The proposed bill removes barriers currently preventing charters in New York from serving
higher numbers of students with disabilities (SWD) and English language learners (ELL).
Each Center of Excellence enrolls a proportionate or
higher number of students with disabilities relative to the district where the school is located, demonstrates an explicit commitment to developing exemplary programs with a focus on inclusion, and achieves higher - than - average outcomes for students with disabilities.
For schools with
high numbers of students with disabilities, this posed a problem.
Not exact matches
The upcoming EPE Research Center report examines a
number of key issues facing
students with disabilities ranging from the demographics
of the population, educational settings, overrepresentation
of certain
student groups, achievement,
high school completion, and transitions to adulthood.
During the past 12 years, the period in which inclusion has been used more extensively, the
number of students with disabilities who have graduated from
high school has tripled; the
number attending college has doubled.
A
number of studies have found a
higher incidence
of identified
disabilities in those states that provide districts
with additional dollars for each
student diagnosed as disabled.
This EPE Research Center report examines a
number of key issues facing
students with disabilities ranging from the demographics
of the population, educational settings, overrepresentation
of certain
student groups, achievement,
high school completion, and transitions to adulthood.
These less restrictive placements may be facilitated by the
higher number of charter
students with less severe
disabilities, i.e., specific learning
disabilities.
Inner - city
high schools such as Grant tend to have a considerable
number of English language learners (ELLs) or
students with mild, moderate, or severe
disabilities (including
students labeled as «emotionally disturbed»).
Schools
with low test scores — due to poverty,
high numbers of English - language learners and / or
students with disabilities — are particularly vulnerable to scrutiny, micromanagement and excessive testing.
Washington — Although more
students with disabilities than ever are included in state testing programs, the task
of giving these
students high - quality assessments in the future that measure how adept they are at mastering the Common Core State Standards seems to have an endless
number of hurdles to overcome before
students face these new assessments in the 2014 - 15 school year.
According to a report from the Public Policy Institute
of California, in 2014 - 2015, San Diego County was one
of the regions in the state
with a
higher number of students with severe
disabilities — meaning
students with autism, cognitive impairment, deafness - blindness, emotional disturbances, multiple
disabilities and traumatic brain injury.
Data may reveal
higher numbers of incidents for
students of color, boys and
students with disabilities.
Schools
with high numbers of children
with disabilities who are also English Language learners or from minority backgrounds face unique challenges to
student achievement.
In addition, RIDE manages a
number of federal grants and programs that provide funds to school districts for such programs as aid for schools
with high poverty concentrations, the education
of students with disabilities, and school breakfast and lunch programs.
The platform also calls for charter schools to retain proportionate
numbers of students from a range
of subgroups, including ELLs, and opposes «
high - stakes standardized tests that falsely and unfairly label
students of color,
students with disabilities and English Language Learners as failing.»