[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583165-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583165-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","equity-minded-charter-school-authorizing-for-students-with-disabilities-charter-school-equity-growth-quality-and-sustainability-study","Equity-Minded Charter School Authorizing for Students with Disabilities - Charter School Equity, Growth, Quality, and Sustainability Study","","Equity-minded authorizers play a decisive role in shaping educational opportunities for students with disabilities across the charter school sector. Drawing on interviews with 31 staff members from 21 selected authorizing agencies, the study examines how authorizers influence enrollment and service quality before application and through authorization. It highlights proactive capacity-building, accountability pressures tied to ambitious benchmarks, and ongoing challenges from limited internal expertise and unclear fieldwide definitions of “success.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/equity-minded-charter-school-authorizing-for-students-with-disabilities-charter-school-equity-growth-quality-and-sustainability-study/583165/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/equity-minded-charter-school-authorizing-for-students-with-disabilities-charter-school-equity-growth-quality-and-sustainability-study/583165.png","ImageObject",300,407,{"name":42,"@type":43},"\tJames","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the report say about how authorizers influence charter schools for students with disabilities?","Question",{"text":63,"@type":64},"Authorizers use different strategies across the authorization lifecycle: application requirements and support during pre-application, and accountability pressures after schools open to monitor performance and guide renewal and closure decisions.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What proactive actions do authorizers emphasize?",{"text":68,"@type":64},"They stress preparing charter schools to enroll and educate students with disabilities effectively, and setting ambitious success benchmarks that go beyond traditional compliance-focused oversight.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges limit authorizers’ ability to hold schools accountable?",{"text":72,"@type":64},"Authorizers cite difficulty building internal expertise and capacity, along with the absence of clear, fieldwide standards defining what “success” means for students with disabilities’ learning outcomes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583165,1792062419,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CENTER FOR LEARNER EQUITY AUTHORIZE RS  \nEquity-Minded Charter School Authorizing for Students with Disabilities  \nCHARTER SCHOOL EQUITY, GROWTH, QUALITY, AND SUSTAINABILITY STUDY  \nJULY 2024  \nExecutive Summary  \nAuthorizers are uniquely positioned to influence educational opportunities for students with disabilities in the charter sector. However, to date, only a small number of authorizers have taken proactive steps to address the needs of students with disabilities or to hold charter schools accountable for meeting ambitious learning targets for them. This report profiles the efforts of equity-minded authorizers who have taken actions to facilitate charter schools meeting the needs of students with disabilities. We draw upon interviews with 31 staff members working at 21 charter school authorizers selected based on their implementation of practices that aim to strengthen charter schools’ commitment to and success in educating students with disabilities.  \nWe found that charter school authorizers used a variety of strategies to influence the extent to which charter schools enroll and educate students with disabilities. During the pre-application and authorization phase, authorizers sought to influence schools’ plans for enrolling and educating students with disabilities directly – through application requirements, review criteria, and hands-on application assistance. Once schools were operational, authorizers primarily sought to influence schools through the accountability pressures they applied to monitor school performance and make closure and renewal decisions.  \nAuthorizer staff emphasized the importance of taking proactive action to prepare charter schools to enroll and educate students with disabilities and the necessity of holding charter schools to ambitious benchmarks for success for all students. In so doing, authorizers described moving beyond the compliancefocused work that has long characterized their oversight of the education of students with disabilities in charter schools, instead embracing a focus on the quality of these students’ experiences and the extent to which those experiences translate into learning.  \nThese actions, however, are challenging. Authorizers described the importance of strengthening their expertise and capacity to advocate for students with disabilities. Still, they acknowledged that these investments were difficult to make given their limited internal capacity. Moreover, the lack of clear, fieldwide standards for what constitutes “success” in the education of students with disabilities left many authorizers without clear guidance on how to fairly and rigorously hold charter schools accountable for their impacts on students with disabilities’ learning outcomes.  \nEquity-Minded Charter School Authorizing for Students with Disabilities 2  \nBoth authorizers and the actors that support and enable their work have roles to play in strengthening students with disabilities’ access to and success in charter schools. Authorizers can:  \n• Invest in their capacity to directly advance educational options for students with disabilities. The authorizer staff were unclear about what constitutes “success” for charter schools when educating students with disabilities. Acting on the needs of students with disabilities necessitates that authorizers strengthen their understanding of what excellence looks like–especially if they are to raise the bar beyond compliance-focused work. Nonprofit technical assistance providers and equityminded charter schools that educate students with disabilities well can be allies in this work.  \n• Establish students with disabilities as a priority group for authorizing new charter schools. While authorizers can act at every phase of the authorization lifecycle, they have the most significant degrees of freedom at the entry point for new charter schools. They can communicate with prospective applicants about the importance of clear plans for enrolling and educating students wi","cbCaiimT3uzGhNsj","https://ap.wps.com/l/cbCaiimT3uzGhNsj","pdf",1648396,28,"English","# Executive Summary\n## Key findings on authorizer strategies\n## Roles for authorizers and enabling partners\n## Capacity, standards, and accountability challenges","[{\"question\":\"What does the report say about how authorizers influence charter schools for students with disabilities?\",\"answer\":\"Authorizers use different strategies across the authorization lifecycle: application requirements and support during pre-application, and accountability pressures after schools open to monitor performance and guide renewal and closure decisions.\"},{\"question\":\"What proactive actions do authorizers emphasize?\",\"answer\":\"They stress preparing charter schools to enroll and educate students with disabilities effectively, and setting ambitious success benchmarks that go beyond traditional compliance-focused oversight.\"},{\"question\":\"What challenges limit authorizers’ ability to hold schools accountable?\",\"answer\":\"Authorizers cite difficulty building internal expertise and capacity, along with the absence of clear, fieldwide standards defining what “success” means for students with disabilities’ learning outcomes.\"}]","Equity-Minded Charter School Authorizing for Students with Disabilities - Charter School Equity, Growth, Quality, and Sustainability Study | PDF",1792046064,71]