Enrollment and Achievement Trends for Students with Disabilities in U.S. Charter Schools

• In Event: Autonomy and Variation in Charter School Systems: Governance, Practices, and Outcomes Across Contexts

Abstract

Since the first charter school opened in Minnesota in 1991, charter schools have become one of the fastest-growing forms of school choice in the United States. The population of students receiving special education services has also increased over the past decade. Despite this growth, misconceptions persist that charter schools are exempt from standardized testing or special education requirements. Emerging evidence suggests charter schools may academically benefit historically underserved populations, including students with disabilities, but most studies are geographically limited and lack a national perspective.This study examines national patterns in enrollment and achievement in charter schools. The study is guided by four research questions: (1) What are the trends in standardized test participation and proficiency among charter school students from 2011–12 to 2024–25? (2) To what extent do differences exist between typically developing students and students receiving special education services in enrollment patterns? (3) How do enrollment and assessment participation vary across IDEA disability categories? and (4) To what extent do enrollment and proficiency differ by charter school authorizer and type (start-up versus conversion)?This study uses a national secondary dataset spanning 2011–12 to 2024–25, sourced from NCES, EDFacts, CRDC, and NAPCS. The dataset includes enrollment, disability status, ELA and math assessment participation and performance, and demographic data, enabling analysis across time and subgroups.The study employs an exploratory quantitative design. Descriptive and multilevel analyses will be conducted in Stata 19, including trend and subgroup analyses by disability category, charter type, and authorizer. Expected participation rates will be calculated based on IEP/504 designations to assess testing inclusion.Preliminary analyses (2011–12 to 2017–18) show charter enrollment increased by 53.9%, while special education enrollment grew by 2.2%. States enrolling the highest proportions of students with disabilities included Maine (20.1%), Pennsylvania (18.0%), and Iowa (16.8%), exceeding the 13.1% national average in traditional public schools in 2018. Charter schools served higher proportions of students with high-incidence disabilities. For example, autism classifications increased from 4.5% to 9.1% during this period. Although students with disabilities participated in standardized testing at lower rates than their typically developing peers, participation improved substantially over time, with math participation rising from 42.8% to 83.7%.This study provides a national picture of special education enrollment, participation, and performance in charter schools, informing debates on equity, access, and accountability. Findings highlight where charter schools meet expectations and where gaps persist, offering actionable insights for policymakers and authorizers. Variation by disability category, school type, and authorizer underscores the need for more consistent oversight and clearer policy guidance. This work also identifies key areas for policy attention, including monitoring testing participation, strengthening accountability and funding systems, and supporting inclusive practices across charter sectors.

Authors

• Natalie Neugebauer Schoettler, Auburn University
  Presenting Author

• David T Marshall, Auburn University
  Non-Presenting Co-Author