Disir
Platinum Member
- Sep 30, 2011
- 28,003
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- #81
Not necessarily.
The demographic comparisons in the 2009 report indicated that charter schools serve a smaller
proportion of special education students than the traditional public school sector. As we have reported
in recent state studies, in some cases this is a deliberate and coordinated strategy with local districts
that is based on a shared goal of meeting students’ needs in the best way possible.
In addition to strategic collaboration, anecdotal evidence suggests that the two sectors may differ in their criteria for referring students for formal special education services.
CREDO is pursuing further research in this area.
Regardless of the proportion of special education students being served, the question remains whether charter schools are strengthening their ability to meet the diverse needs of this student group.
As discussed in the 2009 report, comparing student growth for special education students is difficult.
In many cases, there are small numbers of students with special education needs who also take the
regular state test instead of an alternate assessment. Because we must use the regular state test
results, students with different special education designations are pooled together to enable reliable
computations of learning impacts. But the aggregation itself means that there is large variation in
underlying conditions. It is no surprise, then, that the results are highly sensitive to changes in just a
few students and produce estimates of average learning that have wide distributions around
them.
http://credo.stanford.edu/documents/NCSS 2013 Final Draft.pdf
The demographic comparisons in the 2009 report indicated that charter schools serve a smaller
proportion of special education students than the traditional public school sector. As we have reported
in recent state studies, in some cases this is a deliberate and coordinated strategy with local districts
that is based on a shared goal of meeting students’ needs in the best way possible.
In addition to strategic collaboration, anecdotal evidence suggests that the two sectors may differ in their criteria for referring students for formal special education services.
CREDO is pursuing further research in this area.
Regardless of the proportion of special education students being served, the question remains whether charter schools are strengthening their ability to meet the diverse needs of this student group.
As discussed in the 2009 report, comparing student growth for special education students is difficult.
In many cases, there are small numbers of students with special education needs who also take the
regular state test instead of an alternate assessment. Because we must use the regular state test
results, students with different special education designations are pooled together to enable reliable
computations of learning impacts. But the aggregation itself means that there is large variation in
underlying conditions. It is no surprise, then, that the results are highly sensitive to changes in just a
few students and produce estimates of average learning that have wide distributions around
them.
http://credo.stanford.edu/documents/NCSS 2013 Final Draft.pdf