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The Evolution of a Name: Redefining Inclusion and Access

Wednesday, June 5, 2019

 

The NYC Special Education Collaborative is now The Collaborative for Inclusive Education.

 

Nearly a decade ago, the New York City Charter School Center created the NYC Special Education Collaborative when it merged a consortium of borough-based special education cooperatives into a citywide membership program in order to codify the charter sector’s commitment to serving students with disabilities.

Charters Close the Achievement Gap: NYC Charters Continue to Lead

Sunday, September 30, 2018

 

On Wednesday, the New York State Education Department released results for the 2017-18 grades 3-8 English Language Arts (ELA) and math assessments. As in 2015-16, when the state implemented new testing procedures that differed from past years’ Common Core assessments, these results are not directly comparable to those from the year prior.

What Does Inclusion Look Like?

Wednesday, February 7, 2018

By Melissa Katz, Director, English Learner Supports

The NYC Special Education Collaborative’s mission is to empower schools to develop inclusive education environments. This is an ambitious undertaking given that inclusion is not a teaching strategy, but rather a mindset. In the most basic language, inclusion means any student...

Charters Widen the Gap: NYC Charters Continue to Lead

Thursday, August 24, 2017

 

On Tuesday, the New York State Education Department released results for the 2016-17 grades 3-8 English Language Arts (ELA) and math assessments. Unlike 2015-16, when the state implemented new testing procedures that differed from past years’ Common Core assessments, the 2016-17 results are directly comparable to those from the year prior.  Across New York City, both charter and traditional district schools made improvements in ELA and math. However, following last year’s trends, New York City charter schools outperformed and outgained traditional district schools in both ELA and math.

The Best Case for Returning to the Funding Formula

Tuesday, March 21, 2017

By Michael Pih

And the funding gap between charters and the district continues to grow...

The IBO released an updated report comparing public spending for charter schools to traditional district schools, and its analysis is clear: not only do NYC charter schools receive less in public spending than their district counterparts, but this funding disparity continues to grow.

Giving Voice: Special Populations Series

Friday, January 6, 2017

By Dixon Deutsch, Vice President of Special Populations

Accountability: College Football vs. Public Schools

While enjoying the holidays in my home state of Texas, I received an email from my alma mater - the University of Texas at Austin. The email caught my eye because it referenced a new head coach for the university football team. For those that don't know, college football is big in Texas. So big in fact, that when a relatively new head coach didn't perform after three years, the university let him go. This isn't surprising, considering that the football program is a multi-million dollar endeavor. What is surprising is the very public nature and the reasons that the university gave for firing the head coach.

Giving Voice: Special Populations Series

Tuesday, December 6, 2016

By Megan Davis-Hitchens, Director of the NYC Special Education Collaborative

When we say, “We do inclusion,” what do we mean?

In my third year attending CHIME Charter School’s Creating Inclusive Schools conference, I continue to experience shifts in my conceptualization of inclusion. By observing and learning directly from the teachers and school leaders at CHIME, it becomes clear that behind their inclusive systems are highly passionate and committed educators - educators who believe, whole-heartedly, that all students can be successful and truly belong in their school community. They continuously adapt, modify, shift, and learn, in order to ensure that all students are included.

Giving Voice: Special Populations Series

Thursday, November 3, 2016

By Melissa Katz

Inclusion: We Must Get There

It’s 6:00pm on a Saturday and I’m sitting on a flight back to New York after three days of intensive professional development about inclusion. As the Charter Center’s Program Manager of English Learner Supports, I’m constantly on the lookout for the best educational practices around recruiting and supporting English language learners. This trip took me to CHIME, a well-known and successful charter school in Los Angeles that started as a Pre-K for students with moderate to severe disabilities. Eventually, their successes and parent demand skyrocketed and the school grew to serve Kindergarten through 8th grade with plans to expand to high school.

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