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A fourth in a series of six briefs analyzes 2020–2021 Civil Rights Data Collection trends, comparing charter and traditional public schools, showing declines in many practices while highlighting ongoing over-application and disproportionate impact.",{"@graph":69,"@context":123},[70,84,106],{"@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/students-with-disabilities-school-discipline-and-engagement-of-law-enforcement-october-8-2024-key-takeaways/583036/",{"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/students-with-disabilities-school-discipline-and-engagement-of-law-enforcement-october-8-2024-key-takeaways/583036.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the brief describe discipline rates for students with disabilities compared to other students?","Question",{"text":113,"@type":114},"It states that students with disabilities have historically faced disciplinary actions at two to three times the rate of students without disabilities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which data source does the brief use, and what years does it cover?",{"text":118,"@type":114},"The brief analyzes data from the 2020–2021 Civil Rights Data Collection (CRDC), collected from 97,575 schools.",{"name":120,"@type":111,"acceptedAnswer":121},"What trend does the brief report for suspensions and other disciplinary practices in the 2020–21 CRDC?",{"text":122,"@type":114},"It reports that rates of suspension, referral to law enforcement, arrests, restraint, seclusion, and corporal punishment declined in the 2020–21 CRDC.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},583036,1792062034,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"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 FACTS  \nStudents with Disabilities, School Discipline and Engagement of Law Enforcement  \nOCTOBER 8, 2024  \n4  \nStudents with disabilities have historically faced disciplinary actions—suspension, restraint, seclusion, and referrals to law enforcement—at two to three times the rate of students without disabilities . 1  \nTHE UNEQUAL APPLICATION of disciplinary practices—both those recorded in statistics and informal removals that place conditions on students’ participation in school—2threatens the right to a free appropriate  \npublic education (FAPE) for students with disabilities. In 2022, the U.S. Department of Education’s Office for Civil Rights identified this risk specifically, advising schools of their obligation to ensure students with disabilities receive “the support, services, interventions, strategies, and modifications to school or district policies” necessary to manage disability-based behavior and, where possible, avoid disciplinary action.3  \nThis fourth of six briefs analyzing data from the 2020-2021 Civil Rights Data Collection (CRDC), released earlier this year, focuses on the experiences of students with disabilities with disciplinary practices at both  \ncharter schools and traditional public schools. Though the COVID-19 pandemic was still in its early stages, concerns about the impact of school-based safety measures on student behavior4 and disproportionate discipline practices5 were widespread. While this brief shows ongoing declines in suspensions, restraints, seclusion, and referrals to law enforcement, it also demonstrates an unequal and concerning over-application of disciplinary actions for students with disabilities.  \nThis brief focuses on the experiences of students with disabilities with disciplinary practices at both charter schools and traditional public schools.  \n1 Losen, D. J. , & Martinez, P. (2020) . Lost opportunities: How disparate school discipline continues to drive differences in the opportunity to learn.  \nPalo Alto, CA/Los Angeles, CA: Learning Policy Institute; Center for Civil Rights Remedies at the Civil Rights Project, UCLA  \n2 O’Neill, P. (2019) . It Is Time to Unearth and Stop Subterranean Discipline and Exclusion. Center for Learner Equity.  \n[https://www.centerforlearnerequity.org/wp-content/uploads/Subterranean-Discipline-1-31-20.pdf](https://www.centerforlearnerequity.org/wp-content/uploads/Subterranean-Discipline-1-31-20.pdf)  \n3 U.S. Department of Education Office for Civil Rights. (2022). Supporting students with disabilities and avoiding the discriminatory use of student  \ndiscipline under Section 504 of the Rehabilitation Act of 1973. [https://www2.ed.gov/about/offices/list/ocr/docs/504-discipline-guidance.pdf](https://www2.ed.gov/about/offices/list/ocr/docs/504-discipline-guidance.pdf)  \n[4](4 Education Week.)[ Education Week.](4 Education Week.) (2021) . The Pandemic Will Affect Students’ Mental Health for Years to Come. How Schools Can Help.  \n[https://www.edweek.org/leadership/the-pandemic-will-affect-students-mental-health-for-years-to-come-how-schools-can-help/2021/03](https://www.edweek.org/leadership/the-pandemic-will-affect-students-mental-health-for-years-to-come-how-schools-can-help/2021/03)  \n[5](5 Tucker)[ Tucker](5 Tucker), W. , & Whittaker, M. (2020) . Disproportionate discipline and COVID-19: A call for change.  \nThe Center for Learner Equity and the National Center for Learning Disabilities.  \n Students with Disabilities, School Discipline and Engagement of Law Enforcement | 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),","cbCaigKhafmEcuSL","https://ap.wps.com/l/cbCaigKhafmEcuSL","pdf",3493984,"English","# Key Issues\n## Unequal Discipline and FAPE Risk\n# Data and Scope\n## 2020–2021 CRDC Overview\n## Comparison of Charter and Traditional Public Schools\n# Key Takeaways\n## Declines Across Multiple Discipline Practices\n## COVID-19 and Protest-Related Effects","[{\"question\":\"How does the brief describe discipline rates for students with disabilities compared to other students?\",\"answer\":\"It states that students with disabilities have historically faced disciplinary actions at two to three times the rate of students without disabilities.\"},{\"question\":\"Which data source does the brief use, and what years does it cover?\",\"answer\":\"The brief analyzes data from the 2020–2021 Civil Rights Data Collection (CRDC), collected from 97,575 schools.\"},{\"question\":\"What trend does the brief report for suspensions and other disciplinary practices in the 2020–21 CRDC?\",\"answer\":\"It reports that rates of suspension, referral to law enforcement, arrests, restraint, seclusion, and corporal punishment declined in the 2020–21 CRDC.\"}]","Students with Disabilities, School Discipline and Engagement of Law Enforcement - October 8, 2024 - Key Takeaways | PDF",1792045440,48]