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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 sector. CLE conducted a thorough study, including scanning journalistic reports, interviewing key experts, and conducting a literature review to identify and explore actions taken by stakeholders. It also emphasized high-leverage practices for students with disabilities, particularly BIPOC students. The study resulted in a series of stakeholder reports and a case study of a dynamic charter ecosystem in Washington State, highlighting how state policymakers, authorizers, nonprofits, charter management organizations, and schools can improve the educational experiences of students with disabilities. In our research, CLE sought to achieve two primary objectives: Understanding Impact on Growth and Sustainability: Investigating how the experiences of students with disabilities influence the growth and sustainability of charter schools. Improving Student Experiences: Identifying actionable steps by key stakeholders to improve the educational experiences of students with disabilities in charter schools. View the Executive Summary State Actions to Improve Education Access and Outcomes for [...]
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Model Policy Guide – 2nd Edition | Model Policies for Equitable Access and Quality Opportunities for Students with Disabilities in Charter Schools

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.

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Shifting the Tide: Exploring Centralization of Services for Students with Disabilities in New Orleans

In response to persistent challenges associated with ensuring that New Orleans’ families and students with disabilities can access high-quality supports and services across the city’s uniquely decentralized, all-charter school system, The Center for Learner Equity (CLE) sought to understand the root causes of these challenges and surface viable systemic solutions through in-depth interviews with local stakeholders.

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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”

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 their rights under the Individuals with Disabilities Act (IDEA). Read about why this matters and how it impacts charter schools in the full report.

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ED’s OSEP Issues Guidance on State IDEA Monitoring and Compliance

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 child-specific noncompliance. Overall, the guidance makes important, tangible recommendations for ensuring IDEA compliance is directly connected to reaching all students with disabilities in their daily education. Furthermore, it explicitly directs SEAs to play a proactive role in ensuring the appropriate implementation of the IDEA at the local level, and not outsourcing compliance onto the shoulders of parents and the complaint process. Read our complete summary of the latest guidance.
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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