Eureka! Inclusive TK-Grade 6 Charter School

The first intentionally-inclusive and universally-designed publicly funded school in Santa Clara County
Projected Opening Fall 2019* 


Eureka! Inclusive is inspired by award winning California public school CHIME Institute. CHIME is the national leader and model of inclusion. The program is universally designed to enhance learning, challenge students that are gifted, support students that need extra, and develop well-rounded students across all academic disciplines and developmental domains. At CHIME inclusion truly elevates all! 

Eureka! Inclusive starts with a humanitarian view of inclusion that simply states, “No child shall be excluded.” Eureka! is designed with an understanding and appreciation of human variability as well as the infinite potential of the human brain to grow and repair within the context of nurturing relationships and supportive and safe environments. Our students and communities are living in a time of extraordinary innovation and deep divides, and we need schools that are highly attuned to learners, their families, and their unique and evolving needs. Eureka’s focus on relationships, community, and Universal Learning Design will create a school where all students belong. A human-centered approach has the ability to balance the social-emotional well-being of students with high academic standards. It aligns parents' hopes and students' dreams with a school personally designed to help achieve them. It's also a chance for San Jose to become a beacon for how to address bias head-on and create a demonstration effect for how diversity can ignite learning in our students and schools that is transformative, universal, sustainable, and scalable.

Benefits of Inclusive Education for ALL Students

An inclusive educational model has significant benefits for students in terms of both academic outcomes and social and emotional skill building. Several of these benefits are highlighted below.

Academic Benefits:

Schools implementing a schoolwide model of equity-based inclusive education demonstrated larger student growth on annual state reading and math assessments relative to students attending comparable schools (Choi, Meisenheimer, McCart, & Sailor, 2016). 

Students without disabilities made significantly greater progress in reading and math when educated in inclusive classrooms (Cole, Waldron, & Majd, 2004).  Likewise, engagement in the general education curriculum strongly and positively correlated with math and reading achievement for students with disabilities (Cole, et al., 2004; Cosier, Causton-Theoharis, & Theoharis, 2013; Kurth & Mastergeorge, 2010; Sermier Dessemontet, Bless, & Morin, 2012).

Behavioral & Social Benefits:

Students with autism who were academically and socially included at school experienced more positive developmental trajectories that extended into adulthood, engaging in fewer anti-social behaviors and demonstrating improved independent daily living skills (Woodman, Smith, Greenberg, & Mailick, 2016).

Students with extensive support needs who spent more time integrated among their general education peers demonstrated improved metacognitive and interpersonal abilities, and established more substantive networks of relationships (Copeland & Cosbey, 2009; Jackson, Ryndak, & Wehmeyer, 2009; Wehmeyer, 2006).  


Eureka Inclusive will partner with researchers to focus on intentionally inclusive and universally designed communities and teachers’ professional development.  The Eureka! Inclusive School Model is presented as a pedagogical strategy and response to the complex social injustice that, despite anti-discrimination laws, persists within and across government and private institutions in Santa Clara County.

Research focused on improvement is co-constructed by practitioners and researchers, and it is rooted in the challenges of practitioners’ everyday work. Eureka! Inclusive will support the creation of this type of research, as well as develop San Jose Unified School District’s capacity to use findings to implement changes in schools across the district.

Eureka! Inclusive will cultivate research to practice programming at the local level that can be measured against CHIME Institute outcomes to provide valuable data and insight at the state level. In turn, the sharing of data would help many more school districts leverage research to improve educational outcomes for students across California.

Eureka! Inclusive: The time is now!

The founders of Eureka! Inclusive are responding to the urgent call of our children to reject the standard of appropriate education that predicts failure in school and failure in life.

The education of children has at its roots the goal of socializing and preparing students to become active citizens. The overarching goal of public education is that all Americans, despite their beginnings in life, will be equipped with the knowledge and tools to pursue the American dream and be seen as equal among their peers.

However, the American dream is a myth for students with disabilities within the current Californian education framework. The current policies and practices of our education system predetermine a child’s worth and value and set the stage for each child’s future. It is the common practice for children with disabilities, and/or emotional and behavioral challenges to be segregated from the peer environment and taught to a standard that presumes inability. These children are less likely to be identified as “gifted and talented and more likely to be restrained, segregated, disciplined, suspended, expelled, and incarcerated.

San Jose Unified School Outcomes: Students with disabilities in San Jose Unified School District perform 88 points below standard in English and 112 points below standard in math, making them the student subgroup with the largest achievement gap in the district. Students with disabilities are also suspended more than any other student group in San Jose Unified, nearly 3 times more than all students.

2017 Santa Clara County Juvenile Justice Report Findings:

Boys School Adjustment:

·        50% of the male youth stated having issues with schoolwork.

·        19% of the boys, the problems were related to lack of intellectual capacity (i.e., needing special education services)

·        36% was due to other achievement problems (i.e., lack of interest, dyslexia, dropouts).

·        70% of youth self-reported not receiving additional learning support or special education for their learning deficiencies.

·        73% never received special help for emotional or behavioral problems in school. 

Girls School Adjustment:

·        50% of girls had problems at school. problems

·        14% of problems primarily due to lack of intellectual capacity (i.e., needing special education services).

·        31% accounted for other achievement (i.e., lack of interest, dyslexia, dropouts).

·        84% of them reported not receiving additional learning support or special education for learning deficiencies.

·        21% of Girls reported suicide attempts and additional 9% serious thoughts of suicide.

·        75% of them never received special help for emotional or behavioral problems at school.

 Full Report Available:

Adult Outcomes

In California only 20% of non-institutionalized disabled adults are employed full time, homelessness, underemployment, college drop- out rates, addiction, and health afflictions are all predicted by a segregated education.


Eureka! Inclusive is Endorsed by

Read our Executive Summary

* Pending Charter Petition Approval