Today, The Center for Learner Equity submitted formal comments to the U.S. Department of Education (ED) related to the Every Student Succeeds Act accountability and state Title I planning provisions.
I agree with Valerie Strauss’ opening comment in Why Charter Schools Get Public Education Advocates So Angry; there is too little meaningful oversight of public charter schools.
Real Clear Education published an article written by The Center for Learner Equity Executive Director, Lauren Morando Rhim examining the impact of disproportionate discipline on students with disabilities and students of color.
Mike Petrilli’s recent blog post regarding student discipline in charter schools is a classic example of a false dichotomy with a twist of Chicken Little.
This statement outlines the Equity Coalition’s position on the problems with School Discipline and the solutions that are necessary.
This post echos the Equity Coalition’s statement on the problems with School Discipline and the solutions that are necessary.
As part of NACSA’s 2015 annual survey, we asked authorizers for their perspectives and practices on issues at the intersection of authorizing and special education.
In response to UCLA’s Center for Civil Rights Remedies’ report “Charter Schools, Civil Rights and School Discipline,” Lauren Morando Rhim, executive director of The Center for Learner Equity issued the following statement.
In January, John King succeeded Arne Duncan as the leader of the U.S. Department of Education, but he has yet to be given Duncan’s full title. To date, Mr. King has been functioning as Acting Secretary.
The Center for Learner Equity (The Center for Learner Equity) is dedicated to ensuring that students with disabilities have equal access to charter schools and that public charter schools are designed and operated to enable all students to succeed.