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It highlights how disability enrollment patterns, multilingual status, and inequitable disciplinary practices persist after COVID-19 disruptions. The brief reviews changes in CRDC data cleaning and validation methodology, details key findings on suspension, arrest, restraint, and seclusion, and evaluates high school access to college preparation programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/access-and-opportunities-for-students-with-disabilities-april-2025/583171/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/access-and-opportunities-for-students-with-disabilities-april-2025/583171.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data period does this CRDC analysis cover?","Question",{"text":112,"@type":113},"It summarizes data from the 2021–22 Civil Rights Data Collection, released in early 2025.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the key findings say about disciplinary practices for students with disabilities?",{"text":117,"@type":113},"Rates of inequitable disciplinary practices returned to pre-pandemic levels, with students with disabilities experiencing higher suspension/arrest and much higher restraint and seclusion rates.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations does the brief make for educators and school leaders?",{"text":121,"@type":113},"Educators are advised to use practices that increase access and clarify identification and assessment. School leaders are urged to expand access, address inequitable disciplinary policies, and review restrictions on advanced coursework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583171,1792061898,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","FAST  \nCRDC 2021-2022 ANALYSIS  \nAccess and Opportunities for Students with Disabilities  \nAPRIL 2025  \nFACTS  \nAbout the Civil Rights Data Collection  \nIn 1968, four years after the passage of the Civil Rights Act, the US Department  \nof Health, Education, and Welfare collected the first version of what would  \nbecome the Civil Rights Data Collection (CRDC). Throughout the following  \n56 years, the CRDC has expanded to include all the nation’s public schools and  \ndramatically evolved its technical sophistication and relevance to policymakers  \nand practitioners alike.  \nThe CRDC first disaggregated data on students with disabilities in 1973,  \npredating the Individuals with Disabilities Education Act (IDEA) . IDEA and the  \nCRDC have always worked together, the CRDC supplementing data collected  \nunder IDEA with context on the broader work of building an equitable  \neducation system for students with disabilities of all races, genders, and life  \nexperiences. Continued data collection helps researchers, educators,  \nand policymakers determine if students with disabilities are being served  \nand, ultimately, informs better decision-making by families.  \nThe unique challenges ofthe COVID-19 pandemic have led to a new first for  \nthe CRDC: data collected in two consecutive years, providing an important  \nresource for understanding how schools are bouncing back from the  \nchallenges brought by school closures. Changes in how the Office for Civil  \nRights (OCR) cleans and validates data in the CRDC have led to changes in our  \nmethodology, described in greater detail in Appendix B.  \nAccess and Opportunities for Students with Disabilities | APRIL 2025 2  \nThis brief summarizes data from the 2021–22 collection of the Civil Rights Data Collection (CRDC)—released in early 2025—for information on access and opportunities for students with disabilities .  \nIT MARKS THE SIXTH TIME CLE has analyzed data from the CRDC, the primary benchmark of America’s ongoing work to build an education system that serves all students. As our public school systems continue recovery from an unprecedented period of interrupted learning due to the pandemic, these data provide an important snapshot of the persistent challenges to access and opportunity for students with disabilities that must be addressed in the coming years.1  \n1 Center on Reinventing Public Education. (2024) . The state of the American student: Fall 2024.  \n[https://crpe.org/the-state-of-the-american-student-2024/](https://crpe.org/the-state-of-the-american-student-2024/)  \nExecutive Summary  \nCRDC data paint a complex picture of how students with disabilities are treated in both traditional public schools and charter schools. While traditional public schools continue to enroll a greater overall percentage of students with disabilities, charter schools are making progress more quickly on important issues like reducing unfair disciplinary practices and increasing access to college and career preparation programs. Still, the data also show the significant work both sectors must continue to do to ensure U.S. public education fulfills its promise of building equal opportunities for all students. In addition to student achievement, access and opportunity are essential tentpoles of an education system that works for all students, and the CRDC remains the best form of public accountability on those critical goals.  \nKey Findings  \nDuring the 2021–22 school year:  \n About one in seven American public school students (13.9%) were identified as having a disability under the Individuals with Disabilities Education Act (IDEA), similar to 2020–21, including 14.1% of students in traditional public schools and 11.8% of students in charter schools.  \n The proportion of students with disabilities who were multilingual learners continued to grow in 2021–22, representing 13.2% of students with disabilities in traditional public schools and 14.9% of students with disabilities in charter schools.  \n Rates of ","cbCair999v68hi9n","https://ap.wps.com/l/cbCair999v68hi9n","pdf",4516853,28,"English","# Facts\n## About the Civil Rights Data Collection\n# Executive Summary\n# Key Findings\n# Selected Recommendations","[{\"question\":\"What data period does this CRDC analysis cover?\",\"answer\":\"It summarizes data from the 2021–22 Civil Rights Data Collection, released in early 2025.\"},{\"question\":\"What do the key findings say about disciplinary practices for students with disabilities?\",\"answer\":\"Rates of inequitable disciplinary practices returned to pre-pandemic levels, with students with disabilities experiencing higher suspension/arrest and much higher restraint and seclusion rates.\"},{\"question\":\"What recommendations does the brief make for educators and school leaders?\",\"answer\":\"Educators are advised to use practices that increase access and clarify identification and assessment. School leaders are urged to expand access, address inequitable disciplinary policies, and review restrictions on advanced coursework.\"}]","Access and Opportunities for Students with Disabilities - April 2025 | PDF",1792046085,71]