The National Center for Special Education in Charter Schools (the Center) is deeply committed to ensuring that students with disabilities have equal access to charter schools and that charter schools are designed and operated to enable success for all students. To accomplish this goal, the Center conducts analyses and releases a comprehensive report of the bi-annual U.S. Civil Rights Data Collection (CRDC), which is released by The U.S. Department of Education's Office for Civil Rights. This is the Center's third edition, and in addition to examining some of the key indicators studied in the two prior reports (e.g., enrollment, educational placement, and discipline), the authors introduce more detailed analyses such as enrollment variance by gender and race and the impact of a charter's legal status on enrollment and educational environment (i.e., placement). In this third report, it was found that while the charter sector is making progress, not surprisingly, there is more work to do. In large part, the most recent data confirm previous findings and further establish a clear trend line regarding the extent to which students with disabilities are represented in both traditional public and charter schools. This executive summary provides key takeaways; the authors encourage readers to review the full report for further data points, details, and nuances. [For the full report, see ED604728.]