However, three data points cause concern: in combination, they indicate that many of the responding authorizers do not 1) require special education outcomes as part of charter performance contracts; 2) see persistent failure to serve students with disabilities as a behavior that merits serious consequence; or 3) identify themselves as responsible for enforcing special
education enrollment proportionality.
As reported yesterday in Dropout Nation, the civil rights collection's data on whether districts are providing comprehensive college - preparatory
education to all of its students is flawed because it focuses on
proportionality of course participation compared to overall district
enrollment; this doesn't fully reveal the extent of how few kids — especially those from poor and minority backgrounds — are not getting the preparation they need to do well in traditional colleges, technical schools, and apprenticeships (and ultimately, in the adult world).