The Community College Funding Crisis and Students with Disabilities

By: Paul O’Neill, Senior Fellow of NCSECS

It is no secret that community colleges, which educate over 9 million students around the country, play a critical role in our higher education system and in training our future workforce. What is shocking is the level to which these schools are under-resourced and how that impacts their ability to deliver on their promise to students.  A new report from the Century Foundation, Recommendations for Providing Community Colleges with the Resources They Need, finds that,  in contrast to elite schools that boast of their admissions selectivity, the nation’s roughly 1,000 community colleges serve “the top 100 percent of students,” but at the same time they are also facing enormous funding challenges that make it extremely difficult to effectively serve all of those students.

The report finds that “[T]he cost of educating socioeconomically disadvantaged students ranged from 22.5 percent to 167.5 percent more than the cost of educating students with no extra needs. In a 2015 analysis, the Education Trust said a 40 percent premium for educating these students should be considered “conservative,” given research finding that it costs twice as much to educate low-income students to the same standards as more-affluent students…. 

At the National Center for Special Education in Charter Schools we focus on ensuring that students with disabilities can access and thrive in the K-12 space, and an important part of that is supporting teens as they transition from secondary school to college and careers. With that in mind we were horrified by the findings of the Century Foundation report as it highlights just how challenging it is from a funding perspective for these colleges to serve all of the students on their campuses.

This is daunting and worrisome given that the paper also is very clear that community colleges must make do with funding levels that are woefully, nearly exponentially, below those of major four-year colleges and universities.  According to Century’s data, only one in five students at most highly competitive four-year colleges come from the bottom half of the socio-economic distribution, while the majority of community college students do. Century’s analysis makes it clear that those students most in need of supports and scaffolding in order to succeed are most likely to attend college programs with the lowest capacity to provide these things. The picture gets darker still when you tie that finding to sobering data showing that 81 percent of students entering community college say they aspire to eventually transfer and receive a four-year degree, but only 15 percent do so after six years.

It is hard to read statistics like these in part because they shine a piercing light on the grim, inequitable realities faced by teens and young adults who grow up in poverty and are effectively being denied the chance for something better. It is also hard to read them because many of those young people also contend with disabilities. Century’s analysis does not focus on this issue. If it did, the statistics would likely be even more heartbreaking.  Students who struggle to complete high school despite learning challenges and physical disabilities are some of the most vulnerable young people and are among the least likely to progress to and through college and find viable employment.

Students with disabilities are at a tremendous disadvantage. Statistics from the U.S. Department of Education show that only 65.5 percent of students with disabilities graduate from high school as compared to 84.6 percent of students without disabilities; 18 percent of students with disabilities drop out of high school as compared to 6 percent of students without disabilities; 19.1 percent of people with disabilities are participating in the U.S. Labor force as compared to 65.9 percent of people without disabilities.

For many of these non-typical students, community college is an essential option and stepping stone in a higher education landscape that may offer them few choices. Yet the dramatic, inequitable underfunding that Century identifies can render community college a false, impossible path for students with disabilities to walk. Gone are the IEPs and corresponding services that supported them in high school. Students with skills and talents that could be nurtured and developed, and whose independence could be fostered, are left to flail and to fail. That is unacceptable.  

Ultimately, the Century Foundation offers a wake-up call and makes a request: Let’s engage in research that will answer the question of how much funding is needed in order to allow community colleges to reach consistently positive outcomes for their students. We at the Center could not agree more. All of the energy and effort and commitment that is put into fostering strong outcomes for students with disabilities in charter schools is of little value if those students cannot effectively transition to fulfilling, successful lives. That being the case, we urge the Century Foundation and anyone else who works to determine what it takes for students to succeed in community colleges to make students with disabilities a core consideration in that analysis. We are committed to helping in that effort and to speaking out to raise awareness of this crucial issue.

 

New NACSA Report Highlights Trends From 3,000 Charter Applications

By: Paul O’Neill, Senior Fellow of NCSECS

Last week, the National Association of Charter School Authorizers (NACSA) issued an engaging new report on its review of nearly 3,000 charter school applications submitted to authorizers in 20 states over the last several years. Called “Reinvigorating the Pipeline: Insights into Proposed and Approved Charter Schools,” the report identifies a range of significant trends, including these:

  • The “no excuses” model is becoming much less prevalent – with authorizer approval of such applications falling 40% over the last 5 years.

  • In contrast, “diverse by design” school models are surging, with authorizers approving such applications at a rate of nearly 65% nationwide.

  • Schools designed specifically to serve a special education population comprise only 2% of the charter applications NACSA reviewed; such applications were approved about 42% of the time, a rate comparable to that of more general applications.

NACSA acknowledges that this analysis is just scratching the surface of what we can learn from the data it has identified. One element it wants to drill down on is equity and access issues. That inquiry could shed important light on special education considerations, including these:

  • What sorts of information about serving students with disabilities do authorizers require of applicants?

  • What are applicants saying about how they will serve diverse learners? How much knowledge do authorizers have about this when they are deciding whether or not to approve an application?

  • Are certain approaches to special education finding favor with authorizers? Are others less likely to be approved?

Currently, this sort of information is scarce and very localized; a national study would be of tremendous value in understanding the current charter environment and fostering positive change. NCSECS looks forward to NACSA’s continuing work in this area. The full report can be found here.

Victory for the Disability Advocacy Community

By: Wendy Tucker, Senior Director of Policy and Megan Ohlssen, Managing Director of Programs

In a huge victory for the disability advocacy community, the Council of Parent Attorneys and Advocates (COPAA) prevailed earlier this month in a closely watched lawsuit against the U.S. Department of Education. COPAA filed suit in July over Secretary DeVos’ decision to delay implementation of the Equity in IDEA regulations, which had been scheduled to go into effect on July 1, 2018. Adopted in 2016 to address racial disparities in special education, the Equity in IDEA regulations will now immediately go into effect absent action by a higher court.

These regulations are a critical step in ensuring students are receiving the appropriate services and disrupting disproportionality, which is perpetuated in various forms:

  • The inappropriate identification of culturally and linguistically diverse students in special education;

  • The underrepresentation of culturally and linguistically diverse students in enrichment, gift and talented programs, and access to rigorous curricular materials; and

  • The excessive overrepresentation of culturally and linguistically diverse students involved in disciplinary actions 

It’s imperative that we see greater accountability for states with significant racial disproportionality; oversight of these regulations is paramount. We look forward to working with our partners to build out of systems to support greater equity for all students.  

You can learn more detail about the regulations here and read COPAA’s press release and the District Court’s decision here.


The Center's Statement on Devos' Proposed Education Tax Credit

Today, Secretary of Education Betsy Devos and other lawmakers proposed a tax credit for donations to private school scholarships and other school choice initiatives. In response, Lauren Morando Rhim, executive director for the National Center for Special Education in Charter Schools (the Center) issued the following statement:

"All school choice options must embrace the responsibilities that accompany public dollars. These responsibilities are grounded in our nation’s commitment to civil rights via ADA, IDEA, and Section 504. The Center and its Equity Coalition members developed the Principles of Equitable Schools to establish a standard of equity intended to guide policy makers, legislators, and advocates and to help parents weigh their options when choosing a school. These principles should be upheld by any school enrolling students using public dollars. Upholding the Principles ensures equity and compliance with our nation's civil rights laws."

It's Time to Prohibit Seclusion and Limit Use of Restraints in Schools

Today, the House Education and Labor Subcommittee held a hearing about the problematic use of seclusion and restraints in schools and the provisions of the Keeping All Students Safe Act (KASSA). KASSA proposes to:

  • Eliminate seclusion and the use of chemical and mechanical restraints

  • Strict regulations on the use of restraints

  • Requirements for training school staff on crisis interventions

  • Reporting and notification requirements

The Center urges the subcommittee to re-introduce and pass KASSA in order to make schools safe learning environments for all students. Read our letter to Chariman Sablan and Ranking Member Allen.