Students with Disabilities and School Choice

2019 ◽  
Author(s):  
Robert Garda ◽  
Wendy Hensel ◽  
Paul O’Neill
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Students With Disabilities ◽  
The United States ◽  
Section 504 ◽  
Education Reforms ◽  
Schools Of Choice ◽  
Legal Challenges

School choice is one of the primary education reforms currently sweeping the United States. School choice systems create unique challenges for students with disabilities and schools of choice in serving such students. While there are a variety of school choice systems, this chapter focuses on three types of school choice models—charter schools, portfolio school districts, and voucher programs—and the unique policy and legal challenges they present for students with disabilities. Specifically, this chapter examines the interplay of these school choice reforms with the United States laws regarding students with disabilities: the Individuals with Education in Disabilities Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). The challenges, barriers and problems are examined and solutions are proposed that consider both the laws regarding students with disabilities and the structures of the choice programs.

The current landscape of school choice in the United States

2021 ◽  
Vol 103 (1) ◽  
pp. 14-19
Author(s):  
Mark Berends
Keyword(s):  
United States ◽  
School Choice ◽  
Charter Schools ◽  
Large Scale ◽  
The United States ◽  
American Education ◽  
Policy Makers ◽  
Voucher Programs

Over the last 30 years, the school choice movement has been one of the most prominent large-scale reform efforts in American education. In recent years, charter schools and voucher programs, in particular, have been a focus of policy makers and philanthropists. Mark Berends presents an overview of these two models, their prevalence, and what research says about their effectiveness.

scholarly journals Excluding 'Undesirable' Immigrants: Public Charge as Disability Discrimination

2021 ◽  
pp. 1613
Author(s):  
Alessandra Rosales
Keyword(s):  
United States ◽  
The United States ◽  
Section 504 ◽  
Disability Rights ◽  
Federal Programs ◽  
Disability Discrimination ◽  
The Public ◽  
Public Benefits ◽  
Legal Challenges ◽  
Definition Of

Public charge is a ground of inadmissibility based upon the likelihood that a noncitizen will become dependent on government benefits in the future. Once designated as a public charge, a noncitizen is ineligible to be admitted to the United States or to obtain lawful permanent residence. In August 2019, the Trump Administration published a regulation regarding this inadmissibility ground. Among its mandates, the rule expanded the definition of a public charge to include any noncitizen who receives one or more public benefits for more than twelve months in a thirty-six-month period It also instructed immigration officers to weigh medical conditions that “interfere” with the noncitizen’s ability to care for themselves in favor of finding the noncitizen to be a public charge. The rule prompted several legal challenges, including under section 504 of the Rehabilitation Act, the predecessor to the Americans with Disabilities Act. While these claims address the core legal arguments of disability discrimination, the scope of violations should be viewed more broadly. This Comment assesses the public charge rule from a disability rights perspective, exploring the intersection between disability and immigration law, and concludes that immigrants with disabilities no longer had access to federal programs to which they were entitled, and consequently, access to the United States itself.

scholarly journals Charter schools: A U.S. case study and implications for Brazil

2020 ◽  
Vol 28 ◽  
pp. 38
Author(s):  
Paula Louzano ◽  
Lara Elena Ramos Simielli
Keyword(s):  
United States ◽  
School Choice ◽  
Charter Schools ◽  
The United States ◽  
After School Programs ◽  
After School ◽  
School Programs ◽  
Teacher Professional ◽  
Overall Performance

This article analyzes the case of school choice in the United States and its implications for the Brazilian context. This discussion is important to Brazil, given the fact that key actors are starting to advocate in favor of introducing charter schools and vouchers in the country. Evidence from countries that introduced this model can help shed some light on this debate. In this article, we will analyze the overall performance of school choice in the United States, especially charter schools, focusing on its implications on educational equity. The Brazilian educational system is highly unequal. Thus, if charter schools are not helping to enhance the overall quality and equity in the United States, it may not be a policy to be pursued in Brazil. In this scenario, focusing on the idea that school choice is the answer may divert the attention from systemic policies that can contribute to improve education such as high-quality early childhood education, increased education funding, after-school programs, and teacher professional development. 

scholarly journals Common enrollment in school choice

2019 ◽  
Vol 14 (4) ◽  
pp. 1237-1270 ◽  
Author(s):  
Mehmet Ekmekci ◽  
M. Bumin Yenmez
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
The United States ◽  
Neighborhood Schools ◽  
School Participation ◽  
Full Participation ◽  
The Common

Increasingly, more school districts across the United States are using centralized admissions for charter, magnet, and neighborhood schools in a common enrollment system. We first show that across all school‐participation patterns, full participation in the common (or unified) enrollment system leads to the most preferred outcome for students. Second, we show that, in general, participation by all schools may not be achievable because schools have incentives to stay out. This may explain why some districts have not managed to attain full participation. We also consider some specific settings where full participation can be achieved and propose two schemes that can be used by policymakers to achieve full participation in general settings.

scholarly journals Cracks in the Melting Pot: Immigration, School Choice, and Segregation

2012 ◽  
Vol 4 (3) ◽  
pp. 91-117 ◽  
Author(s):  
Elizabeth U Cascio ◽  
Ethan G Lewis
Keyword(s):  
United States ◽  
Public Schools ◽  
School Choice ◽  
Settlement Patterns ◽  
Comparison Group ◽  
The United States ◽  
Melting Pot ◽  
School Demographics ◽  
Skilled Immigration ◽  
Households With Children

We examine whether low-skilled immigration to the United States has contributed to immigrants' residential isolation by reducing native demand for public schools. We address endogeneity in school demographics using established Mexican settlement patterns in California and use a comparison group to account for immigration's broader effects. We estimate that between 1970 and 2000, the average California school district lost more than 14 non-Hispanic households with children to other districts in its metropolitan area for every 10 additional households enrolling low-English Hispanics in its public schools. By disproportionately isolating children, the native reaction to immigration may have longer-run consequences than previously thought. (JEL H75, I21, J15, J24, J61, R23)

Immigrant Students in the Trump Era: What We Know and Do Not Know

2017 ◽  
Vol 31 (6) ◽  
pp. 716-742 ◽  
Author(s):  
Chi Nguyen ◽  
Maraki Kebede
Keyword(s):  
United States ◽  
School Choice ◽  
Presidential Election ◽  
Rural Areas ◽  
Immigrant Students ◽  
Educational Experiences ◽  
The United States ◽  
Political Transition ◽  
Deferred Action ◽  
Political Divide

The 2016 U.S. presidential election marked a time of deep political divide for the nation and resulted in an administrative transition that represented a drastic shift in values and opinions on several matters, including immigration. This article explores the implications of this political transition for immigrants’ K-16 educational experiences during President Trump’s administration. We revisit literature on school choice and the Deferred Action for Childhood Arrivals (DACA)—two policy areas where the most significant changes are expected to occur—as it pertains to immigrant students in the United States. We identify areas where there is limited scholarship, such as the unique educational experiences of various minority immigrant subgroups, the interplay between race and immigration status, and immigrant students in rural areas. Recommendations are made for policy and research.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

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