers to educational opportunities. - [Federal court knocks down Texas governor's ban on mask mandates in K-12 schools](https://www.centerforlearnerequity.org/press/federal-court-knocks-down-texas-governors-ban-on-mask-mandates-in-k-12-schools/) - Texas districts can require masks in schools after a federal judge ruled Nov. 10 that the ban Governor Greg Abbott put in place in Executive Order GA-38 on July 29 violated the ADA and Section 504. - [WATCH: FOX8 NOLA Interviews CLE and NOLA Public Schools](https://www.centerforlearnerequity.org/family-resources/watch-fox8-nola-interviews-cle-and-nola-public-schools/) - Check out local policy manager, Jennifer Coco and Holly Paczack, director of school support as they discuss the release of a new guide that will assist families in identifying and navigating special education services in New Orleans public schools. Part 1 Part 2 - [Wendy Tucker Quoted in "Exclusive: Police Cam Videos Reveal How School Cops and Educators Restrain Kids in Crisis"](https://www.centerforlearnerequity.org/press/wendy-tucker-quoted-in-exclusive-police-cam-videos-reveal-how-school-cops-and-educators-restrain-kids-in-crisis/) - The 74 features Wendy Tucker's opinion on the presence of police in schools following an incident that resulted in the restraint of a 9 year old student by local police. - [Lauren Morando Rhim Quoted in K-12 Dive](https://www.centerforlearnerequity.org/statement/lauren-morando-rhim-quoted-in-k-12-dive/) - Lauren Morando Rhim quoted in "GAO recommends minimizing virtual charter schools’ management risks" on K-12 Dive. - [CLE Report Cited in Chalkbeat Colorado](https://www.centerforlearnerequity.org/press/cle-report-cited-in-chalkbeat-colorado/) - Chalkbeat Colorado cited a CLE in "Colorado charter schools seek more authority over special education", an exploration of how charter schools within the state can provide better educational opportunities for students with disabilities. - [O’Neill: In Camden, Philanthropy, District, Charter and Innovation Schools Are Working Together to Improve Outcomes for Students with Disabilities](https://www.centerforlearnerequity.org/statement/oneill-in-camden-philanthropy-district-charter-and-innovation-schools-are-working-together-to-improve-outcomes-for-students-with-disabilities/) - Paul O'Neill shares educational progress occurring for students with disabilities in Camden, New Jersey. - [March 2022 Newsletter](https://www.centerforlearnerequity.org/newsletter/march-2022-newsletter/) - Access the full newsletter and links here. - [Wendy Tucker Addresses L.A. School Districts Regarding Special Education](https://www.centerforlearnerequity.org/press/wendy-tucker-addresses-l-a-school-districts-regarding-special-education/) - CLE senior director of policy, Wendy Tucker was quoted in Education Week's article titled "L.A. Agrees to Do More After Failing on Special Education. Could Other Districts Be Next?" on April 29, 2022. - [Statement: Charter School Program Regulations Include CLE's Recommendations](https://www.centerforlearnerequity.org/news/statement-charter-school-program-regulations-include-cles-recommendations/) - The Center for Learner Equity (CLE) is pleased to see that the final Charter School Program regulations released by the US Department of Education reflect many of our recommendations. - [Statement: CLE Responds to U.S. Dept. of Education's Release of New Guidance Packages](https://www.centerforlearnerequity.org/statement/statement-cle-responds-to-u-s-dept-of-educations-release-of-new-guidance-packages/) - In response to the U.S. Department of Education (ED) release of new guidance packages designed to clarify schools’ obligations under Section 504 of the Rehabilitation Act (Section 504) and the Individuals with Disabilities Education Act (IDEA) in the use of disciplinary practices on students with disabilities, the Center for Learner Equity (CLE) releases a statement. - [Wendy Tucker Quoted in The 74's "Special Ed Kids Were Shunted Back Online. Is It a Move to the Virtual Basement?"](https://www.centerforlearnerequity.org/press/wendy-tucker-quoted-in-the-74s-special-ed-kids-were-shunted-back-online-is-it-a-move-to-the-virtual-basement/) - CLE's senior director of policy, Wendy Tucker is quoted in The 74. - [Lauren Morando Rhim Quoted in The 74 Regarding the Shortage of Special Education Teachers](https://www.centerforlearnerequity.org/press/lauren-morando-rhim-quoted-in-the-74-regarding-the-shortage-of-special-education-teachers/) - Lauren Morando Rhim discusses the implications of the special education staff shortage with The 74. - [Inclusive School Spotlight Series: The Podcast](https://www.centerforlearnerequity.org/resource/inclusive-school-spotlight-series-the-podcast/) - The Center for Learner Equity is proud to partner with the Educating All Learners Alliance (EALA) on the Inclusive School Spotlight Series podcast, hosted by CLE's own Senior Director of Communications and Marketing, Caché Owens. - [September 2022 Newsletter](https://www.centerforlearnerequity.org/newsletter/september-2022-newsletter/) - Access the full newsletter and links here. - [Laura Stelitano Interviews with KARE11 in Minnesota](https://www.centerforlearnerequity.org/press/laura-stelitano-interviews-with-kare11-in-minnesota/) - CLE's Laura Stelitano discusses the special education teacher shortage with KARE11 News. - [CLE Quoted in EdWeek's "There’s Little Data on the Pandemic’s Effect on Students With Disabilities. That’s a Big Problem."](https://www.centerforlearnerequity.org/press/cle-quoted-in-edweeks-theres-little-data-on-the-pandemics-effect-on-students-with-disabilities-thats-a-big-problem/) - Center for Learner Equity research manager, Laura Stelitano was quoted in an EdWeek article centered on the pandemic's impact on learning for student with disabilities. - [Lauren Morando Rhim Co-Writes Bracing for a Tidal Wave of Unnecessary Special Education Referrals](https://www.centerforlearnerequity.org/press/lauren-morando-rhim-co-writes-bracing-for-a-tidal-wave-of-unnecessary-special-education-referrals/) - Lauren Morando Rhim featured in "The 74 Million" article "Bracing for a Tidal Wave of Unnecessary Special Education Referrals" on January 3, 2023. - [CLE Receives Research Grant](https://www.centerforlearnerequity.org/press/cle-awarded-grant-from-the-bill-and-melinda-gates-foundation/) - The Center for Learner Equity receives research grant to explore relationship between charter growth and inclusive practices . - [CLE Statement Regarding Dear Colleague Letter on Corporal Punishment](https://www.centerforlearnerequity.org/statement/cle-statement-regarding-dear-colleague-letter-on-corporal-punishment/) - CLE supports ban opposing the use of corporal punishment in all public schools by passing the Protecting All Students in Schools Act. - [RISE Act Reintroduced](https://www.centerforlearnerequity.org/press/rise-act-reintroduced/) - The RISE Act was recently reintroduced, and CLE was listed as on of the supporting organizations in a press release from the House. - [Lauren Morando Rhim Quoted in Youth Today](https://www.centerforlearnerequity.org/press/lauren-morando-rhim-quoted-in-youth-today/) - CLE's executive director, Lauren Morando Rhim is quoted in a Youth Today article exploring the trend of microschools. - [Our Statement Regarding Oklahoma Virtual Charter School Board’s Approval of St. Isidore of Seville Catholic Virtual School](https://www.centerforlearnerequity.org/statement/our-statement-regarding-oklahoma-virtual-charter-school-boards-approval-of-st-isidore-of-seville-catholic-virtual-school/) - Given the Oklahoma Virtual Charter School Board’s decision to approve the charter application of the St. Isidore of Seville Catholic Virtual School, we at the Center for Learner Equity feel it is imperative to reinforce that charter schools are public schools that must be accessible and inclusive for students with disabilities and, we believe, must be non-sectarian. - [CLE's CREDO Statement Referenced in 74 Million Article](https://www.centerforlearnerequity.org/press/cles-credo-statement-referenced-in-74-million-article/) - David Greenberg and Karega Rausch of NACSA share the results of their year-long analysis of how charters are authorized yielded some key suggestions for how applications should evolve. - [U.S. Rep. Marc Molinaro's Bill to Support Individuals with Disabilities](https://www.centerforlearnerequity.org/statement/u-s-rep-marc-molinaros-bill-to-support-individuals-with-disabilities/) - While CLE is not advocating for the IDEA to be amended during the current Congress, we do believe that, at the appropriate time, Representative Molinaro’s bill would be a big step in the right direction in making sure that parents of students with disabilities are able to meaningfully participate in the IEP process. - [CLE Statement Regarding Franklin Towne Charter High School](https://www.centerforlearnerequity.org/statement/cle-statement-regarding-franklin-towne-charter-high-school/) - As an advocate for students with disabilities and charter schools, I am appalled at the current situation at Franklin Towne Charter High School and urge the Philadelphia School Board to pursue steps to close the school due to discriminatory practices dating back to 2016. - [CLE Senior Policy Fellow Wendy Tucker Quoted in The 74 Million](https://www.centerforlearnerequity.org/press/cle-senior-policy-fellow-wendy-tucker-quote-in-74-million/) - This analysis by The 74 shows Minnesota could fill its vacancies three times over if it lured back special ed teachers from less-grueling regular ed classrooms. Wendy Tucker, CLE's Senior Policy Fellow, is quoted in this article to help illustrate the challenges students with disabilities face every day. - [Model Policy Guide - 2nd Edition | Model Policies for Equitable Access and Quality Opportunities for Students with Disabilities in Charter Schools](https://www.centerforlearnerequity.org/top-10-resources/model-policy-guide-2nd-edition-model-charter-school-policies-equitable-access-and-quality-opportunities-for-students-with-disabilities/) - With their increased autonomy and flexibility, charter schools can be a promising educational option for students with disabilities. However, during the inception of the charter movement, very few people were focused on ensuring that state charter school policies addressed the needs of students with disabilities. - [CLE Receives A 3.5 Million Donation from Mackenzie Scott](https://www.centerforlearnerequity.org/press/cle-receives-3-5-million-a-donation-from-mackenzie-scott/) - The Center for Learner Equity (CLE), a national organization dedicated to ensuring students with disabilities thrive, is pleased to announce a charitable gift of $3.5 million from philanthropist MacKenzie Scott. This donation will accelerate CLE’s initiatives to eradicate the complex, pervasive, and systematic barriers that prevent students with disabilities from accessing educational opportunities, quality support, and inclusive environments. - [Spring 2023 | Newsletter](https://www.centerforlearnerequity.org/newsletter/spring-2023-4-newsletter/) - Access our newsletter. - [Spring 2024 | Newsletter](https://www.centerforlearnerequity.org/news/spring-2024-newsletter/) - Access our newsletter. - [January 2024 | Newsletter](https://www.centerforlearnerequity.org/newsletter/january-2024-newsletter/) - Access our newsletter. - [Summer 2023 | Newsletter](https://www.centerforlearnerequity.org/news/summer-2023-newsletter/) - Access our newsletter. - [A Strategic City-Based Framework for Effectively and Efficiently Educating Students with Disabilities](https://www.centerforlearnerequity.org/news/a-strategic-city-based-framework-for-effectively-and-efficiently-educating-students-with-disabilities/) - This brief, written as part of a collaboration with Pathways 2 Tomorrow, introduces what we propose are critical components of a strategic, city-based framework, along with details regarding how this multi-pronged approach can drive systemic and sustainable change that will lead to better access and outcomes for students with disabilities. - [Introducing the Center for Learner Equity](https://www.centerforlearnerequity.org/news/introducing-the-center-for-learner-equity/) - Our new name, the Center for Learner Equity, reflects our core belief that when public schools design for inclusivity and equity from the start, all students benefit. - [Improving Access and Creating Exceptional Opportunities for Students with Disabilities in Public Charter Schools](https://www.centerforlearnerequity.org/top-10-resources/improving-access-creating-opportunities/) - This report outlines the key problems in charter schools regarding special education and the actions required to fix those problems to ensure all students have equal opportunities to learn. - [Ensuring FAPE for Students with Disabilities During COVID-19: A Resource for Educators](https://www.centerforlearnerequity.org/news/ensuring-fape-for-students-with-disabilities-during-covid-1/) - The COVID-19 global health crisis has upended the continuity of learning for students with disabilities. Despite these ongoing challenges, the right to a free appropriate public education (FAPE) for students with disabilities remains in place. As schools shift to more distance learning, teams of educators are left to redesign what FAPE looks like when they cannot be physically present with their students. This guide offers a decision-making model that aims to balance individual student needs within a virtual learning context, as well as a range of exemplars showing how this model can be applied. - [Seizing the Opportunity: Educating Students with Disabilities in Charter Schools](https://crpe.org/wp-content/uploads/seizing_the_opportunity_10.2019_final.pdf#new_tab) - This study, commissioned and funded by the Bill & Melinda Gates Foundation, involved a large research team from both CRPE and NCSECS. The authors are grateful to the many teachers, parents, and administrators who took time to share their perspectives and inform our findings. We are grateful for the Gates Foundation’s investment in expanding solutions - [Rhim: 4 Ways Philanthropy Can Set the Bar for Special Education in Charter Schools](https://www.centerforlearnerequity.org/10th-anniversary/rhim-4-ways-philanthropy-can-set-the-bar-for-special-education-in-charter-schools/) - Charter schools are frequently criticized, particularly by civil rights communities, for their inadequate attention to equity and quality. They also face major backlash for failing to provide appropriate services for, or altogether pushing out, students with disabilities. - [Principles of Equitable Schools](https://www.centerforlearnerequity.org/publication/principles-of-equitable-schools-2/) - This document outlines the Center's Equity Coalition and its seven core principles. - [Equity Coalition Issue Brief: Legal Status](https://www.centerforlearnerequity.org/brief/equity-coalition-issue-brief-legal-status/) - This page gives a brief overview of the Equity Coalitions's Legal Status issues and provides the links to learn more. - [Getting Lost While Trying to Follow the Money: Special Education Finance in Charter Schools](https://www.centerforlearnerequity.org/top-10-resources/special-education-finance/) - The report gives an overview of how special education is funded in charter schools and the surrounding details. - [Equity at Scale: How Public Charter School Networks Can Innovate and Improve Services for Students with Disabilities](https://www.centerforlearnerequity.org/report/equity-at-scale/) - This report outlines the ways in which charter school networks can impact the special education offerings and gives some tools to stregthen that affect. - [It Is Time to Unearth and Stop Subterranean Discipline and Exclusion](https://www.centerforlearnerequity.org/news/it-is-time-to-unearth-and-stop-subterranean-discipline-and-exclusion/) - The circumstances are sobering and unacceptable: Students are being suspended and expelled from American public schools at an alarming rate. Even worse, students with specific profiles are consistently and disparately subjected to exclusionary discipline in much higher numbers. CLE's Paul O'Neil explores the nuances of informal discipline in today's schools. Read Subterranean Discipline Brief HERE - [ED’s OSEP Issues Guidance on State IDEA Monitoring and Compliance](https://www.centerforlearnerequity.org/resource/usde-issues-guidance-on-special-ed-noncompliance-20-of-low-income-students-report-adverse-experience/) - On July 24th, the U.S. Department of Education’s Office for Special Education Programs (OSEP) released guidance regarding IDEA monitoring and compliance activities conducted by state educational agencies (SEAs) of their local educational agencies (LEAs). The guidance addresses SEA obligations to maintain reasonably designed general supervision systems; timelines for identifying IDEA noncompliance and subsequent findings; and correcting - [How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date](https://www.centerforlearnerequity.org/resource/how-has-the-pandemic-affected-students-with-disabilities-a-review-of-the-evidence-to-date/) - CLE's latest brief, How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date, examines the impacts of COVID-19 on students with disabilities based on a review of hundreds of studies. In particular, the report highlights widespread disruptions to student's Individual Education Programs (IEPs) and Section 504 plans. It also examines significant disparities in access to specialized services and draws attention to areas of further inquiry. - [Expanding Access, Improving Quality and Elevating Family Voices in Colorado](https://www.centerforlearnerequity.org/news/expanding-access-improving-quality-how-local-education-agencies-and-charter-schools-can-equitably-provide-high-quality-school-choice-options-to-all-students-with-disabilities-in-colorado/) - The Center for Learner Equity partnered with CACSA to publish reports exploring policies impacting students with disabilities in Colorado and the experiences of families of students with disabilities navigating educational opportunities within the state. - [Webinar: Providing Students with Disabilities Equitable Access to Charter Schools](https://www.centerforlearnerequity.org/news/webinar-providing-students-with-disabilities-equitable-access-to-charter-schools/) - The Center for Learner Equity partnered with the National Charter School Resource Center to host a webinar entitled, “Providing Students with Disabilities Equitable Access to Charter Schools.” - [Enabling Meaningful Inclusion: Lessons from School Leaders](https://www.centerforlearnerequity.org/news/enabling-meaningful-inclusion-lessons-from-school-leaders/) - "Enabling Meaningful Inclusion: Lessons from School Leaders" explores how various school districts across the country intentionally create learning environments for students with disabilities. - [Recap: Enabling Meaningful Inclusion](https://www.centerforlearnerequity.org/news/recap-enabling-meaningful-inclusion/) - Check out the recap of our March 2023 social media campaign for "Enabling Meaningful Inclusion: Lessons from School Leaders". - [The New World of Student Discipline for Students With and Without Disabilities](https://www.centerforlearnerequity.org/news/the-new-world-of-student-discipline-for-students-with-and-without-disabilities/) - The pandemic has ushered in a new era of student discipline, both in and outside of the school building. - [Inclusion Includes Everyone: Honoring the Anniversary of the Americans with Disabilities Act (ADA)](https://www.centerforlearnerequity.org/news/inclusion-includes-everyone-honoring-the-anniversary-of-the-americans-with-disabilities-act-ada/) - On this 33rd anniversary of the Americans with Disabilities Act (ADA), we honor and celebrate its profound impact on our society while also recognizing that the promise of this groundbreaking civil rights law has yet to be fully realized. Our hope is to both celebrate the achievements and advocate for even greater change. - [Lauren Morando Rhim Quoted in K-12 Dive](https://www.centerforlearnerequity.org/press/lauren-morando-rhim-quoted-in-k-12-dive-2/) - The Center for Learner Equity's executive director, Lauren Morando Rhim was quoted in a K-12 Dive article exploring the growth of grant funded charted schools. - [Building Capacity to Provide Quality Special Education Services and Supports](https://www.centerforlearnerequity.org/publication/cso-toolkit/) - This document gives an overview of the need for active CSOs in supporting special education in charter schools and gives a toolkit of resources to help them. - [Special Education Toolkit](https://www.centerforlearnerequity.org/top-10-resources/special-education-toolkit/) - This page offers the Special Education Toolkit, a comprehensive framework of tools for authorizers, including rubrics for LEA and non-LEA charters. - [The National Center for Special Education in Charter Schools Turns Five October 2018!](https://www.centerforlearnerequity.org/publication/birthday/) - This announcement celebrates the Center's five year anniversary and details some of the key highlights of those years and the partnerships formed. - [Equity Coalition Statement to the Trump Administration and 115th Congress](https://www.centerforlearnerequity.org/publication/equity-coalition-statement-to-the-trump-administration-and-115th-congress/) - This statement outlines the Equity Coalition's call to the Trump Administration and 115th Congress asking them to uphold the principles that support students with disabilities in charter schools. - [2015-16 Interactive Report on the Status of Special Education in Public Schools Across the U.S.](https://www.centerforlearnerequity.org/report/2015-16-crdc-stats/) - This interactive report provides a visualization of data collected from the Department of Education on the state of special education in charter schools and traditional public schools. - [Resources for Educating Students with Disabilities During the Coronavirus Crisis](https://www.centerforlearnerequity.org/news/resources-for-educating-students-with-disabilities-during-the-coronavirus-crisis/) - As the world determines how to handle the escalating outbreak of COVID-19, education leaders across the country are facing difficult and enormously impactful decisions. We hope this resource guide will assist educators and school practitioners in developing comprehensive plans for students with disabilities and creating effective and high-quality learning environments for all during this evolving national transition. - [The Rising Tide that Lifts All Boats: Investing Stimulus Dollars with an Equity Focus](https://www.centerforlearnerequity.org/news/stimulus/) - Our latest publication, The Rising Tide that Lifts All Boats: Investing Stimulus Dollars with an Equity Focus, provides several specific strategies that districts, schools, and educators should consider to optimize the positive impact of stimulus dollars on students, especially those with disabilities. - [Charting a Path to Equitable Education for Students with Disabilities: The Role of Charter School Leadership Pipelines](https://www.centerforlearnerequity.org/news/charter-school-leadership-programs-and-special-education/) - This brief comes out of our examination of leadership pipeline programs and collaboration with these programs to infuse inclusive mindsets and strong programs for students with disabilities into their training models. In particular, it focuses on our findings regarding how future charter school leaders are trained in pipeline programs, specifically on educating students with disabilities. - [Lighting the Path to Inclusion: How Beacons Embody Commitment to Students with Disabilities](https://www.centerforlearnerequity.org/news/lighting-the-path-to-inclusion/) - This brief comes out of our examination of leadership pipeline programs and specifically with individual leaders who have demonstrated exceptional commitment to improving education for students with disabilities. In particular, it focuses on their motivations and how to use that information to create future leaders. - [Principles for the Reauthorization of The Elementary and Secondary Education Act (ESEA)](https://www.centerforlearnerequity.org/publication/esea-reauthorization-principles/) - This statement outlines the Center's recommendations for Congress regarding the ESEA Principles to ensure quality education for all students. - [Methodology Section: Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2011–2012](https://www.centerforlearnerequity.org/publication/crdc-11-12-methodology/) - This report lays out the Methodology Section from a 2015-2016 data collection about special education in both charter and traditional public schools. - [Promising Practices: Building Relationships Leads to Improved Special Education Services for Students in Michigan](https://www.centerforlearnerequity.org/report/promising-practices-kent/) - This report outlines a problem in charter schools surrounding communication between the schools and the various organizations that oversee them and the steps and tests the Kent Intermediate School District took to eliminate this problem and ensure quality education for all students. - [Promising Practices: The Utah Strong Start Academy](https://www.centerforlearnerequity.org/report/promising-practices-utah/) - This report outlines a problem in charter schools surrounding the quality of education for students with disabilities and the steps and tests Utah Strong Start Academy took to eliminate this problem and ensure quality education for all students. - [Promising Practices: Mystery Parent](https://www.centerforlearnerequity.org/report/promising-practices-mystery-parent/) - This report outlines a problem in charter schools surrounding limiting enrollment and the steps and tests DC PCSB took to eliminate this problem and ensure open enrollment for all students. - [Endrew F. v. Douglas County School District RE-1](https://www.centerforlearnerequity.org/brief/endrew-f-amicus-brief/) - This brief of Amici Curiae of the National Center for Special Education in Charter Schools and NAPCS in support of petitioner in the case of Endrew F v. Douglas County School District. - [Equity Coalition Issue Brief: Authorizers](https://www.centerforlearnerequity.org/brief/equity-coalition-issue-brief-authorizers/) - This page gives a brief overview of the Equity Coalitions's Authorizers issues and provides the links to learn more. - [The Center for Learner Equity' Model Policy Guide](https://www.centerforlearnerequity.org/top-10-resources/model-policy-guide/) - The Model Policy Guide is a resource designed to provide policy makers, legislators, and educational leaders with information, context, and model language from which to draw in developing strong statutory and regulatory provisions relating to serving students with disabilities in charter schools. - [Equity Coalition Issue Brief: Special Education Infrastructures](https://www.centerforlearnerequity.org/brief/equity-coalition-issue-brief-special-education-infrastructures/) - This page gives a brief overview of the Equity Coalitions's Special Education Infrastructure issues and provides the links to learn more. - [Brooklyn Laboratory Charter Schools (LAB): Center of Excellence](https://www.centerforlearnerequity.org/publication/centers-of-excellence-brooklyn-lab/) - This report shines a spotlight on the Brooklyn Labratory Charter Schools and the systems and practices they use to create a learning environment where students with disabilities can thrive. - [Denver School of Science and Technology's Cole High School: Center of Excellence](https://www.centerforlearnerequity.org/publication/centers-of-excellence-cole-high-school/) - This report shines a spotlight on Cole High School and the systems and practices it uses to create a learning environment where students with disabilities can thrive. - [Paramount School of Excellence: Center of Excellence](https://www.centerforlearnerequity.org/publication/centers-of-excellence-paramount/) - This report shines a spotlight on the Paramount School of Excellence and the systems and practices it uses to create a learning environment where students with disabilities can thrive. - [How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities: Mott Haven Academy Charter School Case Study](https://www.centerforlearnerequity.org/publication/mott-haven-academy-charter-school/) - This report focuses on the Mott Haven Case Study and the ways in which this Academy uses support systems and school cultures to help their students, specifically students with disabilities, thrive. - [Enrollment of Students with Disabilities in Charter Schools and Traditional Public Schools](https://www.centerforlearnerequity.org/brief/enrollment-of-students-with-disabilities-in-charter-schools-and-traditional-public-schools/) - This brief expands on the NCSECS' full analysis of 2015-16 CRDC data and focuses on enrollment data of students with disabilities and the underlying factors that influence their access to charter schools - [Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut](https://www.centerforlearnerequity.org/news/between-a-rock-and-a-hard-place-educating-students-with-disabilities-in-charter-schools-in-the-state-of-connecticut/) - In February 2020, the Center completed an analysis of the challenges associated with educating students with disabilities in Connecticut charter schools. We found that these challenges are symptoms of two broader issues—the state’s inequitable public education funding system and problematic ambiguity in the state charter law. - [Research Synthesis: Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut](https://www.centerforlearnerequity.org/news/research-synthesis-between-a-rock-and-a-hard-place-educating-students-with-disabilities-in-charter-schools-in-the-state-of-connecticut/) - In February 2020, the Center completed an analysis of the challenges associated with educating students with disabilities in Connecticut charter schools. We found that these challenges are symptoms of two broader issues—the state’s inequitable public education funding system and problematic ambiguity in the state charter law. - [2013-14 Interactive Report on the Status of Special Education in Public Schools Across the U.S.](https://www.centerforlearnerequity.org/report/crdc-stats/) - This interactive report provides a visualization of data collected from the Department of Education on the state of special education in charter schools and traditional public schools. - [Two Rivers Public Charter Schools: Center of Excellence](https://www.centerforlearnerequity.org/publication/centers-of-excellence-two-rivers/) - This report shines a spotlight on the Two Rivers Public Charter Schools and the systems and practices they use to create a learning environment where students with disabilities can thrive. - [A “can-do” Attitude for Students with Disabilities: Special Education in Rural Charter Schools](https://www.centerforlearnerequity.org/publication/special-education-in-rural-charter-schools/) - Charter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. The Center for Learner Equity Data Specialist Shaini Kothari recently contributed to a paper published in the Journal of School Choice that examines the challenges and opportunities these rural schools face. - [Developing and Sustaining High Quality Special Education Infrastructures](https://www.centerforlearnerequity.org/report/developing-and-sustaining-high-quality-special-education-infrastructures/) - Special education infrastructures provide a deliberate and efficient means for charter schools to realize economies of scale, pilot new practices, access philanthropic support, and connect with providers in order to build stronger special education programs. This report includes specific, actionable steps for these infrastructures to take. - [Black History Month 2023](https://www.centerforlearnerequity.org/news/black-history-month-2023/) - CLE celebrates Black History Month by highlighting Black disability activists and organizations making an impact in the disability community. - [CLE Announces New Senior Director of Strategy & Impact](https://www.centerforlearnerequity.org/news/cle-announces-new-senior-director-of-strategy-impact/) - Jennifer Coco and Wendy Tucker take on new roles at the Center for Learner Equity with the goal of expanding the organization's mission in targeted geographies. - [December 2022 Newsletter](https://www.centerforlearnerequity.org/news/december-2022-newsletter/) - Access our December 2022 newsletter. - [CLE Report Cited in Chalkbeat Colorado](https://www.centerforlearnerequity.org/news/cle-report-cited-in-chalkbeat-colorado-2/) - CLE report cited in Chalkbeat Colorado's "Special ed questions on charter school apps violate federal law, complaints allege". - [Inclusion Snacks: Bite-Size Words on Inclusion from a Student with Disabilities](https://www.centerforlearnerequity.org/news/inclusion-snacks-bite-size-words-on-inclusion-from-a-student-with-disabilities/) - CLE introduces "Inclusion Snacks" a new series where students with disabilities weigh in on their educational experiences. - [Opinion: Why don't charter schools accept more students with disabilities?](https://www.centerforlearnerequity.org/news/opinion-why-dont-charter-schools-accept-more-students-with-disabilities/) - Lauren Morando Rhim and Alex Medler co-write an opinion piece for The Colorado Sun exploring the lag in enrollment among students with disabilities in charter schools. - [CLE's Charter School Program NPP Comment Letter Referenced in Ed K-12 Dive Article](https://www.centerforlearnerequity.org/press/cles-charter-school-program-npp-comment-letter-referenced-in-ed-k-12-dive-article/) - CLE comments regarding special education changes set forth by the Department of Education were featured in K-12 Dive's "Proposed Ed Dept. rules are 'sneak attack' on charter schools opponents say" on April 25, 2022. - [INTERVIEW RECORDING: Improving Special Education Services in New Orleans Charter Schools](https://www.centerforlearnerequity.org/press/interview-recording-improving-special-education-services-in-new-orleans-charter-schools/) - CLE Local Policy Manager and WWNO reporter discuss guide highlighting specialized programs in the district for families of students with disabilities released by NOLA Public Schools - [WATCH: #FreedomFriday Addresses Civil Rights and Students with Disabilities](https://www.centerforlearnerequity.org/news/civil-rights-students-disabilities/) - Executive director and CLE co-founder, Lauren Morando Rhim makes a guest appearance on #FreedomFriday with Christ Stewart and Sharif El-Mekki. - [Walton Family Foundation Extends Support to The Center for Learner Equity](https://www.centerforlearnerequity.org/news/walton-family-foundation-extends-support-to-the-center-for-learner-equity/) - The Center for Learner Equity (CLE) has received a three-year, $825,000 grant from the Walton Family Foundation (WFF) to support research and the development of coalitions dedicated to improving educational opportunities and outcomes for students with disabilities. - [June 2022 Newsletter](https://www.centerforlearnerequity.org/news/june-2022-newsletter/) - Access the full newsletter and links here. - [CLE Partners with the Camden Education Fund to Launch the Accelerating Inclusion Institute](https://www.centerforlearnerequity.org/news/cle-partners-with-the-camden-education-fund-to-launch-the-accelerating-institute/) - The Center for Learner Equity concluded its final session of the Accelerating Inclusion Institute on June 2, 2022. In collaboration with the Camden Education Fund, this pilot program was a capacity-building cohort to improve the educational experiences of students with disabilities in Camden, NJ. - [Charter School Special Education Finance Project](https://www.centerforlearnerequity.org/map/state-data/) - This map provides an overview of the funding data for each state as well as more in-depth information on Legal Status, Authorizer Type, and Funding Formula. - [#PrideMonth2022: Celebrating LGBTQ+ Disability Advocates](https://www.centerforlearnerequity.org/news/pridemonth2022-celebrating-lgbtq-disability-advocates/) - The month of June is designated as a time to highlight the impact that lesbian, gay, bisexual, and transgender individuals have had in history. To celebrate Pride Month, CLE launched a social media campaign to share LGBTQ+ resources and to highlight influential disabled LGBTQ advocates. - [WEBINAR RECORDING: Lighting the Path to Inclusion](https://www.centerforlearnerequity.org/news/covid-19/webinar-recording-lighting-the-path-to-inclusion/) - CLE partnered with the Council of Chief State School Officers (CCSSO) in early December to conduct a live webisode on our 2021 report, Lighting the Path to Inclusion. As schools continue working to respond to and recover from the pandemic’s impacts, this timely conversation focused on school leaders committed to learning outcomes for students with disabilities. - [Black History Month - Joyce Ardell Jackson](https://www.centerforlearnerequity.org/news/black-history-month-joyce-ardell-jackson/) - In April of 1977 Jackson was a participant in a disability rights sit-in led by disability rights advocate Judy Heumann. Along with approximately 150 severely disabled demonstrators, Jackson occupied the San Francisco regional offices of the Department of Health, Education, and Welfare for over a month, demanding that Section 504 of the Rehabilitation Act of 1973 be enforced. - [Black History Month - Claudia Gordon](https://www.centerforlearnerequity.org/news/black-history-month-claudia-gordon/) - Claudia Gordon would eventually become first deaf female Black lawyer to graduate from law school and pursued a career centered around helping individuals with disabilities. - [CLE Co-founders Published in "Charter School Funding Considerations"](https://www.centerforlearnerequity.org/news/cle-co-founders-published-in-charter-school-funding-considerations/) - Charter School Funding Considerations examines charter schools through the lens of professionals and researchers in the field, providing readers with an overview of operational and funding issues related to these institutions. The Center for Learner Equity co-founders Paul O’Neill and Lauren Morando Rhim have written chapters in the book. - [Black History Month - Renaldo Fowler](https://www.centerforlearnerequity.org/news/black-history-month-renaldo-fowler/) - Throughout the month of February, the Center for Learner Equity will honor Black History Month by highlighting the contributions of Black people in disability rights and inclusion. This week we will spotlight Renaldo Fowler of the Arizona Center for Law Disability. - [Black History Month - Bessie Blount](https://www.centerforlearnerequity.org/news/black-history-month-bessie-blount/) - Throughout the course of 10 months, Blount designed her first prototype of what she called an “invalid feeder” utilizing a file, plastic, hammer, ice pick, dishes and boiling water to melt the plastic into a mold. To operate the device, a patient would bite down on a tube to activate a motor and a small amount of food would dispense through a spoon-shaped mouthpiece. Between each delivery of food, the device would automatically shut off to allow the patient time to chew. - [WEBINAR RECORDING: A Deep Dive into the Newest Federal Guidance for Educating Students with Disabilities](https://www.centerforlearnerequity.org/resource/live-webinar-oct-20-a-deep-dive-into-the-newest-federal-guidance-for-educating-students-with-disabilities/) - In this recorded webinar, Wendy Tucker, CLE’s Senior Director of Policy, discusses new US Department of Education guidance for upholding IDEA during COVID-19 and explores critical issues facing schools 18 months into the COVID-19 pandemic. - [3 considerations when 'change in location' is no longer temporary](https://www.centerforlearnerequity.org/news/3-considerations-when-change-in-location-is-no-longer-temporary/) - At the onset of the COVID-19 pandemic, schools were able to move students with disabilities into virtual settings without holding an individualized education program meeting to change their educational placement. - [Key Trends in Special Education in Charter Schools: A Bi-Annual Analysis of the Civil Rights Data Collection](https://www.centerforlearnerequity.org/report/crdc-analysis/) - These reports lay out the findings from data collection about special education in both charter and traditional public schools and the implications of that data. - [CLE Statement on Texas Ruling on School Mask Mandates](https://www.centerforlearnerequity.org/statement/cle-statement-on-texas-ruling-on-school-mask-mandates/) - CLE applauds Federal District Court Judge Yeakel's ruling striking down Texas' Executive Order prohibiting mask mandates in schools. We are thrilled that these Texas students will now be able to safely access their education, and we hope this court decision is a wake-up call to the other states that have implemented similar discriminatory prohibitions. - [State Leaders Should Reverse State Level Prohibitions Against Local School District Mask Policies Due to Their Impact on Students with Disabilities](https://www.centerforlearnerequity.org/news/state-leaders-should-reverse-state-level-prohibitions-against-local-school-district-mask-policies-due-to-their-impact-on-students-with-disabilities/) - In response to state mandates prohibiting local school districts from implementing mask requirements in public K-12 schools, The Center for Learner Equity calls upon state leaders to reverse those decisions and allow districts and local authorities to implement policies that will afford safer, equal access to school for all students, including those with disabilities. - [ISTE 2021: Special Education Experts Advise Keeping Pandemic Best Practices](https://www.centerforlearnerequity.org/press/iste-2021-special-education-experts-advise-keeping-pandemic-best-practices/) - On July 2, 2021, EdDive published an article highlighting key takeaways from the 2021 ISTE conference, quoting Program Manager Lauren Krempecki. - [Special Education Sees 'Historic' Boost in New Funding](https://www.centerforlearnerequity.org/press/special-education-sees-historic-boost-in-new-funding/) - On July 2, Edsource published an article about a massive increase in special education funding in California, quoting Executive Director Lauren Morando Rhim. - [CLE's Statement Supporting Civil Rights Data Collection](https://www.centerforlearnerequity.org/news/statement-supporting-civil-rights-data-collection/) - The Center for Learner Equity (CLE) is thrilled with Secretary Cardona's announcement today that the Office for Civil Rights (OCR) will collect data via the Civil Rights Data Collection (CRDC) from all public school districts and their schools, two years in a row, for the 2020-2021 and 2021-2022 school years. - [A Call to Action: With No Updates to OCR Discipline Guidance Since 2014, the Opportunity to Address Inequities for Students with Disabilities is Now](https://www.centerforlearnerequity.org/news/a-call-to-action-with-no-updates-to-ocr-discipline-guidance-since-2014-the-opportunity-to-address-inequities-for-students-with-disabilities-is-now/) - In 2016, the federal government rescinded a 2014 disciplinary guidance package that had served as a much-needed resource to schools and districts across the country, a decision that CLE opposed. It is now time for the Office for Civil Rights (OCR) to issue new comprehensive guidance that advances equity for all students, especially those with disabilities. Guidance should ensure districts and schools stop using harmful exclusionary practices, including suspensions, expulsions, and seclusions, in lieu of individualized supports and services that address and ameliorate the behavioral needs of students with disabilities. - [Cultivating Equity-Focused School Leaders](https://www.centerforlearnerequity.org/news/cultivating-equity-focused-school-leaders/) - What are the qualities of a leader who is committed to equity? How might we cultivate more equity-centered school leaders who hold a firm and pressing commitment to students with disabilities? Over the last year, we set out to explore these questions. - [5 ways to use stimulus funding to promote equity for students with disabilities](https://www.centerforlearnerequity.org/news/5-ways-to-use-stimulus-funding-to-promote-equity-for-students-with-disabilities/) - If a special education director gets pushback from his superintendent about where he thinks he should spend the COVID-19 relief funding to improve equity for students with disabilities, show him the data, said Lauren Krempecki, program manager at the Center for Learner Equity in New York, N.Y. - [Educate staff on laws, practices to prevent cyberbullying of students with disabilities](https://www.centerforlearnerequity.org/news/educate-staff-on-laws-practices-to-prevent-cyberbullying-of-students-with-disabilities/) - Harassment. Abuse. Taunting. Menacing. These are the kinds of words that appear in laws that address bullying, said Paul O'Neill, a school attorney at Barton Gilman LLP in New York City. - [Disproportionate Discipline and COVID-19: A Call for Change](https://www.centerforlearnerequity.org/news/disproportionate-discipline-covid-19/) - Disproportionate discipline of students with disabilities is a long-running crisis—and with the new rules and considerations around COVID-19, the stakes are even higher. Instead of simply reacting as incidents come up, however, schools have the opportunity to develop proactive discipline policies that serve students during the pandemic and also provide positive structures for the future. - [September 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/september-18-newsletter/) - The Center for Learner Equity is excited to welcome another talented new staff member to support our work on behalf of students with disabilities. Chanelle Figueroa joins The Center for Learner Equity as the inaugural Senior Director of Communications. In this role, she will lead the creation and execution of a comprehensive internal and external communications strategy to maximize The Center for Learner Equity’ profile and impact. - [November 2017 Newsletter](https://www.centerforlearnerequity.org/newsletter/nov17-newsletter/) - The Center for Learner Equity is excited to welcome three talented new staff members to support our work on behalf of students with disabilities. - [June 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/june-18-newsletter/) - Senior Fellow Paul O'Neill, NJSEC Executive Director Mark Rynone, and Program Specialist Stephanie Lancet attended the National Alliance’s Annual National Charter Schools Conference in Austin, TX. - [March 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/mar18-newsletter/) - From March 11-18, Executive Director Lauren Morando Rhim took a pause from NCSECS-related travel to visit Pyeongchang, South Korea and cheer on TEAM USA at the 2018 Paralympic Games. View event photos on The Center for Learner Equity’ Instagram! - [July 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/july-18-newsletter/) - The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990, with a purpose of "providing a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities. - [January 18 Newsletter](https://www.centerforlearnerequity.org/newsletter/jan18-newsletter/) - The Center for Learner Equity welcomes the New Year with a renewed commitment to its mission. Guided by the legacy of Martin Luther King Jr., and the many other individuals who have fought and continue to fight for civil rights, we, The Center for Learner Equity (The Center for Learner Equity) team, greeted this new year with a renewed, deep commitment to civil rights advocacy. - [February 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/feb18-newsletter/) - On February 6, Executive Director Lauren Morando Rhim presented on a panel during a policy forum entitled “Increasing Equity through High-Quality Charter Schools: What Can We Learn from Research and Practice?” hosted by the Mid-Atlantic Comprehensive Center at WestEd (MACC@WestEd). - [December 2017 Newsletter](https://www.centerforlearnerequity.org/newsletter/dec17-newsletter/) - The Center for Learner Equity announces additional new hires, hits the road, and shares resources of interest. In case you missed the announcement, the Council on Parent Attorneys and Advocates, also an The Center for Learner Equity Equity Coalition partner, won a contract from the National Council on Disabilities to develop a research synthesis regarding special education in schools of choice and will be hosting focus groups in St. Petersburg and Miami, Florida. - [August 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/august-18-newsletter/) - Our recently expanded The Center for Learner Equity team came together in early August for their staff retreat in Grafton, VT. We spent our time reflecting on lessons learned from our past year, as well as setting goals and priorities for the upcoming year. We look forward to collaborating with our partners as we address challenging and important issues related to supporting students with diverse learning needs in the charter sector. - [April 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/april-18-newsletter/) - The Center for Learner Equity is partnering with Education Forward DC to examine cross sector data in Washington DC, with the goal of ensuring that all students with disabilities have access to a quality continuum of services. - [The 2020 Census: Implications for Special Education Funding](https://www.centerforlearnerequity.org/news/the-2020-census-special-education-funding/) - Over the last several months, you’ve likely heard a lot of talk about the US Census—both calls to complete it and concerns about its timeline. Census results have broad implications for political representation, federal funding to states and communities, and how we see ourselves as a country. But far too few advocates for students with disabilities are aware of the role the Census plays in funding special education or the risks an incomplete count pose to students. - [Returning to School in the Wake of Disaster: Post-Katrina Lessons for the COVID Era](https://www.centerforlearnerequity.org/news/returning-to-school-in-the-wake-of-disaster-post-katrina-lessons-for-the-covid-era/) - As New Orleans educators and advocates for children, we are reflecting on the 15th anniversary of Hurricane Katrina and the ongoing manifestations of that trauma for our community and our children. With humility and transparency, we examine the mistakes we made in our efforts to reopen schools and educate children, especially children with disabilities, in the wake of that unimaginable disaster and loss. We hope that our lessons learned will prove valuable to educators nationwide as they reopen schools in the midst of the COVID-19 pandemic. - [CRDC Report Release Event Invitation](https://www.centerforlearnerequity.org/news/crdc-13-14-release-event-invitation/) - New Trends in Special Education in Charter Schools: How Students With Disabilities Are Faring Please join The Center for Learner Equity (The Center for Learner Equity) to discuss their report Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection (CRDC). Findings will focus on enrollment, placement, discipline - [Senate Advances Tennessee Student Discipline Bill](https://www.centerforlearnerequity.org/press/senate-advances-tennessee-student-discipline-bill/) - On March 11, the AP reported on a proposed Tennessee bill that would allow teachers to expel students from classrooms for disciplinary reasons, quoting Senior Policy Director Wendy Tucker. - [Tennessee teachers could seek to remove unruly students under bill approved by legislature](https://www.centerforlearnerequity.org/press/tennessee-teachers-could-seek-to-remove-unruly-students-under-bill-approved-by-legislature/) - On March 11, Chalkbeat Tennessee reported on a proposed Tennessee bill that would allow teachers to expel students from classrooms for disciplinary reasons, quoting Senior Policy Director Wendy Tucker. - [Schools need to invest to help students with disabilities catch up after pandemic, report says](https://www.centerforlearnerequity.org/press/schools-need-to-invest-to-help-students-with-disabilities-catch-up-after-pandemic-report-says/) - On March 31, Edsource reported on a new study that shows that students with disabilities, especially those who are students of color, will need extra assistance to catch up, quoting Executive Director Lauren Morando Rhim. - [We Are Failing Our Black Children with Disabilities. Here’s How to Change That.](https://www.centerforlearnerequity.org/press/we-are-failing-our-black-children-with-disabilities-heres-how-to-change-that/) - On March 31, NJ Ed Report published an op-ed by Executive Director Lauren Morando Rhim highlighting the necessity of disproportionate discipline in public schools. - [It’s Time To Break the Discipline Cycle and Invest in Student Supports](https://www.centerforlearnerequity.org/press/its-time-to-break-the-discipline-cycle-and-invest-in-student-supports/) - On April 9, EdPost published an op-ed by Executive Director Lauren Morando Rhim highlighting the danger of disproportionate discipline in public schools. - [National charter school groups critical of WV’s online charter school bill](https://www.centerforlearnerequity.org/press/national-charter-school-groups-critical-of-wvs-online-charter-school-bill/) - On February 22, the Charleston Gazette-Mail reported on opposition to a proposed online charter school bill, quoting Senior Policy Paul O'Neill. - [West Virginia lawmakers say ‘school choice’ will help all kids. But the bills wouldn’t help some with disabilities](https://www.centerforlearnerequity.org/press/west-virginia-lawmakers-say-school-choice-will-help-all-kids-but-the-bills-wouldnt-help-some-with-disabilities/) - On February 26, the Mountain State Spotlight reported on opposition to a proposed online charter school bill, quoting Senior Fellow Paul O'Neill. - [Civil Rights Advocates to Cardona: Don’t ‘Sweep Learning Disparities Under the Rug’ by Granting Waivers for Assessments](https://www.centerforlearnerequity.org/press/civil-rights-advocates-to-cardona-dont-sweep-learning-disparities-under-the-rug-by-granting-waivers-for-assessments/) - On February 5, NJ Ed Report published a letter signed by civil rights and disability rights groups, including the Center, to Secretary of Education Michael Cardona urging him not to grant states waivers to bypass assessments in the 2020-2021 school year. - [Disability Rights Groups Send Letter to Biden Transition Team Opposing Education Secretary Contender Eskelsen Garcia, Say Former NEA Chief Failed to Steer Union ‘Toward Equity and Access for Students With Disabilities’](https://www.centerforlearnerequity.org/press/disability-rights-groups-send-letter-to-biden-transition-team-opposing-education-secretary-contender-eskelsen-garcia-say-former-nea-chief-failed-to-steer-union-toward-equity-and-access-for-2/) - On December 11, the 74 Million reported on a letter of concern signed by disability rights groups, including the Center, opposing the possible appointment of Lily Eskelsen Garcia to head the Department of Education. - [National Disability Advocates: If Biden’s Transition Team Cares About Equity and Access, It Won’t Choose Eskelsen Garcia as Education Secretary](https://www.centerforlearnerequity.org/press/national-disability-advocates-if-bidens-transition-team-cares-about-equity-and-access-it-wont-choose-eskelsen-garcia-as-education-secretary/) - On December 11, the NJ Ed Report published a letter of concern signed by disability rights groups, including the Center, opposing the possible appointment of Lily Eskelsen Garcia to head the Department of Education. - [How is COVID-19 changing school discipline?](https://www.centerforlearnerequity.org/press/disability-rights-groups-send-letter-to-biden-transition-team-opposing-education-secretary-contender-eskelsen-garcia-say-former-nea-chief-failed-to-steer-union-toward-equity-and-access-for/) - On January 22, Ed Dive reported on how COVID-19 is changing school discipline, quoting the Center's Senior Policy Director, Wendy Tucker. - [Infographic: Key Trends in Special Education in Charter Schools (2015-2016)](https://www.centerforlearnerequity.org/news/infographic-key-trends-in-special-education-in-charter-schools-2015-2016/) - The Center's bi-annual secondary analyses of the US Department of State's Civil Rights Data Collection help to identify trend data related to special education in public schools, and in particular in US charter schools. This infographic illustrates key trends the Center identified in our analysis of the 2015-2016 data collection. - [Principles of Equitable Schools in the Context of COVID-19](https://www.centerforlearnerequity.org/top-10-resources/principles-of-equitable-schools-in-the-context-of-covid-19/) - This document outlines the Center's Equity Coalition and its seven core principles. - [Discipline Deja Vu: Let’s Stop Making the Same Mistakes](https://www.centerforlearnerequity.org/news/discipline-deja-vu-lets-stop-making-the-same-mistakes/) - While we continue to struggle to figure out how to educate students 12 months into the global pandemic, we cannot afford to lose sight of the pressing need to address concerns about disproportionate discipline. - [Reflections from NOLA Special Educators on COVID Challenges](https://www.centerforlearnerequity.org/news/reflections-from-nola-special-educators-on-covid-challenges/) - This winter, we informally surveyed local special educators from New Orleans charter schools to hear their on-the-ground perspectives on meeting the needs of students with disabilities during this extremely challenging COVID year. The results include important insight into the challenges special educators are currently facing. - [The Center's Statement in Response to the Education Department's Decision to Uphold Accountability Testing](https://www.centerforlearnerequity.org/news/the-centers-statement-in-response-to-the-education-departments-decision-to-uphold-accountability-testing/) - We are deeply appreciative of the important clarification provided by Secretary DeVos to states ensuring states must plan to administer statewide summative assessments during the 2020-2021 school year. This is consistent with the requirements of the Every Student Succeeds Act (ESSA) which the Center worked collaboratively to support with charter school leaders as well as civil rights and special education advocates. - [The Center Signs on to Disability Organizations' Statement on Education Secretary Nominee Dr. Miguel Cardona](https://www.centerforlearnerequity.org/news/the-center-signs-on-to-disability-organizations-statement-on-education-secretary-nominee-dr-miguel-cardona/) - In response to recent news that President-elect Biden has selected Dr. Miguel Cardona as his nominee for Secretary of Education, the Center has signed on to a statement with fellow disability rights organization thanking the transition team for their efforts and encouraging Dr. Cardona to prioritize educational equity, including for students with disabilities. - [The Center's Statement on President Biden's Executive Order on Reopening Schools](https://www.centerforlearnerequity.org/news/the-centers-statement-on-president-bidens-executive-order-on-reopening-schools/) - The Center applauds the new Biden administration for prioritizing students’ needs during COVID-19 by issuing an executive order supporting the reopening and continuing operation of schools. Students, especially those already on the margins, have borne disproportionate impacts from the pandemic, and swift action is necessary to ensure equity and avoid additional learning loss. - [The Center's Statement on Rep. Marjorie Taylor Greene](https://www.centerforlearnerequity.org/news/the-centers-statement-on-rep-marjorie-taylor-greene/) - The Center for Learner Equity is outraged about Rep. Majorie Taylor Greene's assignment to the House Education and Labor Committee. - [The Center's Statement on the Keep Our Promise to America’s Children and Teachers (PACT) Act](https://www.centerforlearnerequity.org/news/the-centers-statement-on-the-keep-our-promise-to-americas-children-and-teachers-pact-act/) - The Center fully supports the Keep Our Promise to America’s Children and Teachers (PACT) Act, which sets forth a plan to fully fund Title I and the Individuals with Disabilities Education Act (IDEA). - [Letter to West Virginia State Senator Patricia Rucker Regarding HB2012](https://www.centerforlearnerequity.org/news/letter-to-west-virginia-state-senator-patricia-rucker-regarding-hb2012/) - On February 15, 2021, the Center submitted a letter to West Virginia State Senator and Chair of the Education Committee Patricia Rucker regarding our concerns about proposed legislation, HB2012, that would allow charter schools in the state to discriminate against students with disabilities. - [Statement on the American Rescue Plan](https://www.centerforlearnerequity.org/news/statement-on-the-american-rescue-plan/) - We applaud President Biden and Congress for their rapid introduction and passage of the historic American Rescue Plan, which, among other things, directs much-needed funding to schools to help them meet the challenges of COVID-19. - [Statement on Tennessee's Teacher Discipline Act](https://www.centerforlearnerequity.org/news/statement-on-tennessees-teacher-discipline-act/) - The Center is strongly opposed to Tennessee's Teacher Discipline Act, which is currently moving through the state House. - [International Women's Day—Celebrating Female Changemakers with Disabilities](https://www.centerforlearnerequity.org/news/international-womens-day-celebrating-female-changemakers-with-disabilities/) - On this International Women’s Day, we acknowledge and celebrate women’s contributions to society, particularly those who have played integral roles in creating pathways for people with disabilities to live wholly and thrive in the classroom, in the workforce, and beyond. - [Sources, Methodology, and Definitions: Trends in Special Education in Charter and Traditional Public Schools by U.S. State](https://www.centerforlearnerequity.org/resource/sources-methodology-and-definitions-trends-in-special-education-in-charter-and-traditional-public-schools-by-u-s-state/) - This page provides sources, methodology, and definitions for the Center's interactive database, Trends in Special Education in Charter and Traditional Public Schools by U.S. State. - [December 2018/January 2019](https://www.centerforlearnerequity.org/newsletter/december-2018-january-2019/) - Happy New Year! As we enter 2019, The Center for Learner Equity is looking forward to continuing our mission-driven work with a renewed sense of urgency and commitment. - [ED Regulation Review Letter](https://www.centerforlearnerequity.org/news/ed-regulation-review-letter/) - The Center for Learner Equity Statement Regarding the U.S. Department of Education’s Regulatory Reform Task Force Initiative to Evaluate Existing Education Regulations and Guidance - [Research: Schools Lack Specialized Expertise, Resources for Special Ed Programs](https://www.centerforlearnerequity.org/press/research-schools-lack-specialized-expertise-resources-for-special-ed-programs/) - On March 4, 2020, Education Dive wrote about how school choice affects families of students with disabilities, citing data from the Center's CRDC analysis. - [Johnnie Lacy—An Advocate for Independent Living](https://www.centerforlearnerequity.org/news/johnnie-lacy-an-advocate-for-independent-living/) - Johnnie Lacy was a Black disability rights activist integral to the independent living movement. Through her activism, she brought to light the intersectionality of race and disability and worked to tackle ableism in the Black community and racism in the largely white-dominated disability community. - [Donald Galloway—Fighting for Full Participation in Society](https://www.centerforlearnerequity.org/news/donald-galloway-fighting-for-full-participation-in-society/) - Donald Galloway (1938–2011) was a fierce advocate for the rights of people with disabilities and for the inclusion of people of color in the disability rights movement. - [Black History Month: Recognizing Black Disability Rights Activists](https://www.centerforlearnerequity.org/news/black-history-month-recognizing-black-disability-rights-activists/) - From the start, the disability rights movement has been inextricably interwoven with Black Americans’ fight for civil rights. The Civil Rights Movement of the 1960s inspired many disability rights advocates, who used the model and tactics demonstrated by Black activists to pursue deinstitutionalization and legal rights. Black disabled activists, as well as Black supporters without disabilities, provided instrumental support to the disability rights movement from the beginning—and strong alliances linked the two movements. - [The Center's Statement on the Need for Continuing Assessments During COVID-19](https://www.centerforlearnerequity.org/news/the-centers-statement-on-the-need-for-continuing-assessments-during-covid-19/) - While we understand the need for some very limited and nuanced flexibility in the wake of COVID-19, we urge the U.S. Department of Education to exercise great caution in authorizing any state waivers. States must continue to be required to capture key assessment and school climate data—as required by the law—so they can hold districts and schools to high standards and assure resources are targeted toward supporting all students, including students with disabilities. - [Fannie Lou Hamer—Paving the Way for the Civil Rights, Women's Rights, and Disability Rights Movements](https://www.centerforlearnerequity.org/news/fannie-lou-hamer-paving-the-way-for-the-civil-rights-womens-rights-and-disability-rights-movements/) - Fannie Lou Hamer (1917–1977), a civil rights activist with multiple disabilities, was a pivotal figure in the fight for Black enfranchisement, women's rights, and civil rights. - [Brad Lomax—Uniting the Civil Rights and Disability Rights Communities](https://www.centerforlearnerequity.org/news/brad-lomax-uniting-the-civil-rights-and-disability-rights-communities/) - Brad Lomax (1950-1984), a Civil Rights leader and disability rights activist, brought together the two movements to present a united front in the fight for equity. - [Lois Curtis — Fighting for the Right to Live in the Community](https://www.centerforlearnerequity.org/news/lois-curtis-fighting-for-the-right-to-live-in-the-community/) - Lois Curtis is a Black disability activist and artist best known for her role as a plaintiff in the Olmstead vs L.C. Supreme Court Case establishing the right of people with disabilities to live independently. - [2020 In Review](https://www.centerforlearnerequity.org/news/2020-in-review/) - 2020 was a year like no other—and this January we’re pausing to reflect upon the past year and assess the urgent work ahead. Each of the year’s challenges, from COVID-19 to our overdue reckoning with systemic racism, has disproportionately impacted students with disabilities. Alongside our partners in the disability advocacy and education communities, the Center - [Trends in Special Education in Charter and Traditional Public Schools by U.S. State](https://www.centerforlearnerequity.org/resource/trends-in-special-education-in-charter-and-traditional-public-schools-by-u-s-state/) - This interactive visual database includes data on enrollment, discipline, local educational agency (LEA) status, authorizer, and funding aimed at building understanding of the special education landscape and related trends across every state in the nation. - [A good school is good for students of all abilities](https://www.centerforlearnerequity.org/press/a-good-school-is-good-for-students-of-all-abilities/) - Phi Delta Kappan's November issue, themed "What Makes a Good School?" featured a piece by Lauren Morando Rhim, arguing that a school cannot be good unless it is good for all students, including students with disabilities. - [Blackness, Disability, and Policing in American Schools](https://www.centerforlearnerequity.org/press/blackness-disability-and-policing-in-american-schools/) - On June 24, RealClear Education published an op-ed by the Center's Policy Director, Simone Hall, on the intersection of Blackness, disability, and policing in the public education system. - [Former NEA Chief Eskelsen Garcia, Possible Education Secretary Pick, Under Scrutiny for Comments About Special-Needs Kids](https://www.centerforlearnerequity.org/press/former-nea-chief-eskelsen-garcia-possible-education-secretary-pick-under-scrutiny-for-comments-about-special-needs-kids/) - On December 10, the 74 Million reported that a number of disability rights groups, including the Center, signed a letter of concern with the possible appointment of Lily Eskelsen Garcia to head the Department of Education. - [Special education students face challenges with remote learning state and nationwide](https://www.centerforlearnerequity.org/press/special-education-students-face-challenges-with-remote-learning-state-and-nationwide/) - In December 2020, Lauren Morando Rhim joined NBC Montana to discuss the challenges of educating students with disabilities during the COVID-19 pandemic. - [What Remote Learning Challenges Do Students With Disabilities Face?](https://www.centerforlearnerequity.org/press/what-remote-learning-challenges-do-students-with-disabilities-face/) - On July 17, 2020, Lauren Morando Rhim spoke to Newsy about the challenges of remote learning for students with disabilities. - [We Need a Cooperative Approach to Improve Education for Students With Disabilities](https://www.centerforlearnerequity.org/press/we-need-a-cooperative-approach-to-improve-education-for-students-with-disabilities/) - In November 2020, Education Post published an article by Local Policy Manager Jennifer Coco about the implications of the New Orleans special education lawsuit (P.B. vs. White) ten years on. - [Legislative watch: Bill to curtail restraint and seclusion in schools](https://www.centerforlearnerequity.org/press/legislative-watch-bill-to-curtail-restraint-and-seclusion-in-schools/) - In November, Senior Director of Policy Wendy Tucker shared her thoughts with District Administration on the newly reintroduced Keeping All Students Safe Act, aimed at preventing and reducing the harsh disciplinary practices of restraint and seclusion. - [How school discipline — and student misbehavior — has changed during the pandemic](https://www.centerforlearnerequity.org/press/how-school-discipline-and-student-misbehavior-has-changed-during-the-pandemic/) - As EdSource reported in November, the pandemic has changed the way that students are disciplined—yet students are still subject to punishments like suspension in the virtual environment. Senior Policy Director Wendy Tucker weighed in on the potential negative impacts on students. - [Ed Dept civil rights data shows restraint, seclusion, sexual assault on the rise](https://www.centerforlearnerequity.org/press/ed-dept-civil-rights-data-shows-restraint-seclusion-sexual-assault-on-the-rise/) - On October 20, K-12 Dive reported on the CRDC's new data showing that students with disabilities are subject to disproportionate rates of harsh discipline, quoting Lauren Morando Rhim. - [The Center for Learner Equity: Harsh Disciplinary Practices For Students With Disabilities Rises Once Again](https://www.centerforlearnerequity.org/press/ncsecs-harsh-disciplinary-practices-for-students-with-disabilities-rises-once-again/) - On October 15, NJ Left Behind reprinted the Center's statement on new data from the Civil Rights Data Collection that shows that students with disabilities continue to face disproportionate rates of harsh disciplinary practices. - [As Schools Impose Mask Rules to Slow Pandemic’s Spread, Disability-Rights Advocates Caution Against Strict Enforcement](https://www.centerforlearnerequity.org/press/as-schools-impose-mask-rules-to-slow-pandemics-spread-disability-rights-advocates-caution-against-strict-enforcement/) - In an October 7 piece, The 74 Million shared Senior Policy Director Wendy Tucker's concerns about disproportionate discipline of students with disabilities during the COVID-19 pandemic. - [Getting Students With Disabilities Back to Class](https://www.centerforlearnerequity.org/press/getting-students-with-disabilities-back-to-class/) - On July 8, 2020, EdWeek posted a story about the challenge of transportation to school for students with disabilities during the COVID-19 pandemic. The Center's Wendy Tucker provided background information for this article. - [Toolkit Offers Facility Ideas for Safe School Reopening](https://www.centerforlearnerequity.org/press/toolkit-offers-facility-ideas-for-safe-school-reopening/) - On July 8, 2020, THE Journal published an article highlighting a Back to School Facilities Toolkit created by Brooklyn Laboratory Charter Schools with input from the Center. - [Parents (and Lawyers) Say Distance Learning Failed Too Many Special Education Students. As Fall Approaches, Families Wonder If Their Children Will Lose Another School Year](https://www.centerforlearnerequity.org/press/parents-and-lawyers-say-distance-learning-failed-too-many-special-education-students-as-fall-approaches-families-wonder-if-their-children-will-lose-another-school-year/) - On July 29, 2020, The 74 Million published a piece quoting Senior Policy Director Wendy Tucker that highlighted the difficulties that many families have faced in getting educational services for their children with disabilities during the pandemic. - [How New Orleans Schools Are Making Up Special Education Losses From the Spring Pandemic Shutdown — and Why the Process Could Improve Distance Learning This Fall](https://www.centerforlearnerequity.org/press/how-new-orleans-schools-are-making-up-special-education-losses-from-the-spring-pandemic-shutdown-and-why-the-process-could-improve-distance-learning-this-fall/) - On October 13, Edweek posted a story on how New Orleans plans to help students make up for learning losses during the pandemic and quoted Lauren Morando Rhim. - [Top Tips for Parents of Students with Disabilities During COVID-19](https://www.centerforlearnerequity.org/news/top-tips-for-parents-of-students-with-disabilities-during-covid-19/) - If you’re a parent whose world has been turned upside down by COVID-19, you’re certainly not alone. In the span of days as the virus spread, America’s parents took on a new role—co-teachers. And as students around the world have transitioned to remote learning, parents of students with disabilities are facing particular challenges. While everyone’s situation is different, we’ve compiled a few tips to consider as you move forward. - [The End of the Beginning for Educating Kids With Disabilities in the Pandemic](https://www.centerforlearnerequity.org/news/the-end-of-the-beginning-for-educating-kids-with-disabilities-in-the-pandemic/) - America’s hopes for a speedy recovery from the COVID-19 pandemic have not materialized. After several months of sheltering in place, tragic death tolls and widespread sickness, most of us remain cloistered in our homes. As Memorial Day approaches with no vaccine or pharmaceutical solutions in sight, prudence requires that we take a fresh look at the circumstances and reconsider our plans for education into the summer and beyond. - [The Center's Statement Regarding the Supporting Children with Disabilities During COVID-19 Act](https://www.centerforlearnerequity.org/news/the-centers-statement-regarding-the-supporting-children-with-disabilities-during-covid-19-act/) - Children with disabilities have been disproportionately affected by the COVID-19 pandemic—both in and out of school—and the enormous challenge of adapting to the new normal has placed schools and districts under financial strain. In light of these facts, the Center is proud to support the Supporting Children with Disabilities During COVID-19 Act (H.R. 8523). - [Top Tips for School Leaders during COVID-19](https://www.centerforlearnerequity.org/news/top-tips-for-school-leaders-during-covid-19/) - Eight months after COVID-19 first shut down schools across the country, the state of education in the United States remains in flux. Students with disabilities, in particular, continue to be disproportionately impacted by school closures and lack of access to services. As cases tick upward once again, school leaders and administrators are likely to face tough decisions in the coming months. Despite the immense difficulty of the situation, we have identified several key strategies that will set school leaders up for success. - [Equity Coalition Statement on Discipline During COVID-19](https://www.centerforlearnerequity.org/news/equity-coalition-statement-on-discipline-during-covid-19/) - The members of the Equity Coalition believe that it is now more important than ever for schools to commit to permanently rejecting harsh exclusionary discipline practices for all students and especially for those with disabilities. - [Video—Principles of Equitable Schools in the Context of COVID-19](https://www.centerforlearnerequity.org/resource/video-features-principles-of-equitable-schools-during-covid-19/) - The COVID-19 pandemic has posed unprecedented challenges to the entire education system, but students with disabilities have faced disproportionate impacts. In June, the Center's Equity Coalition published the Principles of Equitable Schools in the Context of COVID-19, a set of guidelines for educators working to put equity at the forefront of decision-making. This fall, we caught up with three schools that are working hard to embody these principles: Digital Pioneers Academy in Washington, D.C.; Animo Legacy Charter Middle School in Los Angeles, CA; and Audeo Charter School in San Diego, CA. - [The Center Releases Report on Enrollment of Students with Disabilities in Colorado Charter Schools](https://www.centerforlearnerequity.org/news/the-center-releases-report-on-enrollment-of-students-with-disabilities-in-colorado-charter-schools/) - The National Center for Special Education (the Center) has released a new report examining trends related to enrollment of students with disabilities in Colorado charter schools. Through this report, the Center documented enrollment trends across the state and by authorizing entity, surfaced contributing factors, and identified opportunities for key stakeholders to make short- and long-term changes that can improve students with disabilities’ ability to access and thrive in charter schools. - [The Center Signs Letter to the Biden Education Transition Team](https://www.centerforlearnerequity.org/news/the-center-signs-letter-to-the-biden-education-transition-team/) - As the Biden education transition team conducts its search for the next Secretary of Education, the Center has joined fellow advocacy organizations in signing onto a letter expressing concerns about the possible nomination of Lily Eskelon Garcia. - [The Center's Key Education Policy Priorities for the Biden Administration](https://www.centerforlearnerequity.org/news/the-centers-key-education-policy-priorities-for-the-biden-administration/) - We look forward to working closely with the Biden Administration and see great opportunity in the joint priorities we share regarding educators, school resources, student-centered supports, and federal investments that lead to every child having access to a high-quality education. - [New Database: Trends in Special Education in Charter and Traditional Public Schools by U.S. State](https://www.centerforlearnerequity.org/news/new-database-trends-in-special-education-in-charter-and-traditional-public-schools-by-u-s-state/) - The Center for Learner Equity is excited to release a new interactive database, Trends in Special Education in Charter and Traditional Public Schools by U.S. State. - [Happy 45th Birthday, IDEA!](https://www.centerforlearnerequity.org/news/happy-45th-birthday-idea/) - This week, as we focus on gratitude, we’re also celebrating the 45th birthday of the Individuals with Disabilities Education Act (IDEA). - [New CRDC Data Shows Increasingly Disproportionate Discipline of Students with Disabilities](https://www.centerforlearnerequity.org/news/new-crdc-data-shows-increasingly-disproportionate-discipline-of-students-with-disabilities/) - Students with disabilities have long faced disproportionate rates of harsh disciplinary practices like physical or mechanical restraint and seclusion—often with disastrous results, including permanent injury and death. New data from the Civil Rights Data Collection released today by the US Department of Education shows that this disproportionality has sharply increased—a shocking and disappointing trend. - [The Center's Statement on Law Enforcement in Schools](https://www.centerforlearnerequity.org/news/the-centers-statement-on-law-enforcement-in-schools/) - For decades, students with disabilities have been disproportionately subjected to the harshest and most exclusionary discipline in schools, including suspensions, expulsions, restraint, seclusion, referrals to law enforcement, and school-related arrests. - [The Center's Statement on the Reintroduction of the Keeping All Students Safe Act (KASSA)](https://www.centerforlearnerequity.org/news/the-centers-statement-on-the-reintroduction-of-the-keeping-all-students-safe-act-kassa/) - The Center for Learner Equity applauds the reintroduction of the Keeping All Students Safe Act (KASSA). Students with disabilities experience disproportionately high rates of restraint and seclusion in public schools, and we need this bill to address this dangerous inequity. - [Crip Camp: A Documentary About Human Dignity, Justice, and Summer Flings](https://www.centerforlearnerequity.org/news/crip-camp-a-documentary-about-human-dignity-justice-and-summer-flings/) - The history of the struggle to secure rights for people with disabilities is a facet of the civil rights movement that is not well known. Fortunately, there is now an extraordinary, humanizing, inspirational film on Netflix that tells a crucial part of that story. - [The Center Mourns the Passing of Ruth Bader Ginsburg](https://www.centerforlearnerequity.org/news/the-center-mourns-the-passing-of-ruth-bader-ginsburg/) - Justice Ruth Bader Ginsburg spent her life standing up—and speaking up—for just and equal treatment for all. She was the author of one of this country's most impactful Supreme Court decisions on disability rights, Olmstead v. L.C., where she stood up against the systematic institutionalization of people with disabilities, holding that "unjustified institutional isolation is a form of discrimination" that "perpetuates unwarranted assumptions that persons so isolated are incapable or unworthy of participating in community life." - [House Appropriations FY2021 Bill: Implications for Special Education in Charter Schools](https://www.centerforlearnerequity.org/news/house-appropriations-fy2021/) - Federal budget processes are complex—and their implications for education are enormous. While the ultimate FY2021 budget package is likely to be negotiated by a lame-duck Congress following the November election, the House’s proposal offers important insight into the priorities of Congressional Democrats and is therefore worth careful examination for its impacts on education broadly, as well as special education in charter schools specifically. - [The Center Welcomes Jennifer Coco](https://www.centerforlearnerequity.org/news/the-center-welcomes-jennifer-coco/) - The Center is thrilled to announce the recent hire of Jennifer Coco, who joins the team as Local Policy Manager. In this role, Coco will focus on leading a portfolio of ongoing special education initiatives in New Orleans for the Center. - [Assessing and Improving Special Education: A Program Review Tool for Schools and Districts Engaged in Rapid School Improvement](https://www.centerforlearnerequity.org/top-10-resources/assessing-and-improving-special-education-a-program-review-tool/) - This document provides a Program Review Tool that is aimed at helping low-performing schools turnaround and provide high-quality education for students with disabilities. - [Student Discipline Best Practices for Charter Schools to Employ](https://www.centerforlearnerequity.org/top-10-resources/discipline-best-practices/) - This document provides a comprehensive list of the best discipline practices to employ in charter schools and a list of the mistakes to avoid. - [COVID-19 and Students with Disabilities](https://www.centerforlearnerequity.org/news/covid-19-and-students-with-disabilities/) - With the World Health Organization officially declaring that COVID-19 is a pandemic, a new sense of urgency has been introduced and we anticipate more schools will be closed. With this eventuality in mind, schools must think through the following critical considerations as they develop plans to educate students with disabilities. - [Equity Coalition Issue Briefs](https://www.centerforlearnerequity.org/landing-page/ec-issue-briefs/) - This page gives a brief overview of the Equity Coalitions's three core issues and provides the links to learn more about each. - [Equity Coalition Joint Statement on Discipline](https://www.centerforlearnerequity.org/statement/equity-coalition-discipline/) - This statement outlines the Equity Coalition's position on the problems with School Discipline and the solutions that are necessary. - [Mississippi Charter School Needs to Release Emails to Public](https://www.centerforlearnerequity.org/news/mississippi-charter-school-needs-to-release-emails-to-public/) - This post discusses the circumstances around a Mississippi Charter School's refusal to provide the documents surrounding a lawsuit involving a student with a disability. It also discusses the importance of transparency among charter schools specifically in regards to the impact on students with disabilities - [Discipline Policies That Illegally Punish and Exclude Students With Disabilities Must Stop](https://www.centerforlearnerequity.org/news/discipline-policies-illegally-punish-students-with-disabilities-must-stop/) - Last week, a federal judge in Brooklyn issued an order that advanced a discrimination and retaliation lawsuit filed in 2015 against Success Academy, a high-achieving charter school network in New York, by former students and their parents (the plaintiffs). - [The Murkiness of Special Education in New York City Charter Schools](https://www.centerforlearnerequity.org/news/murkiness-of-special-education-in-nyc-charter-schools/) - This post lays out a complaint made by Advocates for Children against Success Academy, a NYC organization that manages over 45 charter schools. It also sheds light on the lack of clarity with the issues raised, and the need for clearer support for students with disabilities in charter schools. - [Victory for the Disability Advocacy Community](https://www.centerforlearnerequity.org/news/victory-for-disability-advocacy-community/) - This post explains the victory for COPAA and the disability advocacy community against Secretary DeVos’ decision to delay implementation of the Equity in IDEA regulations. In addition, it highlights the perpetuated disproportionality these regulations will work to eliminate. - [The Center's Statement on the Fight for Racial Justice](https://www.centerforlearnerequity.org/news/the-centers-statement-on-the-fight-for-racial-justice/) - Today and every day, the Center stands in solidarity with our Black colleagues and friends and with the entire Black community as it mourns yet another senseless series of losses. - [States Must Ensure Espinoza Does Not Further Marginalize Students with Disabilities](https://www.centerforlearnerequity.org/news/states-must-ensure-espinoza-does-not-further-marginalize-students-with-disabilities/) - In its June 30, 2020 decision in Espinoza v. Montana Department of Revenue, the United States Supreme Court allowed the use of public funds for private religious schools—a move that raises concerns about new legitimacy given to publicly funded voucher programs that do not support the rights of students with disabilities. - [Facing COVID-19 with Creativity and Resilience](https://www.centerforlearnerequity.org/press/facing-covid-19-with-creativity-and-resilience/) - On April 9, 2020, the Oak Foundation highlighted the Center among its grantees supporting the education of students with disabilities during COVID-19, and also mentioned the Center's involvement in the Educating All Learners Alliance. - [Juneteenth–A Day of Reflection](https://www.centerforlearnerequity.org/news/juneteenth-a-day-of-reflection/) - Today, June 19th, marks 155 years of Juneteenth, the oldest known celebration honoring the end of slavery in the United States. While the holiday is recognized in most states and has long been celebrated by the Black community, renewed national attention to the legacy of white supremacy in America has drawn additional attention to Juneteenth this year. - [Design for the Margins First](https://www.centerforlearnerequity.org/news/design-for-the-margins-first/) - As our country and the world grapple with how to adapt education and school in the context of COVID-19, we have an opportunity and an obligation to do things differently—to not allow marginalized students to be an afterthought, but instead to infuse equitable, inclusive strategies from the outset in order to benefit all students. - [Foundations: Remember Special Education in Your COVID and Post-COVID Investments](https://www.centerforlearnerequity.org/press/foundations-remember-special-education-in-your-covid-and-post-covid-investments/) - On May 12, FSG featured an interview with Lauren Morando Rhim in a piece about organizations working to support students with disabilities during the COVID-19 pandemic. - [Sky Will Not Fall if Charter Schools are Discouraged from Disciplining Students](https://www.centerforlearnerequity.org/news/sky-will-not-fall-if-charter-schools-are-discouraged-from-disciplining-students/) - 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. - [Newark’s Charter Schools Are Succeeding. So, Why Isn’t the City’s Superintendent Supporting Them?](https://www.centerforlearnerequity.org/press/newarks-charter-schools-are-succeeding-so-why-isnt-the-citys-superintendent-supporting-them/) - On January 31, 2020, Paul O'Neill wrote an op-ed in the New Jersey Star-Ledger arguing that, given the ongoing success of charter schools in Newark, the city's superintendent should work to bridge the walls between charter and traditional public schools, rather than creating conflict between them. - [NCLD Debunks Top 10 Myths about Learning Disabilities](https://www.centerforlearnerequity.org/news/ncld-debunks-top-10-myths-about-learning-disabilities/) - One of the challenges charter schools face related to special education is a lack of knowledge about students who are identified as eligible to receive services. Our colleagues at the National Center for Learning Disabilities (NCLD) have written about… - [Urgent Need](https://www.centerforlearnerequity.org/news/urgent-need/) - “I want to see charters pioneering solutions that do a better job of educating students with disabilities,” Secretary of Education, Arne Duncan, July 2013, National Alliance for Public Charter Schools Conference, Washington, DC. - [Examining Discipline in DC Charter Schools](https://www.centerforlearnerequity.org/news/examining-discipline-in-dc-charter-schools/) - The District’s charter schools expelled far fewer students in the 2012-13 school year than the school year before, but individual charters’ expulsion rates continued to vary widely, according to D.C. Public Charter School Board data released Tuesday. - [The Center for Learner Equity Official Launch](https://www.centerforlearnerequity.org/news/ncsecs-official-launch/) - Today, in response to a compelling need in the charter school sector, The Center for Learner Equity (The Center for Learner Equity) is announcing its launch at the National Association of Charter School Authorizers’ (NACSA) 2013 Leadership Conference. - [Improving Access and Creating Exceptional Opportunities](https://www.centerforlearnerequity.org/news/improving-access-and-creating-exceptional-opportunities/) - We are pleased to announce the release of our latest report, “Improving Access and Creating Exceptional Opportunities for Students with Disabilities in Public Charter Schools”. - [Weighing Charter School Program (CSP) Funding Flexiblity](https://www.centerforlearnerequity.org/news/weighing-charter-school-program-funding-flexiblity/) - Alex Medler’s (VP, Policy and Advocacy at the National Association of Charter School Authorizers), suggestion that states seek flexibility under the federal Charter Schools Program (CSP) makes a lot of sense, especially since any reauthorization of the ESEA still appears to be a long way off. - [Happy New Year from The Center for Learner Equity](https://www.centerforlearnerequity.org/news/happy-new-year-from-ncsecs/) - I once made a New Year’s resolution to eat pizza only once a month and to jog out in the cold late in the evenings 3 days per week, despite the winter weather in New Jersey. Neither got much traction. This year, my New Year’s resolution is to post regular blog entries on this site. - [Reflecting on U.S. Dept of Education’s Proposed Priorities for National Leadership Activities](https://www.centerforlearnerequity.org/news/us-dept-of-educations-proposed-priorities-for-national-leadership-activities/) - Every few years, the U.S. Department of Education conducts a competition that provides millions of dollars of funding for “national activities grants” through the federal Public Charter Schools Program. - [Research Critical to Informed Policy Making](https://www.centerforlearnerequity.org/news/research-critical-to-informed-policy-making/) - Two recent analyses of New York City charter schools include data regarding the enrollment and mobility of students with disabilities. While many questions remain, the two reports are examples of the type of research essential to having informed policy discussions regarding how to ensure students with disabilities have equal access to charter schools. - [NEW Federal Charter Schools Program Non-Reg. Guidance: Caution Required](https://www.centerforlearnerequity.org/news/new-federal-charter-schools-program-non-reg-guidance/) - The U.S. Department of Education has released new non-regulatory guidance regarding weighted charter school lotteries. In a nutshell, the new guidance is less a significant policy change than an expanded interpretation of existing policy regarding practices that are permissible by charter schools that seek to secure CSP grants fund. - [The Tail and the Donkey](https://www.centerforlearnerequity.org/news/the-tail-and-the-donkey/) - There is an important issue impacting kids with disabilities in charter schools lurking in paragraph 4, below. With a teaser like that, hopefully you will make it through some background. - [Statement - Raising the Bar: The Role of Charter Schools in K-12 Education](https://www.centerforlearnerequity.org/news/raising-the-bar-the-role-of-charter-schools-in-k-12-education/) - The Center for Learner Equity (The Center for Learner Equity) is committed to ensuring equal access and exceptional opportunities for all students in charter schools. - [The Center for Learner Equity Supports Kline-Miller Charter School Bill](https://www.centerforlearnerequity.org/news/ncsecs-supports-kline-miller-charter-school-bill/) - The mission of The Center for Learner Equity (The Center for Learner Equity) is to advocate for students with diverse learning needs to... - [Comments RE: Charter School Authorizer Annual Update](https://www.centerforlearnerequity.org/news/charter-school-authorizer-annual-update/) - We recently launched a new non-profit organization, The Center for Learner Equity, to focus squarely on identifying facts about how students with disabilities are and are not being well served in the charter sector. - [New York Times Editorial Confuses Rather Than Clarifies](https://www.centerforlearnerequity.org/news/new-york-times-editorial-confuses-rather-than-clarifies/) - We commend Andrea Gabor for raising an important issue: children with disabilities’ equal access to charter schools. As New York and other states work to grow the charter sector as part of larger education reform efforts focused on improving the quality of public education, we must ensure that charter schools are open to all students. - [Playing the Special Education Card](https://www.centerforlearnerequity.org/news/playing-the-special-education-card/) - The recent New York state budget may have largely settled the tug of war between Mayor de Blasio and co-locating charter schools that has been playing out in New York over the last month or so, but an unpleasant and lingering issue still needs to be addressed – the disingenuous way that students with disabilities were dragged into the fight. - [Happy National Charter Schools Week!](https://www.centerforlearnerequity.org/news/happy-national-charter-schools-week/) - The Center for Learner Equity supports this opportunity to focus public attention on the value of charter schools and the benefits they offer to families, including students with disabilities, in 42 states and the District of Columbia. - [Tiers of Funding for Special Education Students in Charter Schools?](https://www.centerforlearnerequity.org/news/tiers-of-funding-for-special-education-students-in-charter-schools/) - When serving students with disabilities in charter schools, there is no shortage of consistently challenging issues to contend with. One of the trickiest is how to fund it. In some states, like Pennsylvania, charter schools receive a flat payment of state and local funds for each student with disabilities. - [Collaboration is Key for Creating Opportunities for Excellence](https://www.centerforlearnerequity.org/news/collaboration-is-key-for-creating-opportunities-for-excellence/) - Earlier this month, Teach for America convened 1,000 of its core members and alumni in the hills outside of Las Vegas for a Teach for America Educators Conference. The two-day event engaged attendees in discussions, forums, workshops, panels, plenaries, and Ed Talks focused on the most relevant, timely topics in education reform. - [Best Practices "Boot Camp" Underway](https://www.centerforlearnerequity.org/news/best-practices-boot-camp-underway/) - Beginning today in Newark, New Jersey, educators from most of the city's charter schools are taking part in a two-day training designed to address the needs of students with disabilities in these schools. - [The Center for Learner Equity Weighs in to Support IDEA Full Funding Act](https://www.centerforlearnerequity.org/news/ncsecs-weighs-in-support-idea-fully-funding-act/) - Charter schools, similar to traditional public schools, will continue to struggle to provide FAPE absent adequate funding. Senator Harkin introduced the IDEA Full Funding Act earlier this week and The Center for Learner Equitysubmitted the following letter supporting the legislation. - [Access for Students with Disabilities Critical Component of Charter Sector “Health”](https://www.centerforlearnerequity.org/news/access-for-students-with-disabilities-critical-component-of-charter-sector-health/) - In a recent blog post Parker Baxter of the National Association of Charter School Authorizers (NACSA) made two good points. First, he called out the importance of the new state-by-state report on the health of the charter school movement that was released last week by the National Alliance for Public Charter Schools NAPCS). - [The Center for Learner Equity Weighs in on Research Priorities](https://www.centerforlearnerequity.org/news/ncsecs-weighs-in-on-research-priorities/) - The mission of The Center for Learner Equity (The Center for Learner Equity) is to advocate for students with diverse learning needs to ensure that if they are interested in attending charter schools, they are able to access and thrive in schools designed to enable all students to succeed. - [Effective Discipline Policies Require Careful Consideration of Implications for Students with Disabilities](https://www.centerforlearnerequity.org/news/effective-discipline-policies-implications-for-students-with-disabilities/) - Student discipline issues in charter schools have received a burst of attention recently. The December issue of the Atlantic features an article called “How Strict is Too Strict”that looks at the lessons to be learned from New Orleans charter high schools and the strict disciplinary practices they follow. - [NJ Charter School Enrollment Analysis: More Factors To Consider](https://www.centerforlearnerequity.org/news/nj-charter-school-enrollment-analysis/) - Julia Sass Rubin and Mark Weber of Rutgers University recently published a report (the first of a three part series, with two parts yet to come)[1] that examines enrollment differences between public charter schools and traditional district schools in New Jersey. - [Considering OCR Agreements, the Challenges of Operationalizing Choice and Authorizer Accountability](https://www.centerforlearnerequity.org/news/the-challenges-of-operationalizing-choice-and-authorizer-accountability/) - Three recent publications highlight some of the key challenges The Center for Learner Equity faces as we work to ensure students with disabilities have ready access to charter schools prepared to provide quality special education and related services. - [Newark Charter Schools Committed to Serving ALL Students](https://www.centerforlearnerequity.org/news/newark-charter-schools-committed-to-serving-all-students/) - Congratulations to Newark New Jersey's charter schools, nearly all of which recently recommitted to the Newark Charter Compact. At a ceremony last week, the schools re-signed onto this annual statement of shared principles, vision and collaboration. - [New Grant from Oak Foundation Supports Key Initiatives](https://www.centerforlearnerequity.org/news/new-grant-from-oak-foundation-supports-key-initiatives/) - New York City/Geneva Switzerland—Oak Foundation has approved a second grant to The Center for Learner Equity (The Center for Learner Equity) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schools. - [The Center for Learner Equity' Letter to Chairman Alexander on the Every Child Ready for College and Career Act of 2015, Elementary and Secondary Education Act (ESEA)](https://www.centerforlearnerequity.org/statement/esea-alexander/) - This statement outlines the Center's support and recommendations for certain provisions in the Every Child Ready for College and Career Act. - [Reversal by New York City Authority on the Mobility of Charter Schools Students with Disabilities](https://www.centerforlearnerequity.org/news/reversal-by-nyc-authority-on-the-mobility-of-charter-school-students-with-disabilities/) - In January of 2014 the New York City Independent Budget Office issued a “Schools Brief” entitled Staying or Going? Comparing Student Attrition Rates at Charter Schools with Nearby Traditional Public Schools. - [Special Education in New Orleans: A Work in Progress](https://www.centerforlearnerequity.org/news/special-education-in-new-orleans/) - The Center on Reinventing Public Education (CRPE) just released a new report entitled Special Education in New Orleans: Juggling Flexibility, Reinvention, and Accountability in the Nation’s Most Decentralized School System. - [Equity at Scale: How Public Charter School Networks Can Innovate and Improve Services for Students with Disabilities](https://www.centerforlearnerequity.org/news/equity-at-scale-2/) - When public charter schools first opened in the early 1990s, each was unique and independent. Independent public charter schools remained the norm as the public charter school movement grew from a fledgling reform effort into a major force in public education, now affecting 2.7 million students and families nationwide. - [The Center for Learner Equity Comments on ECAA](https://www.centerforlearnerequity.org/news/ncsecs-comments-on-ecaa-2/) - The National Center for Special Education in Charters Schools is dedicated to ensuring that students with disabilities have equal access to charter schools and public charter schools and designed and operated to enable all students to succeed. - [Be Careful What You Wish For](https://www.centerforlearnerequity.org/news/be-careful-what-you-wish-for/) - As part of recent Congressional efforts to reauthorize the federal Elementary and Secondary Education Act (ESEA), considerable attention was paid to students with disabilities in charter schools. - [The Center for Learner Equity Op Ed Published in The Hill](https://www.centerforlearnerequity.org/news/ncsecs-op-ed-published-in-the-hill/) - Lauren Morando Rhim's Op Ed entitled "Senate Education Bill Gives No Tangible Support For Students Who Need It Most" was published in The Hill on July 6, 2015. - [Networks Learn From Each Other About Doing the Hardest Work](https://www.centerforlearnerequity.org/news/networks-learn-from-each-other-about-doing-the-hardest-work/) - Charter schools can leverage their autonomy to provide creative, academically powerful programs that enable students to succeed. But, not unlike many traditional public schools, they frequently struggle to consistently and effectively meet the needs of students with disabilities. - [Chaos For Students In Washington State](https://www.centerforlearnerequity.org/news/chaos-for-students-in-washington-state/) - Later this week Lauren Morando Rhim, Executive Director of The Center for Learner Equity, will be moderating a panel in Seattle on special education in charter schools. There is nothing unusual about that – The Center for Learner Equity does its best to contribute to conversations whenever asked to participate. - [Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2011–2012](https://www.centerforlearnerequity.org/report/crdc-analysis-11-12/) - This report lays out the findings from a 2011-2012 data collection about special education in both charter and traditional public schools and the implications of that data. - [Executive Summary: Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2011–2012](https://www.centerforlearnerequity.org/report/crdc-analysis-11-12-executive-summary/) - This report gives a summary of an analysis from a 2011-2012 data collection about special education in both charter and traditional public schools. - [Online Charter Schools Under the Microscope](https://www.centerforlearnerequity.org/news/online-charter-schools-under-the-microscope/) - The Center for Learner Equity has had the opportunity to review three recent reports assessing the nature and viability of online charter schools (also called “virtual” charter schools). They are all components of the same umbrella project – the National Study of Online Charter Schools. - [The Center for Learner Equity Releases Groundbreaking Research Report](https://www.centerforlearnerequity.org/news/ncsecs-releases-groundbreaking-research-report/) - 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). - [Special Education Funding and Equity: Two Big Weeks for The Center for Learner Equity and for Children with Disabilities in Charter Schools](https://www.centerforlearnerequity.org/news/special-education-funding-and-equity/) - 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. - [Looking Ahead to the Next Incarnation of the ESEA](https://www.centerforlearnerequity.org/news/looking-ahead-next-incarnation-of-the-esea/) - 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' Statement on ESSA Title I Regulations](https://www.centerforlearnerequity.org/statement/essa-title-1-regulations/) - This statement outlines the Center's recommendations on the Department of Educations ESSA Title I Regulations. - [Implementing Programs Under Title I of the Elementary and Secondary Education Act](https://www.centerforlearnerequity.org/news/implementing-programs-under-title-i-elementary-secondary-education-act/) - 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. - [Changing of the Guard at the U.S. Department of Education, With No Caveats](https://www.centerforlearnerequity.org/news/changing-of-the-guard-us-department-of-education/) - 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. - [Civil Rights Data Should Catalyze Conversation about School Disciplinary Practices](https://www.centerforlearnerequity.org/news/civil-rights-data-should-catalyze-conversation/) - 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. - [Promising Practices: CHIME Institute in Harmony with Student Needs](https://www.centerforlearnerequity.org/report/promising-practices-chime/) - This report outlines a problem in charter schools surrounding the lack of a full continuum of services for students with disabilities and the steps and tests CHIME Institute took to eliminate this problem and ensure quality education for all students. - [The Center for Learner Equity Weighs in on New Data Released by NACSA Regarding Authorizing and Special Education](https://www.centerforlearnerequity.org/news/new-data-released-by-nacsa-regarding-authorizing-and-special-education/) - 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. - [The Center for Learner Equity Coalition Statement on Discipline](https://www.centerforlearnerequity.org/news/equity-coalition-statement-on-discipline/) - This post echos the Equity Coalition's statement on the problems with School Discipline and the solutions that are necessary. - [The Center for Learner Equity Weighs In on Disproportionate Suspension Rates](https://www.centerforlearnerequity.org/news/ncsecs-weighs-in-on-disproportionate-suspension-rates/) - 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. - [Authorizers Must Hold Charter Schools Accountable](https://www.centerforlearnerequity.org/news/authorizers-must-hold-charter-schools-accountable/) - I agree with Valerie Strauss’ opening comment in Why Charter Schools Get Public Education Advocates So Angry; there is too little meaningful oversight of public charter schools. - [The Center for Learner Equity' Letter to the Department of Education Regarding Accountability Provisions of ESSA](https://www.centerforlearnerequity.org/news/letter-to-the-deo-accountability-provisions-of-essa/) - Today, The Center for Learner Equity submitted formal comments to the U.S. Department of Education (ED) related to the Every Student Succeeds Act accountability and state Title I planning provisions. - [The Center for Learner Equity' Letter to the Department of Education Regarding Accountability Provisions of ESSA](https://www.centerforlearnerequity.org/statement/ncsecs-letter-to-the-department-of-education-regarding-accountability-provisions-of-essa/) - This statement gives the Center's comments on the Department of Education's regulations regarding Title I to ensure equitable access for all students. - [A New Special Education Leader for California](https://www.centerforlearnerequity.org/news/new-special-education-leader-for-california/) - The California Department of Education (CDE) just announced that it has selected Kristin Wright to be the state’s new Special Education Division Director, effective September 1. - [Special Education in the Turnaround Context: Green Dot Public Schools](https://www.centerforlearnerequity.org/report/special-education-in-the-turnaround-context-greendot/) - This report looks into the turnaround instullation of the Green Dot Public Schools in Los Angeles and the benefits that come from evaluation and restoration. - [Special Education in the Turnaround Context: UP Network](https://www.centerforlearnerequity.org/report/special-education-in-the-turnaround-context-up-network/) - This report looks into the UP Education Network turnaround of two specific schools in MA and the benefits that come from evaluation and restarting. - [Newly Revamped Model Charter School Law Expands on Special Education](https://www.centerforlearnerequity.org/news/revamped-model-charter-school-law-expands-on-special-education/) - Last week the National Alliance for Public Charter Schools published a new, substantially revised version of its Model Charter Schools Law ("A Model Law for Supporting High-Quality Charter Public Schools: Second Edition"). As a co-author of both versions, I can offer a few observations. - [Graduation Rates: One Litmus Test Among Several that Matter for Students with Disabilities](https://www.centerforlearnerequity.org/news/graduation-rates-litmus-test-for-students-with-disabilities/) - The nation’s high school graduation rate is one important data point that we use in the U.S. to help determine the overall success of students attending our schools. - [The Center for Learner Equity Launches Centers of Excellence Initiative](https://www.centerforlearnerequity.org/news/ncsecs-launches-centers-of-excellence-initiative-1/) - The Center for Learner Equity has launched its Centers of Excellence Initiative to proactively work with four charter schools. - [Modernize Special Education Law and Support Access to a High Quality Education for All](https://www.centerforlearnerequity.org/news/modernize-special-education-law-and-support-access-to-high-quality-education/) - The United States Supreme Court (the Supreme Court) will soon hear the Endrew F. v. Douglas County School District (Endrew F.) case that may result in a new or updated definition of a “free appropriate public education,” the central pillar of the federal Individuals with Disabilities Education Act (IDEA). - [California Reports Strong Results Based on Inclusion of Students With Disabilities](https://www.centerforlearnerequity.org/news/california-reports-strong-results-inclusion-of-students-with-disabilities/) - This post discusses a report detailing special education practices in 10 California charter schools and how inclusion of students with disabilities in classrooms is the best practice to benefit kids. - [The Center for Learner Equity Webinar: ED Guidance](https://www.centerforlearnerequity.org/video/doe-webinar/) - This webinar walks viewers through The Department of Education's Guidence of Education Students with Disabilities and gives in-depth context and information surrounding it. - [Department of Education Releases Guidance on Educating Students with Disabilities](https://www.centerforlearnerequity.org/news/deo-releases-guidance-on-educating-students-with-disabilities/) - The Department of Education (the Department) recently released three sets of guidance related to educating students with disabilities, including one set explicitly pertaining to charter schools. - [Webinar on ED Special Ed Guidance Package](https://www.centerforlearnerequity.org/news/webinar-doe-special-ed-guidance-package/) - Please join The Center for Learner Equity (The Center for Learner Equity) for a webinar taking a deeper look at the Department of Education's recently released guidance on educating students with disabilities. - [The Secretary of Education Must Ensure That Charters Educate Students With Disabilities As They Do Any Other Students](https://www.centerforlearnerequity.org/news/secretary-of-education-must-ensure-charters-educate-students-with-disabilities/) - “Implementation and enforcement of the Individuals with Disabilities Education Act (IDEA) is a federal responsibility. - [Improving Outcomes for Students with Disabilities: Negotiating Common Ground for District and Charter School Collaboration](https://www.centerforlearnerequity.org/news/improving-outcomes-for-students-with-disbilities/) - Collaboration in special education between charter schools and traditional public school districts offers the potential to benefit students with disabilities. - [Supreme Court Establishes a New Standard for Educational Benefit](https://www.centerforlearnerequity.org/news/supreme-court-establishes-a-new-standard-for-educational-benefit/) - Yesterday, the Supreme Court of the United States issued a unanimous 8-0 ruling in the landmark Endrew F. v. Douglas County School District case. The amicus brief we submitted in partnership with the National Alliance for Public Charter Schools can be found here. - [Finding the Right Fit for Students with Disabilities - Complicated but Critical to Charter School Sustainability](https://www.centerforlearnerequity.org/news/students-with-disabilities-and-charter-school-accountability/) - Education Next recently published an article by The Center for Learner Equity Executive Director, Lauren Morando Rhim emphasizing the importance of disseminating accurate information regarding the responsibilities of charter schools to serve students with disabilities. - [New Tool To Guide Special Ed Policy](https://www.centerforlearnerequity.org/news/new-tool-to-guide-special-ed-policy/) - The Center for Learner Equity is excited to announce publication of the Model Policy Guide: Leveraging Policy to Increase Access and Quality Opportunities for Students with Disabilities in Charter Schools. - [Model Policy Guide Webinar: May 9, 2017](https://www.centerforlearnerequity.org/video/mpg-webinar/) - This webinar gives an in-depth overview of the Model Policy Guide, the resources it provides, and how to use those resources. - [New from The Center for Learner Equity: State Finance Data and LEA Status Issue Brief](https://www.centerforlearnerequity.org/news/new-state-finance-data-and-lea-status-issue-brief/) - The Center for Learner Equity Charter School Special Education Finance Project provides state-specific information regarding funding streams and focused reports comparing the states. Stay tuned for a fall webinar exploring this data project in depth. - [4 Ways Philanthropy Can Set the Bar for Special Education in Charter Schools](https://www.centerforlearnerequity.org/news/four-ways-philanthropy-can-set-the-bar-for-special-education-in-charter-schools/) - The 74 Million published an article written by The Center for Learner Equity Executive Director, Lauren Morando Rhim urging philanthropic donors to encourage schools to build special education into their DNA rather than treat it as an afterthought. - [Department of Education’s Office for Civil Rights Essential to Protecting Students’ Civil Rights](https://www.centerforlearnerequity.org/news/doe-office-for-civil-rights-essential-to-protecting-students-civil-rights/) - 34 Senators sent a letter to Secretary of Education Betsy DeVos this week outlining their disappointment and alarm regarding steps her administration has taken to diminish enforcement of civil rights for students around the country. - [Lauren Morando Rhim's Testimony Before the National Council on Disability](https://www.centerforlearnerequity.org/testimony/testimony-before-the-national-council-on-disability/) - This testimony from Lauren Morando Rhim to Members of the National Council on Disability provides an overview of The Center for Learner Equity and it's mission, and the need for discussion and change in the realm of Special Education in Charter Schools. - [The Center for Learner Equity' Letter to the Department of Education Regarding Evaluation of Existing Regulations and Guidance](https://www.centerforlearnerequity.org/news/letter-to-the-doe-regarding-evaluation-of-existing-regulations-and-guidance/) - Today, The Center for Learner Equity submitted formal comments to the U.S. Department of Education (ED) related to its Regulatory Reform Task Force initiative to evaluate existing education regulations and guidance. - [The Center for Learner Equity Statement Regarding the U.S. Department of Education’s Regulatory Reform Task Force Initiative to Evaluate Existing Education Regulations and Guidance](https://www.centerforlearnerequity.org/statement/statement-regulatory-reform-task-force-initiative/) - This statement outlines the Center's comments on the Department of Education's Evaluation of Existing Regulations and urges them to maintain and enforce the regulations that benefit students with disabilities. - [NACSA Authorizer Voices Series: Serving Students with Unique Needs](https://www.centerforlearnerequity.org/news/nacsa-authorizer-voices-series-serving-students-with-unique-needs/) - Featuring The Center for Learner Equity Executive Director, Lauren Morando Rhim, the fifth video short in NACSA's Authorizer Voices series centers on how authorizers ensure access to charter schools for students with unique needs. - [NACSA Authorizer Voices Series: Serving Students with Unique Needs](https://www.centerforlearnerequity.org/video/nacsas-authorizer-voices-series/) - This video discusses how important authorizers are in helping students with disabilities access charter schools and helping charter schools cater to their individual needs. - [New Certification Regulations in NY May Solve One Problem But Create Another](https://www.centerforlearnerequity.org/news/new-certification-regulations-in-ny/) - The Center for Learner Equity Executive Director, Lauren Morando Rhim released the following statement in response to the State University of New York's (SUNY) vote to approve regulations that will allow some charter schools to certify their own teachers. - [Statement Regarding Secretary DeVos' Possible Delay of the Obama Administration's Special Education Ruling](https://www.centerforlearnerequity.org/news/statement-regarding-secretary-devos-possible-delay-special-education-ruling/) - The facts are clear: minority students are disproportionately identified as students with disabilities as well as suspended and expelled at higher rates than their peers. - [The Center for Learner Equity Receives Walton Family Foundation Grant to Support Critical Work to Ensure Students with Disabilities have Ready Access to Charter Schools That Are Prepared to Enable Them to Succeed](https://www.centerforlearnerequity.org/news/ncsecs-receives-walton-family-foundation-grant/) - The Center for Learner Equity is excited to announce that we have been awarded a two-year grant for a total of $905,000 from the Walton Family Foundation that will support our work on behalf of students with disabilities interested in attending charter schools. - [The Center for Learner Equity Supports Nomination of Johnny Collett for Assistant Secretary, Office of Special Education and Rehabilitative Services](https://www.centerforlearnerequity.org/news/ncsecs-supports-nomination-of-johnny-collett-for-assistant-secretary-office-of-special-education-and-rehabilitative-services/) - n response to the President’s nomination of Johnny Collett as Assistant Secretary, Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education, Lauren Morando Rhim, executive director and co-founder of The Center for Learner Equity released the following statement. - [The Center for Learner Equity Weighs in on Proposed Kentucky Charter School Regulations](https://www.centerforlearnerequity.org/news/ncsecs-weighs-in-on-proposed-kentucky-charter-school-regulations/) - 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. - [A Much-Needed Resource for Charter School Authorizers](https://www.centerforlearnerequity.org/news/a-much-needed-resource-for-charter-school-authorizers/) - This post highlights the Center's Special Education Toolkit which offers a great resource for charter school authorizers. - [Denver’s School of Science and Technology - Cole High School: Supporting Students with Disabilities via Curriculum/Instruction Modification and Coaching](https://www.centerforlearnerequity.org/news/denvers-school-of-science-and-technology-supporting-students-with-disabilities/) - Together, Cole’s flexibility in curriculum and instruction and its coaching model support the school in balancing and maintaining an inclusive educational model with rigorous learning goals and high expectations. - [Executive Summary: Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2013–2014](https://www.centerforlearnerequity.org/report/crdc-analysis-13-14-executive-summary/) - This report gives a summary of an analysis from a 2013-2014 data collection about special education in both charter and traditional public schools. - [Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2013–2014](https://www.centerforlearnerequity.org/report/crdc-analysis-13-14/) - This report lays out the findings from a 2013-2014 data collection about special education in both charter and traditional public schools and the implications of that data. - [Methodology Section: Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2013–2014](https://www.centerforlearnerequity.org/publication/crdc-13-14-methodology/) - This report lays out the Methodology Section from a 2013-2014 data collection about special education in both charter and traditional public schools. - [Indianapolis’ Paramount School of Excellence: Supporting Students with Disabilities via its Frameworks](https://www.centerforlearnerequity.org/news/indianapolis-paramount-school-of-excellence-supporting-students-with-disabilities-via-its-frameworks/) - As part of its effort to share best practices with the special education community, The Center for Learner Equity (The Center for Learner Equity) identified several public charter schools across the country as “Centers for Excellence”. - [On President Trump's Proposed Budget for Fiscal Year 2019](https://www.centerforlearnerequity.org/news/on-president-trumps-proposed-budget-for-the-2019-fiscal-year/) - The billions of dollars in proposed cuts to the education budget is troubling, particularly when services and supports for students with disabilities are already significantly under-funded. - [Students with Disabilities Continue to be Disciplined Twice as Often as their Peers](https://www.centerforlearnerequity.org/news/students-with-disabilities-continue-to-be-disciplined-twice-as-often-as-their-peers/) - Analysis of CRDC Data Finds That Charter School and Traditional Public School Discipline Rates Remain Similar From Two Years Ago; Report Also Finds That Contrary to Public Opinion, Charter Schools Enroll Students with a Range of Disabilities and That Students Are Served in More Inclusive Settings. - [How Personalized Learning Models Can Meet the Needs of Students with Disabilities](https://www.centerforlearnerequity.org/publication/thrive-public-schools/) - This report dives into the education model of Thrive Public Schools and the advantages of personalized learning models. - [New York City’s Brooklyn Laboratory Charter Schools: Supporting Students with Disabilities via a Robust Teacher Pipeline and Personalized Instructional Strategies](https://www.centerforlearnerequity.org/news/nyc-laboratory-charter-schools-supporting-students-with-disabilities-via-a-robust-teacher-pipeline/) - As part of its effort to share best practices with the special education community, The Center for Learner Equity (The Center for Learner Equity) identified several public charter schools across the country as “Centers for Excellence. - [How School Culture and Support Systems Can Improve Disciplinary Outcomes for Students with Disabilities: Mott Haven Academy Charter School Case Study](https://www.centerforlearnerequity.org/news/how-school-culture-and-support-systems-can-improve-disciplinary-outcomes-for-students-with-disabilities/) - This post gives an overview of the Moth Haven Academy Charter School case study and highlights the important ways the school's model is designed for and specifically helps students with disabilities. - [How Personalized Learning Models Can Meet the Needs of Students with Disabilities: Thrive Public Schools Case Study](https://www.centerforlearnerequity.org/news/how-personalized-learning-models-can-meet-the-needs-of-students-with-disabilities/) - The Center for Reinventing Public Education contracted with The Center for Learner Equity to conduct case studies on school models and practices that effectively serve students with special needs. This brief highlights how a San Diego charter school network is using personalized learning to meet the needs of its students with disabilities. - [New CRDC Findings Reveal Unacceptable Trend of Discriminatory Discipline in Schools Continues](https://www.centerforlearnerequity.org/news/crdc-findings-reveal-unacceptable-discriminatory-discipline-in-schools/) - This post highlights the Civil Rights Data Collection's new data regarding discriminatory discipline in schools. - [Let’s Solve The Right Problems For Detroit’s Students With Disabilities — Not Recycle Old Ones](https://www.centerforlearnerequity.org/news/detroits-students-with-disabilities/) - As Superintendent Nikolai Vitti approaches his first anniversary of leading the struggling Detroit Public Schools Community District, I commend him for his energy and vision. In particular, I applaud his focus on developing a robust curriculum and hiring great teachers, the foundations of any great school district. - [May 2018 Newsletter](https://www.centerforlearnerequity.org/newsletter/may-18-newsletter/) - Be sure to check out our most recently released resources, three case studies that document promising practices and innovative models adopted by Thrive Public Schools, Brooklyn Laboratory Charter Schools (LAB), and Mott Haven Academy Charter School. - [Commentary: Minnesota’s New, Common-Sense Approach to School Discipline Policy Should Be a Model for Other States](https://www.centerforlearnerequity.org/news/minnesotas-common-sense-approach-to-school-discipline-policy/) - The Minnesota Department of Human Rights recently announced collaborative agreements with five school districts and five charter schools to address practices that lead to disproportionate discipline of students of color and students with disabilities. - [Statement On Separation Of Families](https://www.centerforlearnerequity.org/news/statement-on-separation-of-families/) - What is getting lost in the tragedy of children being separated from their parents is the serious health impact on kids, both in the short-term and long-term. This is particularly concerning for students with disabilities, as research indicates that early trauma can impact children's learning, behavior and relationships. - [The More We Get Together…](https://www.centerforlearnerequity.org/news/the-more-we-get-together/) - When The Center for Learner Equity launched 5 years ago, there were not many opportunities for people in the charter sector to sit down together and brainstorm about how best to serve kids with disabilities; how to innovate; how to work collaboratively to support teachers and educators and families. - [Guest Column: New Orleans Has Opportunity To Lead The Way For Students With Disabilities](https://www.centerforlearnerequity.org/news/new-orleans-opportunity-to-lead-the-way-for-students-with-disabilities/) - New Orleans is in the midst of a historic transition, with the Orleans Parish School Board regaining local control of its public schools from the Louisiana Recovery School District. This unprecedented transition brings with it much opportunity to ensure every child’s individual needs are met, including students with disabilities. - [The Center for Learner Equity' Letter to the Department of Education Regarding CMO Grant Priorities](https://www.centerforlearnerequity.org/news/ncsecs-letter-to-the-department-of-education-regarding-cmo-grant-priorities/) - This letter details the Center's comments to the U.S. Department of Education regarding CMO Grant Priorities. - [CA Legislation: Ending For-profit Charters](https://www.centerforlearnerequity.org/news/ca-legislation-ending-for-profit-charters/) - Charter schools are playing an important role in improving the quality of classrooms for students of all backgrounds, including students with disabilities. And while there are unfortunately some ill-intended for-profit companies that are simply out to exploit the system for their own financial gain, - [The Center for Learner Equity' Letter to the U.S. Senate Committee on the Judiciary Regarding Supreme Court nominee Judge Kavanaugh](https://www.centerforlearnerequity.org/statement/judiciary-committee-kavanaugh/) - This letter to the U.S. Senate Committee on the Judiciary regards Supreme Court nominee Judge Kavanaugh and the concerns the Center has. - [Washington D.C.’s Two Rivers Public Charter School](https://www.centerforlearnerequity.org/news/washington-dc-two-rivers-public-charter-school/) - As part of its effort to share best practices with the special education community, The Center for Learner Equity (The Center for Learner Equity) identified several public charter schools across the country as “Centers for Excellence” and is communicating how each school uniquely leverages its autonomy to benefit students with disabilities. - [Laurie VanderPloeg Appointed as OSERS’ New Director of Special Education](https://www.centerforlearnerequity.org/news/laurie-vanderploeg-new-director-of-osers/) - Join The Center for Learner Equity in congratulating Laurie VanderPloeg on her appointment to serve as Director for the Office of Special Education Programs in the United States Office of Special Education and Rehabilitative Services. - [Building Stronger Advocacy for Students with Disabilities in Charter Schools](https://www.centerforlearnerequity.org/news/building-stronger-advocacy-for-students-with-disabilities-in-charter-schools/) - The Center for Learner Equity (The Center for Learner Equity) will expand its advocacy capacity for students with disabilities with the support of a $1.2 million grant from the Bill & Melinda Gates Foundation. - [Improving Special Education is a Priority for Newark Charters](https://www.centerforlearnerequity.org/news/improving-special-education-is-a-priority-for-newark-charters/) - Mark Rynone, Executive Director of the NJ Special Education Collaborative, discusses the ways that Newark charter schools are working to ensure that students with disabilities can access and thrive in charter schools. - [The Center for Learner Equity Turns Five October 2018!](https://www.centerforlearnerequity.org/news/ncsecs-turns-five-october-2018/) - This milestone has us reflecting about the progress we have made and looking forward to the opportunities ahead. In 2013−more than 20 years into the evolution of the charter sector-we launched The Center for Learner Equity to ensure not only that students with disabilities could access charter schools, but that the schools would be prepared to help them succeed. - [When Charter Schools Close, Regulators Must Step Up and Minimize Disruptions for Students with Disabilities](https://www.centerforlearnerequity.org/news/when-charter-schools-close/) - Regulations and protocols at the federal and state levels exist to minimize the disruption public school closures create and to protect finite funding, resources, and student privacy. - [The Center for Learner Equity Supports Keeping All Students Safe Act](https://www.centerforlearnerequity.org/news/ncsecs-supports-keeping-all-students-safe-act/) - This post recounts the Center's support of the Keeping All Students Safe Act and the benefits from it. - [The Center for Learner Equity Comments on NCD Reports on the Use of Charter Schools and Vouchers by Students with Disabilities](https://www.centerforlearnerequity.org/news/ncd-reports-vouchers-and-charter-schools-by-students-with-disabilities/) - n service of the 6.8 million students with disabilities and their families, we thank the National Council on Disability and the Bipartisan Disabilities Caucus for devoting resources to investigate this important topic. - [The National CMO Special Education Network - Connecting Special Education Professionals](https://www.centerforlearnerequity.org/news/2018-12-3-the-national-cmo-special-education-network-connecting-special-education-professionals/) - The charter sector cannot fulfill the responsibilities central to being a public school absent a coherent and coordinated effort to improve the capacity of individual schools to provide quality special education and related services. Focused efforts to cultivate and distribute policies and practices that ensure charter schools welcome and provide exemplary services to students with disabilities are urgently needed. - [October/November 2018](https://www.centerforlearnerequity.org/newsletter/fall-2018-newsletter/) - The Center for Learner Equity is excited to welcome another talented new staff member to support our work on behalf of students with disabilities. Megan Ohlssen joins The Center for Learner Equity as the inaugural Managing Director of Programs. In this role, she will be responsible for the planning, development, and delivery of The Center for Learner Equity’ services and the management of external programs such as our CMO Network and incubation of new special education collaboratives. - [Choice and Specialization Are Important Levers for Parents of Students with Disabilities](https://www.centerforlearnerequity.org/news/choice-and-specialization-are-important-levers-for-parents-of-students-with-disabilities/) - In a recent commentary for Flypaper, I expressed concern regarding the growth of specialized charter schools: that is, schools designed solely or primarily to educate students with disabilities. Regrettably, my commentary failed to convey the nuance this complex and important topic deserves. - [Statement Regarding the School Safety Commission's Report and Recommendations](https://www.centerforlearnerequity.org/news/school-safety-commissions-report-and-recommendations/) - This post recounts the Center's statement in regards to the Federal Commission on School Safety report and its recommendations. - [Statement on Decision to Withdraw Federal School Discipline Guidance](https://www.centerforlearnerequity.org/news/decision-to-withdraw-federal-school-discipline-guidance/) - This post recounts the Center's statement on the U.S. Department of Education’s decision to rescind the 2014 Discipline Guidance. - [Letter to OSERS and OSEP Regarding Results-Driven Accountability](https://www.centerforlearnerequity.org/news/osers-and-osep-regarding-results-driven-accountability/) - This post highlights the Center's recommendations to OSERS and OSEP regarding Results-Driven Accountability. - [Guest Post: We Need to Prioritize Education for Court-Involved Students with Disabilities](https://www.centerforlearnerequity.org/news/guest-post-we-need-to-prioritize-education-for-court-involved-students-with-disabilities/) - In this guest post, Claire Nilsen Blumenson, Executive Director & Co-Founder of the School Justice Project, shares how her organization is fighting for court-involved students with disabilities to receive educational support. - [Democrats Ask for $12 Billion for Special Education in Next Coronavirus Bill](https://www.centerforlearnerequity.org/press/democrats-ask-for-12-billion-for-special-education-in-next-coronavirus-bill/) - On May 13, EdSource wrote about Senate Democrats' request for the inclusion of $12 billion in IDEA funding in the next coronavirus stimulus bill, and Senior Policy Director Wendy Tucker weighed in. - [Educating Students with Disabilities During COVID-19: Civil Rights Endure and Authorizers Must Lead](https://www.centerforlearnerequity.org/press/educating-students-with-disabilities-during-covid-19-civil-rights-endure-and-authorizers-must-lead/) - On May 13, the National Association of Charter School Authorizers (NACSA) published a guest blog by Wendy Tucker about how charter school authorizers can pitch in to support students with disabilities during COVID-19. - [NJ To Schools: You Can’t Make Parents Promise Not To Sue Before Offering Special Education](https://www.centerforlearnerequity.org/press/nj-to-schools-you-cant-make-parents-promise-not-to-sue-before-offering-special-education/) - On May 1, the Huffington Post reported on New Jersey guidance forbidding districts from requiring parents of students with disabilities to sign waivers before receiving services during COVID-19, citing Paul O'Neill's op-ed on the topic. - [Special Ed Groups Share Free Resources for Online Learning](https://www.centerforlearnerequity.org/press/special-ed-groups-share-free-resources-for-online-learning/) - On May 8, District Administration published an article highlighting the work of the Educating All Learners Alliance and quoting Lauren Morando Rhim. - [NJ School Districts Best Not Mess with Special Ed Parents](https://www.centerforlearnerequity.org/press/nj-school-districts-best-not-mess-with-special-ed-parents/) - On April 29, NJ Left Behind wrote about the illegal waivers certain New Jersey districts were asking parents to sign to receive special education services and quoted Paul O'Neill's op-ed on the subject. - [Top 5 Special Education Issues We’ll Watch in 2019](https://www.centerforlearnerequity.org/news/top-5-special-education-issues/) - This post highlights five special education issues that the Center will be keeping an eye on in 2019. - [The Center for Learner Equity Commends U.S. Department of Education's Initiative to Address the Inappropriate Use of Restraint and Seclusion](https://www.centerforlearnerequity.org/news/usde-inappropriate-use-of-restraint-and-seclusion/) - This post relays the Center's support for the U.S. Department of Education's initiative to address the inappropriate use of restraint and seclusion. - [3 Arguments Against Amending Regulations Implementing Title IX](https://www.centerforlearnerequity.org/news/rulemaking-amending-regulations-implementing-title-ix/) - This post outlines 3 main arguments against the U.S. Department of Education's NPRM and asks instead to focus on enforcing Title IX requirements. - [February 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/february-2019-newsletter/) - The Center hit the ground running in 2019 establishing facts, advocating for policies, sharing best practices, and building coalitions. We cannot do this work alone: partnership and collaboration are critical to achieving our mission. - [It's Time to Prohibit Seclusion and Limit Use of Restraints in Schools](https://www.centerforlearnerequity.org/news/time-to-prohibit-seclusion-limit-use-of-restraints-in-school/) - This post relays the issues addressed by KASSA and urges the subcommitee to pass it. - [The Center's Statement on Devos' Proposed Education Tax Credit](https://www.centerforlearnerequity.org/news/the-centers-statement-on-devos-proposed-education-tax-credit/) - This post relays the statement made by The Center's executive director, Lauren Morando Rhim, in response to Secretary DeVos' proposed education tax credit. - [New NACSA Report Highlights Trends From 3,000 Charter Applications](https://www.centerforlearnerequity.org/news/nacsa-report-highlights-trends-from-3000-charter-applications/) - This post comments on the NACSA's report of Charter School Applications, and emphasizes the need for more information regarding special education considerations. - [March 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/march-2019-newsletter/) - Victory for the disability advocacy community. The Council of Parent Attorneys and Advocates (COPAA) prevailed in a lawsuit against the U.S. Department of Education for Secretary DeVos’ decision to delay implementation of the Equity in IDEA regulations. - [April 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/april-2019-newsletter/) - The Center is excited to welcome two talented board members to support our work on behalf of students with disabilities. - [May 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/may-2019-newsletter/) - The Center’s Executive Director Lauren Morando Rhim urges Kentucky Governor Matt Bevin and the KY General Assembly to include language in proposed Freedom Scholarship legislation to guarantee that schools accepting the scholarships follow IDEA. - [June 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/june-2019-newsletter/) - This year, we are excited to partner with NAPCS to develop an intentional strand of sessions focused on special education. Come to our homeroom on July 1 from 8:30 - 9:15 AM in Lagoon G to learn more about the increased focus on special education. - [The Community College Funding Crisis and Students with Disabilities](https://www.centerforlearnerequity.org/news/community-college-funding-crisis-and-students-with-disabilities/) - This post highlights the discrepency between funding for community colleges and four-year colleges and universities and the harmful impact this has on low-income students and students with disabilities. - [July 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/july-2019-newsletter/) - Are you proactive, positive, and intellectually curious? Do you have a passion for social justice and, ideally, experience in the field of education, charter schools, and/or working with students with disabilities or do you know someone who is? - [“If You Build It, They Will Come.”](https://www.centerforlearnerequity.org/news/if-you-build-it-they-will-come/) - As I sat on the stage at the National Charter School Conference in Las Vegas last week, minutes before kicking off our “Special Education Policy: Key Challenges and Opportunities” session, those words from Field of Dreams popped into my head. - [August 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/august-2019-newsletter2/) - In her most recent blog post, Wendy Tucker, the Center’s Senior Director of Policy, reflected on the National Governors Association’s two day convening of Governors’ offices in Nashville, TN earlier this month. - [Governors Can - and Should - Lead on Special Education](https://www.centerforlearnerequity.org/news/governors-can-and-should-lead-on-special-education/) - Earlier this month in Nashville, the National Governors Association held a two day convening of Governors’ offices to discuss policies that support equity and collaboration in education. - [The Center Presents Inaugural Eileen M. Ahearn Award](https://www.centerforlearnerequity.org/news/the-center-presents-inaugural-eileen-m-ahearn-award/) - On September 9, The Center awarded education advocate Eileen M. Ahearn the inaugural Eileen M. Ahearn Education Visionary Award for her foresight and commitment to ensuring students with disabilities have the same access to a high-quality charter school education as do their peers. - [September 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/september-2019-newsletter/) - On September 9, The Center awarded education advocate Eileen M. Ahearn the inaugural Eileen M. Ahearn Education Visionary Award for her foresight and commitment to ensuring students with disabilities have the same access to a high quality charter school education as do their peers. - [Reps. Huffman, DeSaulnier Reintroduce Legislation to Fund Special Educational Services](https://www.centerforlearnerequity.org/news/reps-huffman-desaulnier-reintroduce-legislation-to-fund-special-educational-services/) - Washington, D.C. – Today, Representatives Jared Huffman (D-San Rafael) and Mark DeSaulnier (D-Concord) reintroduced the IDEA High Cost Pool Funding Act, innovative legislation to help cover the exceptional costs that can be associated with educating special needs children. - [The Center for Learner Equity and CRPE Report Provides Best Practices, Roadmap for Improving Outcomes for Students With Disabilities](https://www.centerforlearnerequity.org/news/ncsecs-crpe-report-roadmap-for-improving-outcomes-for-students-with-disabilities/) - This week, The Center for Learner Equity (The Center for Learner Equity) and the Center on Reinventing Public Education (CRPE) released a report that brings fresh insight into how charter schools are working to improve education for students with disabilities. - [October 2019 Newsletter](https://www.centerforlearnerequity.org/newsletter/october-2019-newsletter/) - The Center is proud to announce the launch of its newly redesigned and rebranded website at www.centerforlearnerequity.org. The revamped website features a streamlined and simplified design, improved accessibility and functionality, and clear and concise content that visualizes some of our work. - [The Center Receives Martha J. Fields Award of Excellence](https://www.centerforlearnerequity.org/news/the-center-receives-martha-j-fields-award-of-excellence/) - On Sunday, October 27, the Center received the 2019 NASDSE Martha J. Fields Award of Excellence in Louisville, Kentucky. - [Key Trends in Special Education in Charter Schools: A Secondary Analysis of the Civil Rights Data Collection 2015–2016](https://www.centerforlearnerequity.org/report/crdc-analysis-15-16/) - This report lays out the findings from a 2015-2016 data collection about special education in both charter and traditional public schools and the implications of that data. - [New CRDC Findings Show Increased Enrollment of Students with Disabilities in Charter Schools, But Disproportionate Discipline Rates Persist](https://www.centerforlearnerequity.org/news/new-crdc-findings-show-increased-enrollment-of-students-with-disabilities-in-charter-schools-but-disproportionate-discipline-rates-persist/) - The Center’s analysis highlights clear trends in how students with disabilities are accessing and being served by charter schools and offers specific recommendations for improvement. - [Charter Schools Lag Behind in Special Education](https://www.centerforlearnerequity.org/press/charter-schools-lag-behind-in-special-education/) - On November 18, 2019, the Houston Chronicle profiled ongoing challenges with special education in Texas schools, quoting Lauren Morando Rhim. - [Let’s Improve Outcomes for Students with Disabilities and Stop Accepting Tired Excuses for School Failures](https://www.centerforlearnerequity.org/news/lets-improve-outcomes-for-students-with-disabilities-and-stop-accepting-tired-excuses-for-school-failures/) - As we evolve into an increasingly global and information-rich economy, the promise of virtual learning is enticing. Unfortunately, the reality falls short of the promise, and far too many virtual providers are attempting to hide behind the profile of their students as an excuse for low performance. Recent developments in Nevada highlight the dangers of this trend. - [Charter Schools Often Struggle to Meet Special Needs](https://www.centerforlearnerequity.org/press/charter-schools-often-struggle-to-meet-special-needs/) - On December 30, 2019, Lauren Morando Rhim chatted with New Hampshire's Valley News about the challenges charter schools face in educating students with disabilities. - [2019 Year in Review](https://www.centerforlearnerequity.org/news/2019-year-in-review/) - As we prepare for the urgent work of 2020, we’re taking a moment to reflect on the highlights and accomplishments of the last year. It was a year of significant growth for the Center, with new initiatives at the programmatic and policy levels, new staff, and renewed energy for our mission of ensuring that students with disabilities are able to fully access and thrive in charter schools. - [A Texas-Sized Challenge—Schools Need to Improve Outcomes for Students with Disabilities [Opinion]](https://www.centerforlearnerequity.org/press/a-texas-sized-challenge-schools-need-to-improve-outcomes-for-students-with-disabilities-opinion/) - On January 10, 2020, Lauren Morando Rhim wrote an op-ed in the Houston Chronicle about the need for additional oversight of special education in Texas. - [The Center Submits Comments on Changing OSSE Regulations](https://www.centerforlearnerequity.org/news/the-center-submits-comments-on-changing-osse-regulations/) - On January 7, the Center submitted public comments to the District of Columbia’s Office of the State Superintendent of Education (OSSE) regarding proposed amendments to Chapter 30 (Special Education) of Title 5-A in the District of Columbia’s Municipal Regulations. - [Lauren Morando Rhim Named Pahara-Aspen Education Fellow](https://www.centerforlearnerequity.org/news/lauren-morando-rhim-named-pahara-aspen-education-fellow/) - The Center is thrilled to announce that Co-Founder and Executive Director Lauren Morando Rhim has been named to the winter 2020 cohort of Pahara-Aspen Education Fellows. This two-year fellowship, a highly selective partnership between the Pahara and Aspen Institutes, brings together innovative and equity-focused education leaders for deep learning, connection, and collaboration aimed at tackling the toughest challenges in public education. - [Newark Superintendent Wants to Build That Wall. Will The DOE Stop Him?](https://www.centerforlearnerequity.org/press/newark-superintendent-wants-to-build-that-wall-will-the-doe-stop-him/) - On February 3, 2020, Laura Waters wrote in NJ Left Behind about ongoing tension between charter and traditional district public schools in Newark, drawing on Paul O'Neill's January 31 op-ed in the New Jersey Star-Ledger. - [GAO Reports Highlight the Intersection of Race and Privilege in Special Education](https://www.centerforlearnerequity.org/news/gao-reports-highlight-the-intersection-of-race-and-privilege-in-special-education/) - Together, two recent reports on special education by the US Government Accountability Office (GAO)—Varied State Criteria May Contribute to Differences in Percentages of Children Served (April 2019) and IDEA Dispute Resolution Activity in Selected States Varied Based on School Districts' Characteristics (November 2019)—highlight the disturbing fact that the structures governing special education can contribute significantly to outcome disparities based on a student’s race and privilege. - [Statement on the Trump Administration’s Promotion of the Education Freedom Scholarships Program](https://www.centerforlearnerequity.org/news/statement-on-the-trump-administrations-promotion-of-the-education-freedom-scholarships-program/) - In a statement in response to the Trump Administration’s promotion of the Education Freedom Scholarships program, the Center urged he Administration and Congress to only support regulated school choice so that parents can make decisions that will not limit or eliminate their child’s civil rights. - [OPINION: President Trump’s School Choice Proposal Leaves Students with Disabilities Behind](https://www.centerforlearnerequity.org/press/opinion-president-trumps-school-choice-proposal-leaves-students-with-disabilities-behind/) - On February 10, 2020, the Hechinger Report posted an op-ed by Lauren Morando Rhim about the pitfalls of President Trump's proposed Education Freedom Scholarships and Opportunity Act. - [Statement on the Trump Administration's Proposed FY21 Education Budget](https://www.centerforlearnerequity.org/news/statement-on-the-trump-administrations-proposed-fy21-education-budget/) - The Center calls upon Congress to reject the White House's Fiscal Year 2021 budget, which proposes to completely decimate federal support for public schools, threatening access for students in every state. - [‘Absolutely, I’m Worried’: For Children With Special Needs, Unprecedented Coronavirus School Closures Bring Confusion, Uncertainty](https://www.centerforlearnerequity.org/press/absolutely-im-worried-for-children-with-special-needs-unprecedented-coronavirus-school-closures-bring-confusion-uncertainty/) - On March 17, 2020, the 74 Million wrote a piece examining the immediate impacts of COVID-19 school closures on students with disabilities and asked Lauren Morando Rhim about her concerns. - [The Center’s Statement on Proposed IDEA Waiver in the Coronavirus Aid, Relief, and Economic Security Act](https://www.centerforlearnerequity.org/news/the-centers-statement-on-proposed-idea-waiver-ability-in-the-coronavirus-aid-relief-and-economic-security-act/) - Senate Republicans have introduced the Coronavirus Aid, Relief, and Economic Security Act to support states in their efforts to protect their citizens and to infuse cash into the economy. We wholeheartedly support these efforts. Unfortunately, the bill goes too far by empowering the Secretary of Education to suggest to Congress waivers that would eliminate protections under the Individuals with Disabilities Education Act (IDEA) and the Rehabilitation Act of 1973 (a.k.a. Section 504). - [Amid Confusion, Feds Seek to Clarify Online Learning for Special Education Students](https://www.centerforlearnerequity.org/press/amid-confusion-feds-seek-to-clarify-online-learning-for-special-education-students/) - On March 21, 2020, Edweek wrote about changing federal guidance around educating students with disabilities during COVID-19, and the Center's Lauren Morando Rhim and Wendy Tucker weighed in. - [Statement on New U.S. Department of Education Guidance on COVID-19 and Students with Disabilities](https://www.centerforlearnerequity.org/news/statement-on-new-u-s-department-of-education-guidance-on-covid-19-and-students-with-disabilities/) - The Center is extremely pleased the Department has clarified for states, districts and schools that the federal disability law provides sufficient flexibility to ensure all students, including students with disabilities, can benefit from remote education as communities determine the best approach to instruction during the COVID-19 crisis. - [Letter to Secretary of Education DeVos and Acting Assistant Secretary Schultz](https://www.centerforlearnerequity.org/news/letter-to-secretary-of-education-devos-and-acting-assistant-secretary-schultz/) - On April 3, 2020, the Center submitted a letter to Secretary of Education Betsy Devos urging the Secretary against issuing any waivers under the Individuals with Disabilities Act (IDEA) or the Rehabilitation Act of 1973 (Rehab Act) through the Coronavirus Aid, Relief, and Economic Security (CARES) Act. - [Innovating to Educate Students with Disabilities at Home](https://www.centerforlearnerequity.org/press/innovating-to-educate-students-with-disabilities-at-home/) - On April 6, 2020, the Walton Family Foundation shared a blog post by Lauren Morando Rhim highlighting the ways in which the Center is supporting the education of students with disabilities during the COVID-19 pandemic. - [Just in Time: a Resource Hub on Remote Learning for Special Education Students](https://www.centerforlearnerequity.org/press/just-in-time-a-resource-hub-on-remote-learning-for-special-education-students/) - On April 8, Edweek published a feature on the formation of the Educating All Learners Alliance, of which the Center is a founding partner. - [Educating All Learners Alliance Launches to Support Education of Students with Disabilities during COVID-19](https://www.centerforlearnerequity.org/news/educating-all-learners-alliance-launches-to-support-education-of-students-with-disabilities-during-covid-19/) - As schools move online due to the coronavirus pandemic, an alliance of special education advocacy and innovation organizations is working together on a new resource hub for educators, administrators, families, and students. - [Disability Rights Groups, School Administrators Spar over Possible Changes to Special Education Laws](https://www.centerforlearnerequity.org/press/disability-rights-groups-school-administrators-spar-over-possible-changes-to-special-education-laws/) - On April 7, 2020, EdSource highlighted the Center's opposition to any waivers of IDEA obligations during the coronavirus pandemic. - [New Website Offers Tips for Teachers About Virtual Special Education](https://www.centerforlearnerequity.org/press/new-website-offers-tips-for-teachers-about-virtual-special-education/) - On April 10, 2020, EdSource profiled the Educating All Learners Alliance and its work providing resources educators working with students with disabilities during the COVID-19 crisis. - [Students Will Go Back to School Eventually. Here Are 5 Concrete Ideas for Helping Them Catch Up, Readjust](https://www.centerforlearnerequity.org/press/students-will-go-back-to-school-eventually-here-are-5-concrete-ideas-for-helping-them-catch-up-readjust/) - On April 16, 2020, Chalkbeat asked education leaders including Lauren Morando Rhim to weigh in on what schools and policymakers should be thinking about as they prepare for the eventual return of students to schools. - [Educating All Learners During COVID-19: An Alliance Emerges to Provide Support for Virtual Special Education Services](https://www.centerforlearnerequity.org/press/educating-all-learners-during-covid-19-an-alliance-emerges-to-provide-support-for-virtual-special-education-services/) - On April 17, 2020, Getting Smart profiled the Educating All Learners Alliance and its work providing resources educators working with students with disabilities during the COVID-19 crisis. - [Educating Students with Disabilities in the Time of COVID–19: Lily and Michael's Story](https://www.centerforlearnerequity.org/news/educating-students-with-disabilities-in-the-time-of-covid-19-lily-and-michaels-story/) - As COVID-19 leads more and more states to close their schools for the rest of the year, we're reaching out to families and teachers of students with disabilities across the country to learn how remote education is working. Are you a family member or a teacher in this situation? Fill out our survey to share your story. - [Core Aspects of Special Ed Law Should Remain During Pandemic, DeVos Recommends](https://www.centerforlearnerequity.org/press/core-aspects-of-special-ed-law-should-remain-during-pandemic-devos-recommends/) - On April 27, 2020, Chalkbeat released a piece examining Secretary of Education Betsy DeVos's decision not to seek waivers for IDEA rights during COVID-19. The Center's Senior Policy Director Wendy Tucker weighed in. - [The Center's Response to Secretary of Education Betsy DeVos's Recommendation Against IDEA Waivers During COVID-19](https://www.centerforlearnerequity.org/news/the-centers-response-to-secretary-of-education-betsy-devoss-recommendation-against-idea-waivers-during-covid-19/) - The Center applauds Secretary DeVos for recommending a very narrow set of waiver requests that do not infringe upon the key civil rights protections and rights to an education for students with disabilities contained in the IDEA. With so many schools and districts across the country embracing the challenge of educating all students, including those with disabilities, in these turbulent times, we believe her decision is the right one for students, schools, and communities. - [Outrageous N.J. School Contracts Make Parents Promise Not to Sue | Opinion](https://www.centerforlearnerequity.org/press/outrageous-n-j-school-contracts-make-parents-promise-not-to-sue-opinion/) - On April 28, 2020, the New Jersey Star-Ledger published an op-ed by the Center's Co-Founder and Senior Fellow, Paul O'Neill, who wrote to call attention to the illegal and outrageous actions of school administrators asking parents of students with disabilities to sign away their rights during the COVID-19 pandemic. - [The Center Applauds the New Jersey DOE's Guidance Banning Waivers](https://www.centerforlearnerequity.org/news/the-center-applauds-the-new-jersey-does-guidance-banning-waivers/) - This week, the Center became aware that some New Jersey school districts were asking parents to sign away the rights of their children in order to access special education services during COVID-19 closures—an outrageous and illegal practice. We applaud the New Jersey Department of Education (NJDOE) for moving swiftly to block this violation of students' civil rights. - [Statement on Senate Democrats’ Letter Supporting IDEA Funding](https://www.centerforlearnerequity.org/news/statement-on-senate-democrats-letter-supporting-idea-funding/) - States need additional education funding now—and the Center applauds a new federal funding request from a group of Democratic senators led by Senator Maggie Hassan of New Hampshire that would specifically provide additional funding for the provision special education during and after the COVID-19 pandemic. - [The Center's Statement on Proposed HEROES Act](https://www.centerforlearnerequity.org/news/the-centers-statement-on-proposed-heroes-act/) - The Center applauds the drafters of the HEROES Act for prioritizing education funding in this latest relief package and for ensuring that states receiving relief funds guarantee that the rights of students with disabilities remain intact. - [The Center Celebrates National Charter Schools Week](https://www.centerforlearnerequity.org/news/the-center-celebrates-national-charter-schools-week/) - It’s National Charter Schools Week — and in the midst of a particularly challenging period in American public education, the innovative, nimble approach epitomized by charters is more valuable than ever. ## Pages - [Home 2023](https://www.centerforlearnerequity.org/) - Document and Communicate FactsThe Center is committed to disseminating information about the status of students with disabilities in traditional and charter public schools.Inform PolicyAs a part of our efforts to engage in the national discussion, the Center works to track and inform federal, state, and local policy that impacts students with disabilities.Develop CoalitionsThe Center is - [Federal Advocacy](https://www.centerforlearnerequity.org/resources/federal-advocacy/) - What You Need to Know The Center for Learner Equity (CLE) has been at the forefront of protecting students with disabilities, defending the Department of Education, and uplifting our vision around the future of education. Quick Links In The News Official Statements Press Conferences & Briefings Policy Recommendations Advocacy Resources What does the U.S. Department What You Need to Know The Center for Learner Equity (CLE) has been at the forefront of protecting students with disabilities, defending the Department of Education, and uplifting our vision around the future of education. Quick Links In The News Official Statements Press Conferences & Briefings Policy Recommendations Advocacy Resources What does the U.S. Department - [Top Resources](https://www.centerforlearnerequity.org/top-10-resources/) - Special Education Teacher Retention Guide CLE, in partnership with the New Jersey Public Charter Schools Association, released a one-of-a-kind guide to support and retain special education teachers, titled “Why Special Educators Leave and How Leaders Can Keep Them: A Guide for Principals and System Leaders.” The toolkit includes tangible recommendations, ready-to-use tools, and role-specific checklists designed - [Network of Infrastructures and Collaborative Entities Initiative](https://www.centerforlearnerequity.org/what-we-do/nice-initiative/) - Annual Symposium (Coming Soon) Member Log-in (Coming Soon) Join Now NICE Impact Statement: NICE 2.0 will build capacity in member organizations that work with schools and districts to equitably educate students with disabilities. The collaborative purpose is to transform outcomes for students - [Connecticut Resources](https://www.centerforlearnerequity.org/connecticut-resources/) - The CLE team has been working with stakeholders in Connecticut since 2019 to analyze enrollment, service provision, and funding trends in charter schools. Their goal is to develop tools and resources that will help students with disabilities easily access and succeed in charter schools across the state. The following collection of resources is intended to - [Resources](https://www.centerforlearnerequity.org/resources/) - Resources The Center is committed to proactively documenting and disseminating accurate information about the status of students with disabilities in the charter sector through print, social media, and conferences. Top 10 Resources Statements Reports and Briefs COVID-19 Resources Family Resources Connecticut Resources 2025 Federal Advocacy Top 10 Resources Statements COVID-19 Resources Family Resources Resource Type - [Our Team & Partners](https://www.centerforlearnerequity.org/team-members/) - Executive Coordinator for OperationsPia Allenpallen@centerforlearnerequity.org Pia Allen serves as the Executive Coordinator for Operations at the Center for Learner Equity (CLE). In her role, Pia provides operational and administrative support to the CLE team, contributing to the day-to-day operations and organizational initiatives. Before joining CLE, Pia worked in the hospitality design field, providing administrative and - [Network of Infrastructures and Collaborative Entities Initiative](https://www.centerforlearnerequity.org/who-we-are/nice/) - NICE Impact Statement: NICE 2.0 will build capacity in member organizations that work with schools and districts to equitably educate students with disabilities. The collaborative purpose is to transform outcomes for students with disabilities through leadership development, resource and research sharing, and policy and advocacy elevation. Coming Soon Annual SymposiumMember Log-in What We Do NICE - [Funding](https://www.centerforlearnerequity.org/who-we-are/funding/) - Our work would not be possible without generous support from our current and past funding partners. - [NICE Initiative](https://www.centerforlearnerequity.org/nice-initiative-2/) - Network of Infrastructure and Collaborative Entities Initiative (NICE Initiative) Strengthening and Elevating Impactful School Support Infrastructures Provide expert advice to grow capacity Accelerate knowledge sharing across regions Create and disseminate resources and tools The Center’s NICE Initiative provides targeted capacity development and fosters collaboration to ensure the strengthening and development of school support infrastructures. The - [Our Story](https://www.centerforlearnerequity.org/who-we-are/our-story/) - Our Story The Challenge Our Response The Challenge Fourteen percent of U.S. students have a disability—but for far too long, systemic ableism has left them an afterthought. Despite federal legislation requiring that all students receive a free, appropriate public education (FAPE), students with disabilities face wide and persistent achievement gaps. For students of color with - [Press](https://www.centerforlearnerequity.org/press/) - Don’t miss a beat! Follow the latest news coverage of the center here. For press inquiries, please contact info@centerforlearnerequity.org - [Ahearn Visionary Award](https://www.centerforlearnerequity.org/what-we-do/ahearn-visionary-award/) - In 2019, the Center for Learner Equity established the Eileen M. Ahearn Education Visionary Award to honor an individual or organization that has made an outstanding contribution to ensure that students with disabilities who are interested in attending charter schools are able to access and thrive alongside their peers. Eileen Ahearn built a remarkable career - [Who We Are](https://www.centerforlearnerequity.org/who-we-are/) - The Center for Learner Equity (CLE) is a nonprofit organization dedicated to ensuring that students with disabilities have equitable access to a high-quality public education. CLE provides research, policy analysis, coalition building, and technical assistance to a variety of stakeholders across the nation. We work hard, we have a good time, and we care about - [Join Our Team](https://www.centerforlearnerequity.org/join-our-team/) - Culture of Belonging The Center for Learner Equity (CLE) is committed to cultivating and preserving a culture of belonging, inclusion, and connectedness. We can grow and learn better together with a team of employees who reflect the varied communities and organizations we serve, for example, people with disabilities and Black and Latine people with disabilities - [News](https://www.centerforlearnerequity.org/news/) - Don’t miss a beat! Follow the latest news coverage of the Center here. For press inquiries, please contact info@centerforlearnerequity.org. Read Our Blog Press Coverage - [10th Anniversary](https://www.centerforlearnerequity.org/10th-anniversary/) - Letter from our Executive Director CLE’s History Our Response Timeline Support Our Work Thank You Dear Friends, Please join the Center for Learner Equity as we proudly commemorate our 10th anniversary! As we reflect on our remarkable journey, we take great pride in our progress over the past decade and our commitment to breaking down - [Inform Policy](https://www.centerforlearnerequity.org/what-we-do/inform-policy/) - Build relationships across stakeholder groups Share research with policy makers and stakeholders to raise issue awareness Elevate voices in support of quality state and federal education policy What Do We Mean By Inform Policy? The Center is the lead policy voice in the intersection of special education and charter schools. Our role is vital to - [Contact](https://www.centerforlearnerequity.org/contact/) - The Center for Learner Equity is not a family advocacy organization, however we aim to support organizations that partner with families in becoming informed about their options and rights. Our Family Resources page can provide valuable resources for families of students with disabilities. Contact The Center The Center for Learner Equity 420 Lexington Ave. Suite - [Newsletter Signup](https://www.centerforlearnerequity.org/newsletter-signup/) - Join Us Want to stay up to date on the issues? Sign up to receive the latest news. Name First Name Last Name OrganizationEmail * Required Δ - [Our Mission, Vision, and Core Values](https://www.centerforlearnerequity.org/who-we-are/mission-and-goals/) - For too long, systemic ableism has left students with disabilities an afterthought. The Center for Learner Equity is working to ensure that public schools-both within the charter school sector and beyond it-are designed for inclusivity and equity from the start. When we improve access and outcomes for students with disabilities, all students benefit. Mission We - [Document and Communicate Vital Facts](https://www.centerforlearnerequity.org/what-we-do/document-and-communicate-facts/) - The Center is committed to proactively documenting and disseminating accurate information about the status of students with disabilities in public schools, especially in high-choice districts. We recognize the tendency to rely on anecdotal evidence in the conversation about special education in charter schools and beyond and seek to address this issue by conducting select qualitative - [Partners](https://www.centerforlearnerequity.org/who-we-are/partners/) - Our work is, and continues to be, informed and enriched by meaningful partnerships with organizations in both the charter and special education sectors – as thought leaders, collaborators, field and research experts, and advocates. Current and past partners include: Consistent with our commitment to advancing equity, CLE seeks to contract with vendors and service providers - [Develop Coalitions and Form Essential Partnerships](https://www.centerforlearnerequity.org/what-we-do/develop-coalitions/) - The Center is committed to bringing together stakeholders to collaborate, find common ground, and create economies of scale in order to change the status quo for students with disabilities in traditional and charter public schools. This goal is met through three distinct networks that bring together individuals and organizations working on these issues: Equity CoalitionBuilding - [Family Resources](https://www.centerforlearnerequity.org/family-resources/) - Students with disabilities and their families face a complex maze of policies and procedures when seeking the education and services they are legally entitled. Through our research, the Center has found that navigating special education within the charter system can be particularly daunting and many families are not aware of their children’s right to attend - [Build Capacity for Excellence in the Field](https://www.centerforlearnerequity.org/what-we-do/capacity-for-excellence/) - The Center works to actively engage key stakeholders to fully leverage the innovative opportunities created by charter school laws in order to change the status quo and catalyze initiatives that will result in systems-level improvements. We accomplish this goal by strategically collaborating with charter schools, authorizers, departments of education, charter support organizations, the - [Equity Coalition](https://www.centerforlearnerequity.org/what-we-do/equity-coaltion/) - Equity Coalition Building Bridges Connecting a Diverse Coalition of Stakeholders Build Robust Relationships Identify and Implement Relevant Policy Solutions Inform the Center’s Work Influence Practice The Equity Coalition is one of the core programs of the Center and captures the essence of what we hold dear – bringing together stakeholders from different points of view - [COVID-19 and Students with Disabilities](https://www.centerforlearnerequity.org/covid-19/) - COVID-19 and Students with Disabilities As the effects of the pandemic continue to unfold, we’re working to ensure that the rights of students with disabilities are protected. Follow this page as we continue to add news, resources, and guidance for educators, advocates, and parents. Ensuring FAPE for Students with Disabilities During COVID-19 Created in partnership - [Accessibility](https://www.centerforlearnerequity.org/website-accessibility/) - The Center is committed to ensuring that its website is accessible to all users. If you encounter a problem accessing www.centerforlearnerequity.org or would like to provide feedback, please email info@centerforlearnerequity.org. These guidelines are based on federal requirements outlined in Section 508 (the Electronic and Information Technology Accessibility Standards, authorized by the Architectural and Transportation Barriers - [Reports and Briefs](https://www.centerforlearnerequity.org/reports-and-briefs/) - [What We Do](https://www.centerforlearnerequity.org/what-we-do/) - What We Do We’re working toward a future in which schools are designed for the margins from the start. We provide expert guidance to policymakers, education leaders, and advocates that bridges the gap between theory and practice—all while working closely with partners in the disability advocacy and education reform sectors. Document and Communicate FactsThe Center - [Thank You](https://www.centerforlearnerequity.org/who-we-are/thank-you/) - Thank You for Contact The Center for Learner Equity! We have received your message and will be in touch within 24 hours. - [COVID-19 and Students with Disabilities: FAQs for Authorizers](https://www.centerforlearnerequity.org/covid-19/covid-19-and-students-with-disabilities-faqs-for-authorizers/) - As the United States works to control the COVID-19 pandemic, schools across the country have been severely affected by widespread school closures and significant disruptions to K-12 schooling. As a result, the entire education sector is working to provide options and guidance for continuing education during the time school buildings are closed to students. Students - [COVID-19 and Students with Disabilities: FAQs for Schools and Practitioners](https://www.centerforlearnerequity.org/covid-19/covid-19-and-students-with-disabilities-faqs-for-schools-and-practitioners/) - As the United States works to control the COVID-19 pandemic, schools across the country have been severely affected by widespread school closures and significant disruptions to K-12 schooling. As a result, the entire education sector is working to provide options and guidance for continuing education during the time school buildings are closed to students. Students - [Resources for Educating Students with Disabilities During the Coronavirus Crisis](https://www.centerforlearnerequity.org/family-resources/resources-for-educating-students-with-disabilities-during-the-coronavirus-crisis/) - As the world determines how to handle the escalating outbreak of COVID-19, education leaders across the country are facing difficult and enormously impactful decisions. We hope the following resource guide will assist educators and school practitioners in developing comprehensive plans for students with disabilities and creating effective and high-quality learning environments for all during this - [Special Education in the Nevada Charter School Sector](https://www.centerforlearnerequity.org/case-studies/special-education-in-the-nevada/) - Special Education Ecosystem Improvement Special Education in the Nevada Charter School Sector Summary Authorizers play a critical role in ensuring that students with disabilities have access to charter schools through their oversight and support of schools within their portfolio. Charter schools must be equipped to not only comply with federal and state statutes pertaining to - [Providing Thought Leadership in High-Choice Districts](https://www.centerforlearnerequity.org/case-studies/thought-leadership-in-high-choice-districts/) - Providing Thought Leadership in High-Choice Districts Understanding Programmatic Access and Gaps in Service Provision in Post-Katrina New Orleans Summary New Orleans is the nation’s first all-charter system of schools nationally recognized for its decentralized governance model. While public education in post-Katrina New Orleans provided a promise of improved education, that promise struggles to be realized - [Creating Interactive Resources](https://www.centerforlearnerequity.org/case-studies/creating-interactive-resources/) - Creating Interactive Resources NACSA’s Special Education Toolkit for Authorizers Summary The Center partnered with the National Association for Charter School Authorizers (NACSA) to create a comprehensive and practical “special education toolkit” for authorizers that provides guidance and robust tools to assist them in protecting the rights of students with disabilities and ensuring that they are - [Designing and Elevating Conference Programming](https://www.centerforlearnerequity.org/case-studies/elevating-conference-programming/) - Special Education Programming at the 2019 National Charter Schools Conference Designing and Elevating Conference Programming Summary We partnered with the National Alliance for Public Charter Schools, with support from the Bill & Melinda Gates Foundation, as part of a mutual priority to raise the profile of disability and equity issues at the 2019 National Charter - [Capacity Building Massachusetts Case Study](https://www.centerforlearnerequity.org/case-studies/capacity-building/) - Partnering with a Charter Support Organization to Build Capacity Around Supporting Students with Disabilities and English Language Learners in Charter Schools Summary The Center partnered with Massachusetts Charter Public School Association (“MCPSA”) to inform efforts to create a “capacity building network” to support students with disabilities and English language learners (“ELLs”) in charter schools. 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[systems of support](https://www.centerforlearnerequity.org/tag/systems-of-support/) - [programmatic](https://www.centerforlearnerequity.org/tag/programmatic/) - [individual](https://www.centerforlearnerequity.org/tag/individual/) - [student differences](https://www.centerforlearnerequity.org/tag/student-differences/) - [diverse](https://www.centerforlearnerequity.org/tag/diverse/) - [academic success](https://www.centerforlearnerequity.org/tag/academic-success/) - [behavior management](https://www.centerforlearnerequity.org/tag/behavior-management/) - [Birthday](https://www.centerforlearnerequity.org/tag/birthday/) - [progress](https://www.centerforlearnerequity.org/tag/progress/) - [network](https://www.centerforlearnerequity.org/tag/network/) - [collaboration](https://www.centerforlearnerequity.org/tag/collaboration/) - [need](https://www.centerforlearnerequity.org/tag/need/) - [highlights](https://www.centerforlearnerequity.org/tag/highlights/) - [partners](https://www.centerforlearnerequity.org/tag/partners/) - [commitment](https://www.centerforlearnerequity.org/tag/commitment/) - [laws](https://www.centerforlearnerequity.org/tag/laws/) - [equal access](https://www.centerforlearnerequity.org/tag/equal-access/) - [recommendations](https://www.centerforlearnerequity.org/tag/recommendations/) - [priority](https://www.centerforlearnerequity.org/tag/priority/) - [virtual schools](https://www.centerforlearnerequity.org/tag/virtual-schools/) - [diversity](https://www.centerforlearnerequity.org/tag/diversity/) - [legal](https://www.centerforlearnerequity.org/tag/legal/) - [programs](https://www.centerforlearnerequity.org/tag/programs/) - [Excellent opportunities](https://www.centerforlearnerequity.org/tag/excellent-opportunities/) - [federal](https://www.centerforlearnerequity.org/tag/federal/) - [state](https://www.centerforlearnerequity.org/tag/state/) - [local](https://www.centerforlearnerequity.org/tag/local/) - [LEA](https://www.centerforlearnerequity.org/tag/lea/) - [CSO](https://www.centerforlearnerequity.org/tag/cso/) - [program](https://www.centerforlearnerequity.org/tag/program/) - [membership](https://www.centerforlearnerequity.org/tag/membership/) - [technical assistance](https://www.centerforlearnerequity.org/tag/technical-assistance/) - [leaders](https://www.centerforlearnerequity.org/tag/leaders/) - [school models](https://www.centerforlearnerequity.org/tag/school-models/) - [personalized learning](https://www.centerforlearnerequity.org/tag/personalized-learning/) - [case study](https://www.centerforlearnerequity.org/tag/case-study/) - [growth](https://www.centerforlearnerequity.org/tag/growth/) - [financial responsibility](https://www.centerforlearnerequity.org/tag/financial-responsibility/) - [IEPs](https://www.centerforlearnerequity.org/tag/ieps/) - [Models](https://www.centerforlearnerequity.org/tag/models/) - [evaluated](https://www.centerforlearnerequity.org/tag/evaluated/) - [committee](https://www.centerforlearnerequity.org/tag/committee/) - [individual students](https://www.centerforlearnerequity.org/tag/individual-students/) - [thrive](https://www.centerforlearnerequity.org/tag/thrive/) - [Reports](https://www.centerforlearnerequity.org/tag/reports/) - [Section 504](https://www.centerforlearnerequity.org/tag/section-504/) - [specific focus](https://www.centerforlearnerequity.org/tag/specific-focus/) - [equitable access](https://www.centerforlearnerequity.org/tag/equitable-access/) - [policy makers](https://www.centerforlearnerequity.org/tag/policy-makers/) - [placement](https://www.centerforlearnerequity.org/tag/placement/) - [and local levels](https://www.centerforlearnerequity.org/tag/and-local-levels/) - [percentages](https://www.centerforlearnerequity.org/tag/percentages/) - [testing](https://www.centerforlearnerequity.org/tag/testing/) - [LAB](https://www.centerforlearnerequity.org/tag/lab/) - [academic performance](https://www.centerforlearnerequity.org/tag/academic-performance/) - [personalized educational experiences](https://www.centerforlearnerequity.org/tag/personalized-educational-experiences/) - [recruitment](https://www.centerforlearnerequity.org/tag/recruitment/) - [responsibility](https://www.centerforlearnerequity.org/tag/responsibility/) - [individualized needs](https://www.centerforlearnerequity.org/tag/individualized-needs/) - [focus](https://www.centerforlearnerequity.org/tag/focus/) - [hands-on learning](https://www.centerforlearnerequity.org/tag/hands-on-learning/) - [frameworks](https://www.centerforlearnerequity.org/tag/frameworks/) - [individualized instruction](https://www.centerforlearnerequity.org/tag/individualized-instruction/) - [inclusive classrooms](https://www.centerforlearnerequity.org/tag/inclusive-classrooms/) - [core values](https://www.centerforlearnerequity.org/tag/core-values/) - [practice](https://www.centerforlearnerequity.org/tag/practice/) - [co-teachers](https://www.centerforlearnerequity.org/tag/co-teachers/) - [awareness](https://www.centerforlearnerequity.org/tag/awareness/) - [school autonomy](https://www.centerforlearnerequity.org/tag/school-autonomy/) - [neighborhood](https://www.centerforlearnerequity.org/tag/neighborhood/) - [conversation](https://www.centerforlearnerequity.org/tag/conversation/) - [guidance](https://www.centerforlearnerequity.org/tag/guidance/) - [rights](https://www.centerforlearnerequity.org/tag/rights/) - [serve](https://www.centerforlearnerequity.org/tag/serve/) - [advocate](https://www.centerforlearnerequity.org/tag/advocate/) - [discussion](https://www.centerforlearnerequity.org/tag/discussion/) - [language](https://www.centerforlearnerequity.org/tag/language/) - [model language](https://www.centerforlearnerequity.org/tag/model-language/) - [state leaders](https://www.centerforlearnerequity.org/tag/state-leaders/) - [educational institiutions](https://www.centerforlearnerequity.org/tag/educational-institiutions/) - [Tenth Circuit](https://www.centerforlearnerequity.org/tag/tenth-circuit/) - [education programs](https://www.centerforlearnerequity.org/tag/education-programs/) - [financial support](https://www.centerforlearnerequity.org/tag/financial-support/) - [just-more-than-trivial-benefit](https://www.centerforlearnerequity.org/tag/just-more-than-trivial-benefit/) - [UP](https://www.centerforlearnerequity.org/tag/up/) - [turnaround](https://www.centerforlearnerequity.org/tag/turnaround/) - [strategy](https://www.centerforlearnerequity.org/tag/strategy/) - [legislative](https://www.centerforlearnerequity.org/tag/legislative/) - [restart](https://www.centerforlearnerequity.org/tag/restart/) - [process](https://www.centerforlearnerequity.org/tag/process/) - [improving](https://www.centerforlearnerequity.org/tag/improving/) - [training](https://www.centerforlearnerequity.org/tag/training/) - [Costly](https://www.centerforlearnerequity.org/tag/costly/) - ["counseling-out"](https://www.centerforlearnerequity.org/tag/counseling-out/) - [mystery shopper program](https://www.centerforlearnerequity.org/tag/mystery-shopper-program/) - [test](https://www.centerforlearnerequity.org/tag/test/) - [Title I](https://www.centerforlearnerequity.org/tag/title-i/) - [input](https://www.centerforlearnerequity.org/tag/input/) - [suggestions](https://www.centerforlearnerequity.org/tag/suggestions/) - [inprove achievement](https://www.centerforlearnerequity.org/tag/inprove-achievement/) - [consequences](https://www.centerforlearnerequity.org/tag/consequences/) - [improve](https://www.centerforlearnerequity.org/tag/improve/) - [resolution](https://www.centerforlearnerequity.org/tag/resolution/) - [high-performing schools](https://www.centerforlearnerequity.org/tag/high-performing-schools/) - [low-performing schools](https://www.centerforlearnerequity.org/tag/low-performing-schools/) - [monitoring process](https://www.centerforlearnerequity.org/tag/monitoring-process/) - [training session](https://www.centerforlearnerequity.org/tag/training-session/) - [Planning](https://www.centerforlearnerequity.org/tag/planning/) - [Department of Education](https://www.centerforlearnerequity.org/tag/department-of-education/) - [reinforce](https://www.centerforlearnerequity.org/tag/reinforce/) - [performance](https://www.centerforlearnerequity.org/tag/performance/) - [assessments](https://www.centerforlearnerequity.org/tag/assessments/) - [ESEA](https://www.centerforlearnerequity.org/tag/esea/) - [money](https://www.centerforlearnerequity.org/tag/money/) - [operations](https://www.centerforlearnerequity.org/tag/operations/) - [laws and regulations](https://www.centerforlearnerequity.org/tag/laws-and-regulations/) - [provision](https://www.centerforlearnerequity.org/tag/provision/) - [suspension](https://www.centerforlearnerequity.org/tag/suspension/) - [expulsion](https://www.centerforlearnerequity.org/tag/expulsion/) - [ECRCCA](https://www.centerforlearnerequity.org/tag/ecrcca/) - [provisions](https://www.centerforlearnerequity.org/tag/provisions/) - [Networks](https://www.centerforlearnerequity.org/tag/networks/) - [state and local laws](https://www.centerforlearnerequity.org/tag/state-and-local-laws/) - [federal laws](https://www.centerforlearnerequity.org/tag/federal-laws/) - [framework](https://www.centerforlearnerequity.org/tag/framework/) - [rubric](https://www.centerforlearnerequity.org/tag/rubric/) - [tool](https://www.centerforlearnerequity.org/tag/tool/) - [review](https://www.centerforlearnerequity.org/tag/review/) - [template](https://www.centerforlearnerequity.org/tag/template/) - [confusion](https://www.centerforlearnerequity.org/tag/confusion/) - [variables](https://www.centerforlearnerequity.org/tag/variables/) - [Michigan](https://www.centerforlearnerequity.org/tag/michigan/) - [inclusive education](https://www.centerforlearnerequity.org/tag/inclusive-education/) - [full continuum of services](https://www.centerforlearnerequity.org/tag/full-continuum-of-services/) - [co-teaching](https://www.centerforlearnerequity.org/tag/co-teaching/) - [accommodations](https://www.centerforlearnerequity.org/tag/accommodations/) - [quality programs](https://www.centerforlearnerequity.org/tag/quality-programs/) - [federal role](https://www.centerforlearnerequity.org/tag/federal-role/) - [principles](https://www.centerforlearnerequity.org/tag/principles/) - [finance project](https://www.centerforlearnerequity.org/tag/finance-project/) - [data visualization](https://www.centerforlearnerequity.org/tag/data-visualization/) - [enrollment policies](https://www.centerforlearnerequity.org/tag/enrollment-policies/) - [code of conduct](https://www.centerforlearnerequity.org/tag/code-of-conduct/) - [communicate](https://www.centerforlearnerequity.org/tag/communicate/) - [federal and state law](https://www.centerforlearnerequity.org/tag/federal-and-state-law/) - [polices](https://www.centerforlearnerequity.org/tag/polices/) - [disciplinary hearing](https://www.centerforlearnerequity.org/tag/disciplinary-hearing/) - [suspensions](https://www.centerforlearnerequity.org/tag/suspensions/) - [Brief](https://www.centerforlearnerequity.org/tag/brief/) - [issue](https://www.centerforlearnerequity.org/tag/issue/) - [legal status](https://www.centerforlearnerequity.org/tag/legal-status/) - [infrastructures](https://www.centerforlearnerequity.org/tag/infrastructures/) - [demographics](https://www.centerforlearnerequity.org/tag/demographics/) - [collaborate](https://www.centerforlearnerequity.org/tag/collaborate/) - [student engagement](https://www.centerforlearnerequity.org/tag/student-engagement/) - [choice](https://www.centerforlearnerequity.org/tag/choice/) - [D.C.](https://www.centerforlearnerequity.org/tag/d-c/) - [paraprofessionals](https://www.centerforlearnerequity.org/tag/paraprofessionals/) - [news](https://www.centerforlearnerequity.org/tag/news/) - [the center](https://www.centerforlearnerequity.org/tag/the-center/) - [race](https://www.centerforlearnerequity.org/tag/race/) - [intersectionality](https://www.centerforlearnerequity.org/tag/intersectionality/) - [privilege](https://www.centerforlearnerequity.org/tag/privilege/) - [Child Find](https://www.centerforlearnerequity.org/tag/child-find/) - [statement](https://www.centerforlearnerequity.org/tag/statement/) - [budget](https://www.centerforlearnerequity.org/tag/budget/) - [federal government](https://www.centerforlearnerequity.org/tag/federal-government/) - [education funding](https://www.centerforlearnerequity.org/tag/education-funding/) - [special education funding](https://www.centerforlearnerequity.org/tag/special-education-funding/) - [COVID-19](https://www.centerforlearnerequity.org/tag/covid-19/) - [coronavirus](https://www.centerforlearnerequity.org/tag/coronavirus/) - [school closure](https://www.centerforlearnerequity.org/tag/school-closure/) - [press release](https://www.centerforlearnerequity.org/tag/press-release/) - [educating all learners alliance](https://www.centerforlearnerequity.org/tag/educating-all-learners-alliance/) - [press coverage](https://www.centerforlearnerequity.org/tag/press-coverage/) - [COVID1-19](https://www.centerforlearnerequity.org/tag/covid1-19/) - [traditional district schools](https://www.centerforlearnerequity.org/tag/traditional-district-schools/) - [Texas](https://www.centerforlearnerequity.org/tag/texas/) - [Letter](https://www.centerforlearnerequity.org/tag/letter/) - [Congress](https://www.centerforlearnerequity.org/tag/congress/) - [New Jersey](https://www.centerforlearnerequity.org/tag/new-jersey/) - [virtual learning](https://www.centerforlearnerequity.org/tag/virtual-learning/) - [Blog](https://www.centerforlearnerequity.org/tag/blog/) - [In the News](https://www.centerforlearnerequity.org/tag/in-the-news/) - [school closures](https://www.centerforlearnerequity.org/tag/school-closures/) - [remote learning](https://www.centerforlearnerequity.org/tag/remote-learning/) - [juvenile justice](https://www.centerforlearnerequity.org/tag/juvenile-justice/) - [Washington](https://www.centerforlearnerequity.org/tag/washington/) - [FAPE](https://www.centerforlearnerequity.org/tag/fape/) - [racial justice](https://www.centerforlearnerequity.org/tag/racial-justice/) - [special education infrastructure](https://www.centerforlearnerequity.org/tag/special-education-infrastructure/) - [educational equity](https://www.centerforlearnerequity.org/tag/educational-equity/) - [universal design for learning](https://www.centerforlearnerequity.org/tag/universal-design-for-learning/) - [UDL](https://www.centerforlearnerequity.org/tag/udl/) - [accessibility](https://www.centerforlearnerequity.org/tag/accessibility/) - [Juneteenth](https://www.centerforlearnerequity.org/tag/juneteenth/) - [equitable schools](https://www.centerforlearnerequity.org/tag/equitable-schools/) - [policing](https://www.centerforlearnerequity.org/tag/policing/) - [police brutality](https://www.centerforlearnerequity.org/tag/police-brutality/) - [police in schools](https://www.centerforlearnerequity.org/tag/police-in-schools/) - [Connecticut](https://www.centerforlearnerequity.org/tag/connecticut/) - [charter-district relationships](https://www.centerforlearnerequity.org/tag/charter-district-relationships/) - [financing](https://www.centerforlearnerequity.org/tag/financing/) - [definitions](https://www.centerforlearnerequity.org/tag/definitions/) - [sources](https://www.centerforlearnerequity.org/tag/sources/) - [database](https://www.centerforlearnerequity.org/tag/database/) - [charter school finance](https://www.centerforlearnerequity.org/tag/charter-school-finance/) - [Supreme Court](https://www.centerforlearnerequity.org/tag/supreme-court/) - [school vouchers](https://www.centerforlearnerequity.org/tag/school-vouchers/) - [appropriations](https://www.centerforlearnerequity.org/tag/appropriations/) - [Charter School Program](https://www.centerforlearnerequity.org/tag/charter-school-program/) - [charter school funding](https://www.centerforlearnerequity.org/tag/charter-school-funding/) - [federal budget](https://www.centerforlearnerequity.org/tag/federal-budget/) - [standardized testing](https://www.centerforlearnerequity.org/tag/standardized-testing/) - [census](https://www.centerforlearnerequity.org/tag/census/) - [Ruth Bader Ginsburg](https://www.centerforlearnerequity.org/tag/ruth-bader-ginsburg/) - [RBG](https://www.centerforlearnerequity.org/tag/rbg/) - [Olmstead v. L.C.](https://www.centerforlearnerequity.org/tag/olmstead-v-l-c/) - [Olmstead Decision](https://www.centerforlearnerequity.org/tag/olmstead-decision/) - [special education in charter schools](https://www.centerforlearnerequity.org/tag/special-education-in-charter-schools/) - [CRDC 2015-16](https://www.centerforlearnerequity.org/tag/crdc-2015-16/) - [LEA status](https://www.centerforlearnerequity.org/tag/lea-status/) - [hurricane katrina](https://www.centerforlearnerequity.org/tag/hurricane-katrina/) - [trauma](https://www.centerforlearnerequity.org/tag/trauma/) - [tips for school leaders](https://www.centerforlearnerequity.org/tag/tips-for-school-leaders/) - [Crip Camp](https://www.centerforlearnerequity.org/tag/crip-camp/) - [movie review](https://www.centerforlearnerequity.org/tag/movie-review/) - [Camp Jened](https://www.centerforlearnerequity.org/tag/camp-jened/) - [disability rights](https://www.centerforlearnerequity.org/tag/disability-rights/) - [Election 2020](https://www.centerforlearnerequity.org/tag/election-2020/) - [Joe Biden](https://www.centerforlearnerequity.org/tag/joe-biden/) - [Kamala Harris](https://www.centerforlearnerequity.org/tag/kamala-harris/) - [school policing](https://www.centerforlearnerequity.org/tag/school-policing/) - [school resource officers](https://www.centerforlearnerequity.org/tag/school-resource-officers/) - [law enforcement in schools](https://www.centerforlearnerequity.org/tag/law-enforcement-in-schools/) - [keeping all students safe act](https://www.centerforlearnerequity.org/tag/keeping-all-students-safe-act/) - [school discipline](https://www.centerforlearnerequity.org/tag/school-discipline/) - [individuals with disabilities education act](https://www.centerforlearnerequity.org/tag/individuals-with-disabilities-education-act/) - [disability rights movement](https://www.centerforlearnerequity.org/tag/disability-rights-movement/) - [special education law](https://www.centerforlearnerequity.org/tag/special-education-law/) - [disability law](https://www.centerforlearnerequity.org/tag/disability-law/) - [Eskelon Garcia](https://www.centerforlearnerequity.org/tag/eskelon-garcia/) - [Secretary of Education](https://www.centerforlearnerequity.org/tag/secretary-of-education/) - [Biden Education](https://www.centerforlearnerequity.org/tag/biden-education/) - [Education Policy](https://www.centerforlearnerequity.org/tag/education-policy/) - [Biden transition](https://www.centerforlearnerequity.org/tag/biden-transition/) - [Colorado](https://www.centerforlearnerequity.org/tag/colorado/) - [special education Colorado](https://www.centerforlearnerequity.org/tag/special-education-colorado/) - [Colorado charter schools](https://www.centerforlearnerequity.org/tag/colorado-charter-schools/) - [charter schools COVID-19](https://www.centerforlearnerequity.org/tag/charter-schools-covid-19/) - [Miguel Cardona](https://www.centerforlearnerequity.org/tag/miguel-cardona/) - [disability policy](https://www.centerforlearnerequity.org/tag/disability-policy/) - [learning loss](https://www.centerforlearnerequity.org/tag/learning-loss/) - [compensatory services](https://www.centerforlearnerequity.org/tag/compensatory-services/) - [transportation](https://www.centerforlearnerequity.org/tag/transportation/) - [back to school](https://www.centerforlearnerequity.org/tag/back-to-school/) - [facilities safety](https://www.centerforlearnerequity.org/tag/facilities-safety/) - [P.B. v. White](https://www.centerforlearnerequity.org/tag/p-b-v-white/) - [special education policy](https://www.centerforlearnerequity.org/tag/special-education-policy/) - [House Education and Labor Committee](https://www.centerforlearnerequity.org/tag/house-education-and-labor-committee/) - [IDEA funding](https://www.centerforlearnerequity.org/tag/idea-funding/) - [PACT Act](https://www.centerforlearnerequity.org/tag/pact-act/) - [West Virginia](https://www.centerforlearnerequity.org/tag/west-virginia/) - [charter school policy](https://www.centerforlearnerequity.org/tag/charter-school-policy/) - [waivers](https://www.centerforlearnerequity.org/tag/waivers/) - [Tennessee](https://www.centerforlearnerequity.org/tag/tennessee/) - [American Recovery Act](https://www.centerforlearnerequity.org/tag/american-recovery-act/) - [School Funding](https://www.centerforlearnerequity.org/tag/school-funding/) - [New Orleans](https://www.centerforlearnerequity.org/tag/new-orleans/) - [charter school leadership](https://www.centerforlearnerequity.org/tag/charter-school-leadership/) - [cyberbulling](https://www.centerforlearnerequity.org/tag/cyberbulling/) - [school bullying](https://www.centerforlearnerequity.org/tag/school-bullying/) - [school leadership](https://www.centerforlearnerequity.org/tag/school-leadership/) - [Webinar](https://www.centerforlearnerequity.org/tag/webinar/) - [Mask mandates](https://www.centerforlearnerequity.org/tag/mask-mandates/) - [civil rights data collection](https://www.centerforlearnerequity.org/tag/civil-rights-data-collection/) - [BlackHistoryMonth](https://www.centerforlearnerequity.org/tag/blackhistorymonth/) - [podcast](https://www.centerforlearnerequity.org/tag/podcast/) - [inclusive schools](https://www.centerforlearnerequity.org/tag/inclusive-schools/) ## Resource Type - [Publication](https://www.centerforlearnerequity.org/resource_type/publication/) ## Topic - [Discipline](https://www.centerforlearnerequity.org/topic/discipline/) - [Charter School Authorizers](https://www.centerforlearnerequity.org/topic/authorizers/) - [COVID-19](https://www.centerforlearnerequity.org/topic/covid-19/) - [IDEA](https://www.centerforlearnerequity.org/topic/idea/) - [special education](https://www.centerforlearnerequity.org/topic/special-education/) - [CRDC](https://www.centerforlearnerequity.org/topic/crdc/) - [Special Education Funding](https://www.centerforlearnerequity.org/topic/funding/) - [civil rights](https://www.centerforlearnerequity.org/topic/civil-rights/) - [Statement](https://www.centerforlearnerequity.org/topic/statement/) - [Blog](https://www.centerforlearnerequity.org/topic/blog/) - [Case Studies](https://www.centerforlearnerequity.org/topic/case-studies/) - [Milestones](https://www.centerforlearnerequity.org/topic/milestones/) - [In the News](https://www.centerforlearnerequity.org/topic/in-the-news/) - [Special Education Policy](https://www.centerforlearnerequity.org/topic/special-education-policy/) - [Family Resources](https://www.centerforlearnerequity.org/topic/family-resources/) - [Resources](https://www.centerforlearnerequity.org/topic/resource/) - [Top 10 Resources](https://www.centerforlearnerequity.org/topic/top-10-resources/) - [Newsletter](https://www.centerforlearnerequity.org/topic/newsletter/) - [Report](https://www.centerforlearnerequity.org/topic/report/) - [Publication](https://www.centerforlearnerequity.org/topic/publication/) - [Map](https://www.centerforlearnerequity.org/topic/map/) - [Video](https://www.centerforlearnerequity.org/topic/video/) - [Testimony](https://www.centerforlearnerequity.org/topic/testimony/) - [Brief](https://www.centerforlearnerequity.org/topic/brief/) - [Landing Page](https://www.centerforlearnerequity.org/topic/landing-page/) - [Educational equity](https://www.centerforlearnerequity.org/topic/educational-equity/) - [Litigation](https://www.centerforlearnerequity.org/topic/litigation/) - [Coalition Work](https://www.centerforlearnerequity.org/topic/coalition-work/) - [equity](https://www.centerforlearnerequity.org/topic/equity/) - [Webinar](https://www.centerforlearnerequity.org/topic/webinar/) ## Tags - [Equity Coalition](https://www.centerforlearnerequity.org/tags/equity-coalition/) - [choice](https://www.centerforlearnerequity.org/tags/choice/) - [options](https://www.centerforlearnerequity.org/tags/options/) - [equitable](https://www.centerforlearnerequity.org/tags/equitable/) - [policy](https://www.centerforlearnerequity.org/tags/policy/) - [access](https://www.centerforlearnerequity.org/tags/access/) - [civil rights](https://www.centerforlearnerequity.org/tags/civil-rights/) - [instruction](https://www.centerforlearnerequity.org/tags/instruction/) - [specialized](https://www.centerforlearnerequity.org/tags/specialized/) - [commitment](https://www.centerforlearnerequity.org/tags/commitment/) - [services](https://www.centerforlearnerequity.org/tags/services/) - [quality](https://www.centerforlearnerequity.org/tags/quality/) - [accessibility](https://www.centerforlearnerequity.org/tags/accessibility/) - [inclusion](https://www.centerforlearnerequity.org/tags/inclusion/) - [collaboration](https://www.centerforlearnerequity.org/tags/collaboration/) - [accountability](https://www.centerforlearnerequity.org/tags/accountability/) - [autonomy and flexibility](https://www.centerforlearnerequity.org/tags/autonomy-and-flexibility/) - [resources](https://www.centerforlearnerequity.org/tags/resources/) ## Authors - [The Center](https://www.centerforlearnerequity.org/authors/the-center/) - [Paul O’Neill](https://www.centerforlearnerequity.org/authors/paul-oneill/) - [Lauren Morando Rhim](https://www.centerforlearnerequity.org/authors/lauren-morando-rhim/) - [Stephanie Lancet](https://www.centerforlearnerequity.org/authors/stephanie-lancet/) - [Lindsay Coker](https://www.centerforlearnerequity.org/authors/lindsay-coker/) - [Shaini Kothari](https://www.centerforlearnerequity.org/authors/shaini-kothari/) - [Colleen Eskow](https://www.centerforlearnerequity.org/authors/colleen-eskow/) - [Amy Ruck](https://www.centerforlearnerequity.org/authors/amy-ruck/) - [Kathryn Huber](https://www.centerforlearnerequity.org/authors/kathryn-huber/) - [Sivan Tuchman](https://www.centerforlearnerequity.org/authors/sivan-tuchman/) - [Jesse Gumz](https://www.centerforlearnerequity.org/authors/jesse-gumz/) - [Kelly Henderson](https://www.centerforlearnerequity.org/authors/kelly-henderson/) - [NACSA](https://www.centerforlearnerequity.org/authors/nacsa/) - [Debra Grabill](https://www.centerforlearnerequity.org/authors/debra-grabill/) - [Teri Pettit](https://www.centerforlearnerequity.org/authors/teri-pettit/) - [Wendy Tucker](https://www.centerforlearnerequity.org/authors/wendy-tucker/) - [Megan Ohlssen](https://www.centerforlearnerequity.org/authors/megan-ohlssen/) - [Simone Hall](https://www.centerforlearnerequity.org/authors/simone-hall/) - [IEP](https://www.centerforlearnerequity.org/authors/iep/) - [civil rights](https://www.centerforlearnerequity.org/authors/civil-rights/) - [COVID-19](https://www.centerforlearnerequity.org/authors/covid-19/) - [special education](https://www.centerforlearnerequity.org/authors/special-education/) - [Claire Nilsen Blumenson](https://www.centerforlearnerequity.org/authors/claire-nilsen-blumenson/) - [Megan Ohlssen and Lauren Krempecki](https://www.centerforlearnerequity.org/authors/megan-ohlssen-and-lauren-krempecki/) - [Simone Hall and Stephanie Lancet](https://www.centerforlearnerequity.org/authors/simone-hall-and-stephanie-lancet/) - [Meghan Whittaker](https://www.centerforlearnerequity.org/authors/meghan-whittaker/) - [Jennifer Coco](https://www.centerforlearnerequity.org/authors/jennifer-coco/) - [Jennifer Coco + Aqua Stovall + Liz Marcell Williams](https://www.centerforlearnerequity.org/authors/jennifer-coco-aqua-stovall-liz-marcell-williams/) - [Equity Coalition](https://www.centerforlearnerequity.org/authors/equity-coalition/) - [Center for Learner Equity](https://www.centerforlearnerequity.org/authors/center-for-learner-equity/) - [Florence Simmons (LRP Publications)](https://www.centerforlearnerequity.org/authors/florence-simmons-lrp-publications/) - [LRP Publications](https://www.centerforlearnerequity.org/authors/lrp-publications/) - [Laura Stelitano](https://www.centerforlearnerequity.org/authors/laura-stelitano/) - [Cache Owens](https://www.centerforlearnerequity.org/authors/cache-owens/) - [NCSECS](https://www.centerforlearnerequity.org/authors/ncsecs/) - [Wendy Tucker & Jennifer Coco](https://www.centerforlearnerequity.org/authors/wendy-tucker-jennifer-coco/) - [The Center for Learner Equity](https://www.centerforlearnerequity.org/authors/the-center-for-learner-equity/) - [Jacy Nary](https://www.centerforlearnerequity.org/authors/jacy-nary/) - [CLE](https://www.centerforlearnerequity.org/authors/cle/)