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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 0000-0003-2991-3367), Neil R. Filosa, Scott A. Imberman, Nathan D. Jones, Katharine O. Strunk
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22W%2E+Jesse+Wood%22">W. Jesse Wood</searchLink><br /><searchLink fieldCode="AR" term="%22Ijun+Lai%22">Ijun Lai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2991-3367">0000-0003-2991-3367</externalLink>)<br /><searchLink fieldCode="AR" term="%22Neil+R%2E+Filosa%22">Neil R. Filosa</searchLink><br /><searchLink fieldCode="AR" term="%22Scott+A%2E+Imberman%22">Scott A. Imberman</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+D%2E+Jones%22">Nathan D. Jones</searchLink><br /><searchLink fieldCode="AR" term="%22Katharine+O%2E+Strunk%22">Katharine O. Strunk</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2025 47(2):355-379.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Added+Models%22">Value Added Models</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink>
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  Data: 10.3102/01623737231214555
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  Data: 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.
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  Data: 2025
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        Value: 10.3102/01623737231214555
    Languages:
      – Text: English
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      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Students with Disabilities
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      – SubjectFull: Success
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      – SubjectFull: Educational Quality
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      – SubjectFull: Value Added Models
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      – SubjectFull: Student Placement
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Inclusion
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: California (Los Angeles)
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      – TitleFull: Are Effective Teachers for Students with Disabilities Effective Teachers for All?
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