CLE’s Analysis of the Civil Rights Data Collection
The Center for Learner Equity is proud to release our sixth secondary analysis of the U.S. Department of Education’s Civil Rights Data Collection (CRDC)’s January 2025 release, this time regarding the 2021-2022 school year. We have prepared two reports that offer an in-depth look at the experiences of students with disabilities in public charter schools and traditional public schools. Our analyses of CRDC data continue to reveal persistent disparities in enrollment, disciplinary practices, and access to college preparatory opportunities for students with disabilities.
In our “Fast Facts” brief, we examine national trends in enrollment, placement, discipline, and postsecondary access for students with disabilities in both traditional and charter public schools. We also offer a separate brief on the topic of specialized charter schools, where we explore the growth and characteristics of charter schools that specialize in educating students with disabilities.
CLE continues to urge elected officials and the U.S. Department of Education to protect and invest in the Civil Rights Data Collection. This data is critical to national transparency around protecting students’ civil rights, informing inclusive policies, and ensuring all students with disabilities receive the opportunities and supports they deserve.
Key Findings
- 1 in 7 public school students is identified as having a disability, including 14.1% of students in traditional public schools and 11.8% of students in charter schools.
- Students with disabilities are twice as likely to be suspended or arrested and face disproportionately high rates of exclusionary and harmful disciplinary practices.
- High school students with disabilities have significantly less access to college preparatory programs compared to their non-disabled peers.
Acknowledgments
Chase Nordengren and Jennifer Coco from the Center for Learner Equity contributed to this brief. Wendy Brehm led qualitative analysis, categorizing alternative specialized schools. Review feedback came from Amanda Fenton, Laura Kaloi, Lauren Morando Rhim, and Gretchen Stewart.
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