Are Effective Teachers for Students with Disabilities Effective Teachers for All?
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| Title: | Are Effective Teachers for Students with Disabilities Effective Teachers for All? |
|---|---|
| Language: | English |
| Authors: | W. Jesse Wood, Ijun Lai (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2025 47(2):355-379. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B200009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Effectiveness, Students with Disabilities, Success, Educational Quality, Value Added Models, Student Placement, Elementary Secondary Education, Teacher Characteristics, Inclusion, Regular and Special Education Relationship |
| Geographic Terms: | California (Los Angeles) |
| DOI: | 10.3102/01623737231214555 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on teachers' effectiveness for SWDs and one for non-SWDs. We find that many top-performing teachers for non-SWDs have relatively lower VAMs for SWDs and vice versa, and that on average SWDs have teachers with lower scores in both VAMs than non-SWDs. 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 informing student assignment to teachers. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1471328 |
| Database: | ERIC |
| Abstract: | The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on teachers' effectiveness for SWDs and one for non-SWDs. We find that many top-performing teachers for non-SWDs have relatively lower VAMs for SWDs and vice versa, and that on average SWDs have teachers with lower scores in both VAMs than non-SWDs. 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 informing student assignment to teachers. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737231214555 |
