Showing 167 reports filtered by "Students with Disabilities" sorted by date added . Show All Reports
Education and Literacy;Energy and Environment;Nonprofits and Philanthropy
Contains mission statement, president's message, list of board members and staff, program information, grants list, description of special projects, and financial statements.
December 2006
Geographic Focus: North America / United States
Education and Literacy;Energy and Environment;Nonprofits and Philanthropy
Contains president's essay, program information with links to grants lists, descriptions of special projects, financial summary, and list of board members and staff.
December 2008
Geographic Focus: North America / United States
Children and Youth;Education and Literacy
Over the past few years, Advocates for Children of New York (AFC) has assisted an increasing number of parents who have contacted them with concerns about charter school suspensions and expulsions. In helping parents with these cases, AFC found that charter school discipline policies were not always readily available.
In this report, AFC sent Freedom of Information Law (FOIL) requests to the three New York City charter school authorizers and, to the extent possible, charter schools opening in NYC during the 2013-2014 school year seeking, among other things, copies of their discipline policies. Charter schools are required to comply with FOIL requests, and most charter schools responded. From the FOIL responses and charter school websites, AFC was able to review 164 discipline policies from 155 of the 183 charter schools operating in NYC during the 2013-2014 school year. These discipline policies came from large charter school networks as well as from small, independent charter schools.
While charter schools should be able to discipline their students, they must uphold the rights of their students and provide them with a fair discipline process. The Charter Schools Act requires charter school authorizers to ensure that charter applications include discipline policies and procedures that comport with the law. Yet, all three authorizers of New York City charter schools have approved charters for schools that have legally inadequate discipline policies.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
Education and Literacy
Policy makers cannot make informed decisions about the regulation of charter schools without first considering the characteristics of the students who are enrolled in these schools. This report -- the first in a three-part series on New Jersey charter schools -- uses publicly available data to explore the differences found between the student populations of charter schools and those of their host districts.
August 1970
Geographic Focus: North America-United States (Northeastern)-New Jersey
Education and Literacy
Acknowledging that national borders need not constrain our thinking, we have examined a selection of alternative academic cultures and, in some cases, specific schools, in search of solutions to common challenges we face when we consider reorganizing American schools. A wide range of interviews and e-mail exchanges with international researchers, government officials and school principals has informed this research, which was supplemented with a literature review scanning international reports and journal articles. Providing a comprehensive global inventory of competency-based education is not within the scope of this study, but we are confident that this is a representative sampling.
The report that follows first reviews the definition of competency-based learning. A brief lesson in the international vocabulary of competency education is followed by a review of global trends that complement our own efforts to improve performance and increase equitable outcomes. Next, we share an overview of competency education against a backdrop of global education trends (as seen in the international PISA exams), before embarking on an abbreviated world tour. We pause in Finland, British Columbia (Canada), New Zealand and Scotland, with interludes in Sweden, England, Singapore and Shanghai, all of which have embraced practices that can inform the further development of competency education in the United States.
August 1970
Geographic Focus: North America-United States, North America-Canada (Western)-British Columbia, Europe (Western)-England, Europe (Western) - Scotland, Europe (Scandinavia)-Sweden, Europe (Northern)-Finland, Australia-New Zealand, Asia (Eastern)-China-Shanghai, Asia (Southeastern)-Singapore
Education and Literacy;Men;Race and Ethnicity
Written by scholars who lead research centers that focus on the educational experiences of boys and men of color, this report recommends policy changes that remedy systemic challenges faced by young men of color in education.
August 1970
Geographic Focus: North America / United States
Education and Literacy
CRPE commissioned Dr. Marcus Winters to analyze the factors driving the special education gap between Denver's charter and traditional public elementary and middle schools.
Using student-level data, Winters shows that Denver's special education enrollment gap starts at roughly 2 percentage points in kindergarten and is more than triple that in eighth grade. However, it doesn't appear to be caused by charter schools pushing students out. Instead, the gap is mostly due to student preferences for different types of schools, how schools classify and declassify students, and the movement of students without disabilities across sectors.
August 1970
Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver
Education and Literacy
The 2013 merger of Memphis City Schools (with 103,000 students) and Shelby County Schools (with 47,000 students) was the largest school district consolidation in American history. In its first year of operation, the new Shelby County Schools (SCS) commissioned CRPE researchers to perform a critical review of the district's readiness to implement a portfolio strategy for managing its schools. Based on interviews with internal and external stakeholders and analysis against model system progress, this report outlines CRPE's baseline measurement of where SCS stands in relation to the seven main components of the portfolio strategy. The report also provides suggestions for how SCS can seek progress over the next year, and track progress or decline at future intervals.
August 1970
Geographic Focus: North America-United States (Southern)-Tennessee-Shelby County
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