Chartering the Way to a Free and Appropriate Public Education (FAPE): The Challenges for Charter Schools to Provide FAPE

Seltzer, Michael J.

doi:10.5642/lux.201301.27

Cited by 1 publication

(2 citation statements)

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“…These schools are similar to public schools in many ways, but are distinct in the fact that these schools typically have a specific contract or charter in which to operate autonomously . Charter schools were conceptualized as a remedy to improve educational outcomes by providing an alternative to public schools (Seltzer, 2013). Despite operating with greater autonomy and flexibility, charter schools must adhere to the federal requirement to provide free appropriate public education (FAPE) within the least restrictive environment (LRE) to all children under the Individuals with Disabilities Education Act (Levesque, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…First, IDEA is an anti-discrimination measure conceived in the spirit of the civil rights movement for political and social justice (Harr-Robins et al, 2012). Second, IDEA promotes educating children with disabilities in a similar way to children without disabilities so that these children mature to become self-sufficient adults that require less public assistance and can contribute in meaningful ways (Palmaffy, 2001;Seltzer, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Enrollment of students with disabilities in charter schools: Contemporary national and state level findings

Barnard‐Brak

Schmidt

Almekdash

2018

EPAA

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There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We utilized data from the Civil Rights Data Collection under the U.S. Department of Education for the 2011-2012 and 2013-2014 academic years. These nationwide and contemporary data provided school-level numbers of students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) and charter school status. We performed hierarchical linear modeling to examine for differences in the percentages of students with disabilities under IDEA between charter and non-charter schools, which revealed significantly less students with disabilities enrolled in charter schools at the national and state level. Additionally, we identified and ranked states according to the degree of discrepancy in the percentages of students with disabilities under IDEA between charter and non-charter schools.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%