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 the authors studied in the two prior reports (e.g., enrollment, educational placement, and discipline), they have introduced 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, they 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. [For the Executive Summary, see ED608578. For the 2013-2014 report, see ED604731.]