What makes special-education teachers special? Teacher training and achievement of students with disabilities |
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| Institution: | 1. Department of Finance and Economics, Texas State University, 601 University Drive, San Marcos, TX 78666, United States;2. Department of Economics, Georgia State University, 14 Marietta Street N.W., Atlanta, GA 30302, United States;1. Center for Education Data & Research, University of Washington Bothell, 3876 Bridge Way N, Suite 201, Seattle, WA 98103, United States;2. Western Washington University, Department of Economics, Parks Hall 315, Bellingham, WA 98225, United States;1. University of North Carolina at Charlotte, Charlotte, NC, United States;2. Appalachian State University, Boone, NC, United States;3. University of South Carolina at Columbia, Columbia, SC, United States;1. Department of Educational, Faculty of Humanities, Ono Academic College, Kiryat Ono 55000, Israel;2. Department of Educational, School of Education, Bar-Ilan University, Ramat-Gan 52900, Israel;1. Queensland University of Technology, Victoria Park Road, Kelvin Grove 4059, Australia;2. Central University of Finance and Economics, 39 South College Road, Beijing 100081, China;3. Beijing Normal University, 19 Xinjiekouwai Street, Beijing 100875, China;1. University of California, San Diego, United States;2. Northwestern University, United States |
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| Abstract: | Using statewide data from Florida, we analyze the impact of both pre-service and in-service training on the ability of teachers to promote academic achievement among students with disabilities. We find students with disabilities whose teacher is certified in special education have greater achievement in both math and reading than similar students whose teacher is not special-education certified. However, students without disabilities experience slightly lower achievement when taught by a special-education certified teacher. In-service professional development has no effect on the value-added of teachers in special education courses, but non-disabled students whose regular education teachers received special education training exhibit modestly higher achievement. Similarly, the gain in effectiveness associated with teacher experience is greater for teachers of regular education courses than for teachers of special education courses. Teachers with advanced degrees are more effective in boosting the math achievement of students with disabilities than are those with only a baccalaureate degree. |
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| Keywords: | Special education Teacher training I21 J44 |
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