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Compares charter and traditional public schools by race, gender, English proficiency, and primary disability type, highlighting how disability categories may mask differences. Frames key implications for educational equity and access, including variation by charter LEA status and policy-relevant questions for further investigation.",{"@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/characteristics-of-students-with-disabilities-enrolled-in-charter-schools-october-8-2024/583035/",{"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/characteristics-of-students-with-disabilities-enrolled-in-charter-schools-october-8-2024/583035.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data source and school year does this brief analyze?","Question",{"text":112,"@type":113},"It analyzes 2020–21 CRDC data collected for the 2020–21 school year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do charter schools and traditional public schools compare in disability type enrollment?",{"text":117,"@type":113},"On average, both enroll similarly diverse compositions by disability type, with some variations, including higher proportions in charter schools for specific learning disabilities and speech and language impairments in 2021.",{"name":119,"@type":110,"acceptedAnswer":120},"What policy questions does the brief ask to explain enrollment differences?",{"text":121,"@type":113},"It asks what leads families to choose charter schools, how LEA-operated structures influence enrollment decisions, what organizational features may support varied disabilities, and what accounts for growth in multilingual learners with disabilities from 2018 to 2021.","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},583035,1792192448,{"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":24,"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":41,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","FAST FACTS  \nCharacteristics of Students with Disabilities Enrolled in Charter Schools  \nOCTOBER 8, 2024  \n2  \nLike any group of students, no two students with disabilities are the same . In addition to varying by gender, race, ethnicity, and life experiences, the label“students with disabilities” covers a wide variety of learning disabilities, speech and language impairments, and other identities .  \nEACH OF THESE GROUPS can require services that vary widely in cost and scope. If students with disabilities as a whole are treated equitably, every student should find equal access to opportunity both in charter schools and traditional public schools.  \nIn this second of six briefs analyzing data from the U.S. Civil Rights Data Collection (CRDC), covering the 2020–21 school year, we explore enrollment of students with disabilities by race, gender, English proficiency, and primary disability to gain a fuller picture of educational equity. We recognize that such categories can, at times, conceal as many differences as they reveal. However, we believe that attention to differences in access by student groups opens a broader conversation about ensuring equity for all students, regardless of their individual circumstances.  \nIn this brief, covering the 2020–21 school year, we explore enrollment of students with disabilities by race, gender, English proficiency, and primary disability to gain a fuller picture of educational equity.  \nCharacteristics of Students with Disabilities Enrolled in Charter Schools | OCTOBER 8, 2024 2  \nThe Center for Learner Equity (CLE) is committed to catalyzing student success and eradicating the complex, pervasive, and systematic barriers that prevent students with disabilities from accessing quality educational opportunities and choices, robust support, and inclusive environments. We accomplish this through research, advocacy, coalition formation, and capacity building with national, state, and local partners.  \nThe Civil Rights Data Collection (CRDC), maintained and released biennially by the U.S. Department of Education’s Office for Civil Rights (OCR) since 1968, publishes data on leading indicators related to access and barriers to education opportunities from early childhood through grade 12. With each biennial release, CLE analyzes similarities and differences in student populations and student experiences in public charter schools and traditional public schools for students with disabilities. Understanding these national-level data supports success for students with disabilities without regard to educational setting and placement.  \nThe findings shared in this brief are based on data reported in the 2020-2021 CRDC, collected from 97,575 schools. This report uses a data-cleaning methodology that selected a sample of these schools. For more information about the methodology used in these briefs, including a data file and accompanying instructions, see our methodology brief here.  \nStudents with disabilities receive services under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and both or neither of those laws. Unless otherwise noted, statistics in this brief refer to students eligible to receive services under IDEA.  \nKey Takeaways  \n On average, traditional public schools and charter schools—regardless of charter LEA status—enrolled similarly diverse compositions of students with disabilities by disability type, with slight variations.  \n In 2021, charter schools educated a higher proportion of students with specific learning disabilities (39%) and speech and language impairments (18%) than traditional public schools (35% and 17%, respectively) .  \n Charter schools that were their own LEAs enrolled students with more varied disabilities than charter schools that operated as part of an LEA.  \n In keeping with similar trends among all students in charter schools, Black (27 . 6%) and Latine students with disabilities (33 . 0%) comprise a higher per","cbCaia52AVkU44Rc","https://ap.wps.com/l/cbCaia52AVkU44Rc","pdf",2684257,12,"English","# Key Takeaways\n## Key Questions for Policymakers and Researchers","[{\"question\":\"What data source and school year does this brief analyze?\",\"answer\":\"It analyzes 2020–21 CRDC data collected for the 2020–21 school year.\"},{\"question\":\"How do charter schools and traditional public schools compare in disability type enrollment?\",\"answer\":\"On average, both enroll similarly diverse compositions by disability type, with some variations, including higher proportions in charter schools for specific learning disabilities and speech and language impairments in 2021.\"},{\"question\":\"What policy questions does the brief ask to explain enrollment differences?\",\"answer\":\"It asks what leads families to choose charter schools, how LEA-operated structures influence enrollment decisions, what organizational features may support varied disabilities, and what accounts for growth in multilingual learners with disabilities from 2018 to 2021.\"}]","Characteristics of Students with Disabilities Enrolled in Charter Schools - October 8, 2024 | PDF",1792045427]