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.
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 [...]
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.
“Enabling Meaningful Inclusion: Lessons from School Leaders” explores how various school districts across the country intentionally create learning environments for students with disabilities.
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.
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.
In collaboration with the Camden Education Fund, CLE explores Uncommon Camden Prep High School’s experience in developing a continuum of placements for students with disabilities.
The Center for Learner Equity partnered with the Camden Education Fund, a non-profit organization in New Jersey dedicated to accelerating progress in Camden’s public school system to publish two case studies.
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.