When 1.7 million Michigan students with disabilities switched from traditional public schools to charter schools between 2013 and 2018, there was a wave of apprehension. However, the survey results are surprising. These students didn’t just keep up, they improved academically. A study released Jan. 13 by the National Center for Research on Education Access and Choice (NCREAC) shows that children with individualized education plans (IEPs) raised their math and reading scores alongside their general-education peers, even though they spent less time in intensive special education programs.Charter schools have long been criticized for discouraging enrollment of students with disabilities and skirting special education responsibilities. Yet Michigan’s data suggests that some charters might be doing something right, offering an environment where students with disabilities can thrive academically. At the same time, it leaves unanswered whether these schools are fully meeting the broader needs of these students, beyond test scores.
Academic gains amid fewer services
After switching to charter schools, students spent more time in general-education classrooms. Participation in intensive cognitive programs, which provide one-on-one instruction and therapy, dropped by five percentage points, while involvement in resource programs, less intensive support integrated into general classrooms, rose by four points. Despite this shift, math and reading scores climbed for both students with disabilities and their general-education peers, and absence rates fell, suggesting students were more engaged.“These results suggest that charters may have adopted, identified, and developed approaches to teaching students with disabilities that warrant further study,” the NCREAC report said.
The limits of the data
The study is clear about its boundaries. It tracks documented changes in IEPs but cannot confirm whether students actually received all required services. It also does not include the perspectives of students or families, voices that are essential for understanding whether these educational gains translate into meaningful support.“Our data also does not reflect the perspectives of students and families,” the report notes. “It is essential that students with disabilities are included in future research on school choice to understand whether their needs are being met in different choice contexts.”
Charter schools’ uneasy reputation
Charters have long been controversial when it comes to special education. Some schools avoid enrolling students with disabilities, citing financial and performance concerns. Recent reports from Chicago, Maryland, and Indianapolis show charter schools violating special education laws or suspending students with disabilities at disproportionately high rates.Yet the Michigan study, together with previous research from Boston, depicts a more complicated scenario. Students with disabilities who won the lottery to Boston charter schools were significantly more likely to meet college readiness benchmarks than their peers in traditional public schools. The clues from research indicate that charter schools are capable of supporting academic success; however, this is only when there is strict and unwavering oversight of service delivery.
Rethinking school choice
The Michigan findings bring into question the assumption that charter schools are inherently worse for students with disabilities. However, they also underline the significance of the accountability factor. It is the responsibility of policymakers and educators to guarantee that any academic improvement is not achieved at the expense of the availability of services or the overall wellness of students.While discussions about school choice are taking place in different parts of the US, there is still one question that remains unanswered: Are charter schools able to live up to their promise for all students, including those with disabilities? Test scores are only one part of the story, and the full story involves hearing the students’ voices.
