This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 CRDC data released earlier this year, this brief focuses on school discipline and the engagement of law enforcement in schools and how this experience has changed over time. Nationally, the identification of students with disabilities eligible to receive special education and related services has increased over time. Simultaneously, enrollment in charter schools has also increased. In light of disruptions caused by the COVID-19 pandemic and potentially greater increases in charter school enrollment, it remains important to track the degree to which students with disabilities are accessing charter schools and to understand the characteristics of students and their experiences prior to the pandemic to examine shifts as schools focus on recovery. Students with disabilities have historically faced disciplinary actions, such as suspension, restraints, seclusion, and engagement of law enforcement, at two to three times the rate of students without disabilities. Given mounting concerns about the impact of the pandemic on student academic progress, social-emotional learning, and behavior, and subsequently, school discipline, these baseline data will help us track and quantify the impact of the pandemic on disciplinary practices. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]