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’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.
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 challenging to fill, according to the National Center for Education Statistics. That’s not an isolated blip — it’s a pattern we’ve seen for years, with special education consistently ranking as one of the top shortage areas nationwide. In October, the Center for Learner Equity (CLE), in partnership with the New Jersey Public Charter Schools Association (NJPCSA), released a practical Action Guide for system and school leaders who are ready to move from worry to work. This resource focuses squarely on supporting and retaining special education teachers — because if school leaders can better understand the root causes of why special educators leave their jobs, then we can take action to help these teachers stay. Download the guide here: CLE NJ Special Educators Brief_0925_V4_FINAL Read our Blog Post here.
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.
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.
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.
