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.

Child Pulling Off Handcuffs With Hands in Air

The Center’s 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.

Kid Doing Homework

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. 

Seal of the US House of Representatives

The Center’s 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). 

Ruth Bader Ginsburg

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.”

Child in a mask gets her temperature taken

Disproportionate Discipline and COVID-19: A Call for Change

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.

Woman Using Computer

The Center’s Statement in Response to the Education Department’s 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.

Teacher in Classroom

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.

We've changed our name to broaden the conversation. The National Center for Special Education is now The Center for Learner Equity.Learn more here.