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The Center is committed to proactively documenting and disseminating accurate information about the status of students with disabilities in the charter sector through print, social media, and conferences.

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Ruth Bader Ginsburg

The Center Mourns the Passing of Ruth Bader Ginsburg

Justice Ruth Bader Ginsburg spent her life standing up—and speaking up—for just and equal treatment for all.  She was the author of one of this country’s most impactful Supreme Court decisions on disability rights, Olmstead v. L.C., where she stood up against the systematic institutionalization of people with disabilities, holding that “unjustified institutional isolation is a form of discrimination” that “perpetuates unwarranted assumptions that persons so isolated are incapable or unworthy of participating in community life.”

Child in a mask gets her temperature taken

Disproportionate Discipline and COVID-19: A Call for Change

Disproportionate discipline of students with disabilities is a long-running crisis—and with the new rules and considerations around COVID-19, the stakes are even higher. Instead of simply reacting as incidents come up, however, schools have the opportunity to develop proactive discipline policies that serve students during the pandemic and also provide positive structures for the future.

Woman Using Computer

The Center’s Statement in Response to the Education Department’s Decision to Uphold Accountability Testing

We are deeply appreciative of the important clarification provided by Secretary DeVos to states ensuring states must plan to administer statewide summative assessments during the 2020-2021 school year. This is consistent with the requirements of the Every Student Succeeds Act (ESSA) which the Center worked collaboratively to support with charter school leaders as well as civil rights and special education advocates.

Teacher in Classroom

Research Synthesis: Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut

In February 2020, the Center completed an analysis of the challenges associated with educating students with disabilities in Connecticut charter schools. We found that these challenges are symptoms of two broader issues—the state’s inequitable public education funding system and problematic ambiguity in the state charter law.

Developing and Sustaining High Quality Special Education Infrastructure

Developing and Sustaining High Quality Special Education Infrastructures

Special education infrastructures provide a deliberate and efficient means for charter schools to realize economies of scale, pilot new practices, access philanthropic support, and connect with providers in order to build stronger special education programs. This report includes specific, actionable steps for these infrastructures to take.

  • June 15, 2020
  • Megan Ohlssen and Lauren Krempecki
  • Report
In the House of Representatives Screenshot

The Center’s Statement on Proposed HEROES Act

The Center applauds the drafters of the HEROES Act for prioritizing education funding in this latest relief package and for ensuring that states receiving relief funds guarantee that the rights of students with disabilities remain intact.

Due to the ongoing COVID-19 pandemic, the Center's staff is currently working remotely. Please email info@ncsecs.org with any questions and we will direct you to the appropriate member of our staff.Email Us
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