Enrollment of Students with Disabilities in Charter Schools and Traditional Public Schools

Autor/inn/en	Lancet, Stephanie; Rhim, Lauren Morando; O'Neill, Paul
Institution	National Center for Special Education in Charter Schools (NCSECS)
Titel	Enrollment of Students with Disabilities in Charter Schools and Traditional Public Schools
Quelle	(2020), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Traditional Schools; Public Schools; Disproportionate Representation; Access to Education; Enrollment Trends; Student Needs; Severity (of Disability); School Choice; Family Attitudes; Early Intervention; Educational Practices; Equal Education; Barriers; Disability Identification; Student Evaluation; Special Education; State Legislation; Governance; Accountability; Charter Schools + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Traditioneller Unterricht; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Schweregrad; Choice of school; Schulwahl; Bildungspraxis; Schulnote; Studentische Bewertung; Special needs education; Sonderpädagogik; Sonderschulwesen; Landesrecht; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Verantwortung; Charter school; Charter-Schule
Abstract	As the charter sector has matured, its critics have multiplied. While charter schools enjoyed bipartisan and substantial public support for their first 20 years, the tide of public opinion now flows in more varied directions. Policymakers and leaders across the country are facing pressure to limit charter expansion, with public support for charter schools becoming more party-aligned and polarized. One piece of the narrative driving this backlash is the assertion by some critics that charter schools do not enroll or educate a representative proportion of students with disabilities and that this is intentional. This brief uses data from the Civil Rights Data Collection (CRDC) and scholarly literature more broadly to show that the story is more complicated than typical discourse suggests. The brief examines enrollment data of students with disabilities and the underlying factors that influence their access to charter schools and concludes with recommended actions we propose practitioners and charter stakeholders should take to improve access for students with disabilities and increase opportunities for innovative practices that can improve outcomes. (ERIC).
Anmerkungen	National Center for Special Education in Charter Schools. 420 Lexington Avenue Suite 300, New York, NY 10170. Tel: 603-277-9594; e-mail: info@ncsecs.org; Web site: https://www.ncsecs.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01