The Center is thrilled to announce that Co-Founder and Executive Director Lauren Morando Rhim has been named to the winter 2020 cohort of Pahara-Aspen Education Fellows. This two-year fellowship, a highly selective partnership between the Pahara and Aspen Institutes, brings together innovative and equity-focused education leaders for deep learning, connection, and collaboration aimed at tackling the toughest challenges in public education.
On January 7, the Center submitted public comments to the District of Columbia’s Office of the State Superintendent of Education (OSSE) regarding proposed amendments to Chapter 30 (Special Education) of Title 5-A in the District of Columbia’s Municipal Regulations.
On January 10, 2020, Lauren Morando Rhim wrote an op-ed in the Houston Chronicle about the need for additional oversight of special education in Texas.
As we prepare for the urgent work of 2020, we’re taking a moment to reflect on the highlights and accomplishments of the last year. It was a year of significant growth for the Center, with new initiatives at the programmatic and policy levels, new staff, and renewed energy for our mission of ensuring that students with disabilities are able to fully access and thrive in charter schools.
On December 30, 2019, Lauren Morando Rhim chatted with New Hampshire’s Valley News about the challenges charter schools face in educating students with disabilities.
As we evolve into an increasingly global and information-rich economy, the promise of virtual learning is enticing. Unfortunately, the reality falls short of the promise, and far too many virtual providers are attempting to hide behind the profile of their students as an excuse for low performance. Recent developments in Nevada highlight the dangers of this trend.
On November 18, 2019, the Houston Chronicle profiled ongoing challenges with special education in Texas schools, quoting Lauren Morando Rhim.
The Center’s analysis highlights clear trends in how students with disabilities are accessing and being served by charter schools and offers specific recommendations for improvement.
This report lays out the findings from a 2015-2016 data collection about special education in both charter and traditional public schools and the implications of that data.
