Expanding Access, Improving Quality: How Local Education Agencies and Charter Schools Can Equitably Provide High-Quality School Choice Options to All Students with Disabilities in Colorado

Autor/inn/en	Dutta, Kathleen; Ohlssen, Megan; Stelitano, Laura; Ekin, Sumeyra
Institution	The Center for Learner Equity
Titel	Expanding Access, Improving Quality: How Local Education Agencies and Charter Schools Can Equitably Provide High-Quality School Choice Options to All Students with Disabilities in Colorado
Quelle	(2022), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Access to Education; Equal Education; School Districts; Charter Schools; Student Needs; Special Education; Inclusion; Governance; Educational Finance; Educational Quality; Compliance (Legal); Accountability; School Responsibility; Public Education; Enrollment Trends; Special Classes; Barriers; Transportation; Educational Policy; Individualized Education Programs; Racial Bias; African American Students; Males; Disproportionate Representation; Educational Legislation; Federal Legislation; Colorado; California (Los Angeles) + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Charter school; Charter-Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Quality of education; Bildungsqualität; Verantwortung; Öffentliche Erziehung; Special class; Sonderklasse; Verkehrswesen; Politics of education; Individualized education program; Individualisierendes Lernen; Racial discrimination; Rassismus; African Americans; Afroamerikaner; Male; Männliches Geschlecht; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The discussion of enrollment of students with disabilities in charter schools focuses on fundamental questions related to equal access and has not typically explored the quality of special education programming available. However, absent quality support and services, access to charter schools is essentially a hollow promise. This report examines how school districts and charter schools in Colorado provide access to school choice and specialized programming to students with disabilities who require moderate to significant support. In this report, students who require moderate to significant support are defined as roughly 18% of students with disabilities (or an estimated 2.5% of all students) eligible for more extensive and specialized services. These students are often educated in the regular classroom less than 40% of the school day. Findings embedded in this report are based on 31 interviews with key stakeholders, a focus group with charter school educators representing four schools, a meeting of a special education working group hosted by the Colorado Association of Charter School Authorizers (CACSA), an examination of the policies, structures, and practices that impact students with disabilities in Colorado, and a quantitative analysis of student enrollment in Denver Public Schools. [The authors received assistance for this report from assistance from Kaci Coats, Alex Medler, and Lauren Morando Rhim. This report was made possible under a contract with the Colorado Association of Charter School Authorizers.] (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