Enrollment Characteristics of Students with Disabilities in Charter and Traditional Public Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 2

Autor/inn/en	Gibson, Patrick; Robles, Ashley
Institution	The Center for Learner Equity
Titel	Enrollment Characteristics of Students with Disabilities in Charter and Traditional Public Schools. A Secondary Analysis of the Civil Rights Data Collection to Inform Policy and Practice: Key Findings and Guiding Questions That Examine the Experiences of Students with Disabilities in Charter and Traditional Public Schools. Technical Brief 2
Quelle	(2021), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Students with Disabilities; Charter Schools; Public Schools; Data Analysis; Elementary Secondary Education; Differences; Institutional Characteristics; Enrollment; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Charter school; Charter-Schule; Public school; Öffentliche Schule; Auswertung; Unterscheiden; Einschulung; Rassenunterschied; Geschlechterkonflikt
Abstract	This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on the number and percentages of students with disabilities by disability category educated in charter and traditional public schools as well as how the population of students with disabilities has changed over time. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of the disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.] (ERIC).
Anmerkungen	Center for Learner Equity. 420 Lexington Avenue Suite 300, New York, NY 10170. e-mail: info@centerforlearnerequity.org; Web site: https://www.centerforlearnerequity.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01