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Are Effective Teachers for Students with Disabilities Effective Teachers for All?

Author

Listed:
  • W. Jesse Wood
  • Ijun Lai
  • Neil R. Filosa
  • Scott A. Imberman
  • Nathan D. Jones
  • Katharine O. Strunk

Abstract

The success of many students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, most measures of teacher value-added measures (VAM) fail to distinguish between a teacher’s effectiveness in educating students with and without disabilities. We create two VAM measures: one focusing on teachers’ effectiveness in improving outcomes for SWDs, and one for non-SWDs. We find top-performing teachers for non-SWDs often have relatively lower VAMs for SWDs, and that SWDs sort to teachers with lower scores in both VAMs. Overall, SWD-specific VAMs may be more suitable for identifying which teachers have a history of effectiveness with SWDs and could play a role in ensuring that students are being optimally assigned to these teachers.

Suggested Citation

  • W. Jesse Wood & Ijun Lai & Neil R. Filosa & Scott A. Imberman & Nathan D. Jones & Katharine O. Strunk, 2022. "Are Effective Teachers for Students with Disabilities Effective Teachers for All?," NBER Working Papers 30212, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:30212
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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