Manhattan Institute

In New York City and elsewhere, a significantly smaller proportion of students enrolled in charter schools are classified as English language learners (ELL) than in traditional public schools. This observation has produced considerable discussion and some policy responses.

This paper — which builds on a joint 2013 report by the Manhattan Institute and the Center on Reinventing Public Education, Why the Gap? Special Education and New York City Charter Schools — uses longitudinal student-level enrollment data to explain the ELL gap between New York City charter and traditional public schools.
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