Students with Disabilities in Charter Schools: What We Now Know

Abstract

School choice is a key feature of the educational reforms that have evolved over the past two decades. It is one of the "market reforms" that were introduced in the late 1980s as part of a broader effort to improve educational outcomes and productivity. School choice can take several forms, such as vouchers or opportunity scholarships, magnet schools, and the focus of this article-charter schools. All of these options are designed to infuse private-sector market forces-specifically, autonomy, competition, and choiceinto public education (Chubb & Moe, 1990). This article provides an overview of the charter school movement in the United States and a synthesis of the findings of the studies that have been conducted for nearly a decade by the University of Maryland in collaboration with the National Association of State Directors of Special Education (NASDSE). The research documents the evolution of charter schools from a somewhat radical reform initiative in a single state to an established program that now exists in 40 states and the District of Columbia. This research focuses specifically on how charter schools have served students with disabilities and the policy issues involved in providing special education in charter schools. The charter school discussion is attended by a great deal of controversy and misunderstanding. For instance, many are not aware that charter schools are public schools or realize that these schools must comply with most of the same federal laws and regulations as traditional public schools. Given that the conversion to charter schools is one of the options specified under the No Child Left Behind Act of 2001 (NCLB) for failing schools, we must understand the way these schools operate and the issues emerging in regard to educating students with disabilities in this new sector of education. AN OVERVIEW OF CHARTER SCHOOLS Charter schools are publicly funded autonomous schools that operate under a contract that specifies the characteristics of the educational program that will be offered (e.g., core knowledge curriculum, multi-age ungraded) and the population of students that will be served (e.g., students living in a specific neighborhood, students interested

Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

“…In regards to redistribution of quality and equitable opportunities to learn for students with (dis)abilities, the impact of standard and accountability‐driven policies has been mixed (Rhim and McLaughlin, ). On the one hand, accountability measures have ensured school districts take seriously the inclusion of students with (dis)abilities in the general education classroom, state assessments and exposure to the general education curriculum.…”

“…This may indicate that some charter schools are successful when including special education students. A few case studies have supported this claim (see Quach, ; Rhim and Brinson, ); however, in general, charter schools' administrators have struggled to understand their responsibilities toward students with (dis)abilities, to develop capacity to serve these students, to fulfil accountability requirements while providing services to students with (dis)abilities and to recruit special educators (Rhim and Mclaughlin, ). In light of this information, it is not a far stretch to question whether charter schools' high rates of inclusion indicate these schools' potentials for inclusive education or if students with (dis)abilities are placed in the general education classrooms with little educational supports or transformation of the general education curriculum.…”

“…Any student in the district can apply for admission, and they accept students using a lottery system. Though they are subject to federal laws that prohibit discrimination on the bases of race, class, disability and language, they are exempt from most state laws (for example, requirements to adopt a particular curriculum; Rhim and McLaughlin, 2007). The expansion of charter schools is noteworthy.…”

Haven Charter Schools: Separate by Design and Legally Questionable

“…Further, some scholars report that charter schools are struggling to enroll or properly provide for students with disabilities (Howe & Welner, 2002;Miron, Urschel, Mathis, & Tornquist, 2010;Rhim & McLaughlin, 2007). At the same time, some charter schools have been specifically designed to serve children with disabilities (Decker, 2010;Mead, 2008;Miron, Urschel, Mathis, & Tornquist, 2010).…”