Civil Rights Suspended: An Analysis of New York City Charter School Discipline Policies

Children and Youth;Education and Literacy

Civil Rights Suspended: An Analysis of New York City Charter School Discipline Policies

Over the past few years, Advocates for Children of New York (AFC) has assisted an increasing number of parents who have contacted them with concerns about charter school suspensions and expulsions. In helping parents with these cases, AFC found that charter school discipline policies were not always readily available.

In this report, AFC sent Freedom of Information Law (FOIL) requests to the three New York City charter school authorizers and, to the extent possible, charter schools opening in NYC during the 2013-2014 school year seeking, among other things, copies of their discipline policies. Charter schools are required to comply with FOIL requests, and most charter schools responded. From the FOIL responses and charter school websites, AFC was able to review 164 discipline policies from 155 of the 183 charter schools operating in NYC during the 2013-2014 school year. These discipline policies came from large charter school networks as well as from small, independent charter schools.

While charter schools should be able to discipline their students, they must uphold the rights of their students and provide them with a fair discipline process. The Charter Schools Act requires charter school authorizers to ensure that charter applications include discipline policies and procedures that comport with the law. Yet, all three authorizers of New York City charter schools have approved charters for schools that have legally inadequate discipline policies.

February 2015

Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City

White Paper: College Access and Retention of Career and Technical Education Graduates

Children and Youth;Education and Literacy;Employment and Labor

White Paper: College Access and Retention of Career and Technical Education Graduates

This White Paper on post secondary access and persistence of career and technical education (CTE) graduates, particularly those with disabilities, is produced in collaboration with the Center for Labor and Market Studies at Northeastern University. Currently, little is known about the actual post secondary enrollment of graduates from Massachusetts public high schools and less is known about the post secondary outcomes of the subset of high school graduates with disabilities. Yet, the labor market environment that these young adults will enter is one characterized by a large and growing lifetime earnings advantage to earning a college degree. The findings are based on data about nearly 4,600 high school students from the Classes of 2004 through 2006 who graduated from seven vocational-technical high schools in Massachusetts.

Geographic Focus:

Educate! Include! Respect! A Call for School System Reform to Improve the Educational Experiences of Students with Disabilities in New York City

Disabilities, Education and Literacy

Educate! Include! Respect! A Call for School System Reform to Improve the Educational Experiences of Students with Disabilities in New York City

In this report, the ARISE Coalition calls upon the Department of Education (DOE) to build a school system that educates, includes, and respects students with disabilities. We review the Children First Reforms of Mayor Bloomberg as they apply to this population and examine their effects on the progress and day-to-day experiences of these students and their families. We conclude with concrete recommendations and with a plea for the DOE to commit at least the same system-wide attention and resources to students with disabilities as have been devoted to developing, implementing and fine-tuning programs for students in the general education population.

Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City

Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools

Education and Literacy

Out of School and Off Track: The Overuse of Suspensions in American Middle and High Schools

Analyzing data from over 26,000 U.S. middle and high schools, the report reveals profound disparities in suspension rates when disaggregating data by race/ethnicity, gender, and disability status. The report identifies districts with the largest number of "hotspot" schools (suspending 25 percent or more of their total student body), suggests alternatives that are already in use, and highlights civil rights concerns.

Geographic Focus: North America-United States

Schools Without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System

Education and Literacy

Schools Without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System

This report, which is a comprehensive examination of enrollment patterns in charter schools operated by Education Management organizations (EMOs), finds that charter schools run by EMOs are segregated by race, family income, disabilities and English language learner status as compared with their local public schools districts.

Geographic Focus: North America-United States

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