In this report, the Center on Reinventing Public Education provides some context to these policy responses to special education enrollment in charter schools by describing the distribution of students with disabilities in New York State charter and district-run schools. We show that different levels of comparison—state level, school type, district level, and authorizer level—yield different results, and comparisons at high levels of aggregation (such as those made at the state level) mask important information and variation. Whether, and in what ways, charter schools appear to systemically underserve students with disabilities depends on how you answer the question, “Compared to what?”