Special Education Teacher Quality and Student Achievement

Special Education Teacher Quality and Student Achievement

Li Feng Tim R. SassDept. of Finance & Econ. Dept. of EconomicsTexas State University Florida State University

Achievement of Students with Disabilities

Policy Relevance 14 percent of public school students have disabilities Achievement gap between students with disabilities

and their typical peers widens as they move into higher grades

13 percent of schools that do not meet AYP standards fail solely because they have not achieved standards set for their students with disabilities

Prior Related Literature

Teacher Training and Student Achievement in the General Student Population Pre-service Training

College Major/Coursework of Teachers Betts, Zau and Rice (2003) Aaronson, et al. (2007) Harris and Sass (2008)

Teach for America Boyd, et al. (2006) Kane, Rockoff and Staiger (2006) Xu, Hannaway and Taylor (2008)

Prior Related Literature

Teacher Training and Student Achievement in the General Student Population Pre-Service Training

Other “Alternative Certification” Programs Sass (2008) Constantine, et al. (2009)

Generally Find no Advantage for Education Majors/Traditionally Prepared Teachers in Promoting Student Achievement

Prior Related Literature

Teacher Training and Student Achievement in the General Student Population In-Service Training

Jacob and Lefgren (2004) Exogenously imposed professional development had no

significant effects on teacher effectiveness in math or reading Harris and Sass (2008)

Inconsistent evidence on effects of current and prior professional development course taking by teachers on student achievement

Prior Related Literature

Special Education Teacher Training and Classroom Practice Sindelar, Daunic and Reynolds (2004)

Graduates of a traditional special education teacher preparation program scored higher on measures of classroom performance and principal ratings than teachers from alternative certification programs

Nougaret, Scruggs and Mastropieri (2005) Traditionally licensed special education teachers better than

emergency licensed teachers on several dimensions, including planning and preparation, classroom environment and instruction

Econometric Model and Estimation Strategies

Standard “Gain Score” Value-Added Model with Student Covariates

Include indicators for deciles of prior achievement level to deal with non-linearities and floor effects

itmtktijmtititA SβTβPβXβ 4321

Econometric Model and Estimation Strategies

Challenges for Value-Added Modeling of Students with Disabilities Determining Teacher(s) Responsible for Instruction

Students may be taking both regular education and special education classes in a subject

Students can have multiple regular-education-course teachers and multiple special-education-course teachers

Course Taking Patterns of Students with Disabilities in Math by Grade Level, 2004/05 – Percent by Category

Course Taking Patterns of Students with Disabilities in Reading by Grade Level, 2004/05 – Percent by Category

Econometric Model and Estimation Strategies

Challenges for Value-Added Modeling of Students with Disabilities Course Selection is Endogenous

Students with more significant disabilities more likely to be in special education courses Combining students in different settings is problematic if student

ability is not completely accounted for

Student Characteristics by Math Course Taking Pattern, 99/00-04/05

Achievement LevelAnd Disability Type

Only Reg. Ed. Courses

Only Sp. Ed. Courses

Reg. Ed. and Sp. Ed. Courses

(Normed) Achievement -0.358 -1.257 -0.847

Speech/Lang. Dis. 0.317 0.027 0.042

Specific Learning Dis. 0.521 0.591 0.767

Intellectual Dis. 0.015 0.128 0.039

Physical Dis. 0.019 0.018 0.014

Emotional Dis. 0.089 0.203 0.096

Other Dis. 0.039 0.033 0.042

Econometric Model and Estimation Strategies

To Address Dual Problems of Multiple Teachers and Endogenous Course Selection, Estimate Value-Added Models for Three Sub-samples of Students Students taking one or more regular education courses in subject

from a single teacher and no special education courses Students taking one or more special education courses in subject

from a single teacher and no regular education courses Students taking one or more regular education courses in subject

from a single teacher and one or more special education courses in subject from a single teacher

Sample for Analysis

All Students in Florida Receiving Exceptional Education Services (Other Than Gifted) With at Least One Achievement Gain Score Grades 4-10 Math and Reading FCAT-NRT Exam (Stanford Achievement Exam) 2000/01-2004/05

Sample restricted to: Students with at most one regular ed. and one special ed.

instructor in subject Classes with a single “primary instructor”

Effects of Teacher Experience on Student Achievement Gains by Math Course Taking Pattern, 99/00-04/05

Course/Teacher and Experience Level Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

1-2 Years 0.0310*** (5.84)

0.0250** (2.17)

3-4 Years 0.0297*** (4.68)

0.0438*** (3.25)

5-9 Years 0.0440*** (7.11)

0.0286** (2.28)

Special Ed. Teacher

1-2 Years 0.0187** (2.23)

0.0192* (1.66)

3-4 Years 0.0194* (1.92)

0.0174 (1.31)

5-9 Years 0.0268*** (2.77)

0.0284** (2.29)

Effects of Teacher Experience on Student Achievement Gains by Reading Course Taking Pattern, 99/00-04/05Course/Teacher and Experience Level Only Reg. Ed.

CoursesOnly Sp. Ed. Courses Reg. Ed. and Sp. Ed.

Courses

Regular Ed. Teacher

1-2 Years 0.0264*** (4.11)

0.0060 (0.57)

3-4 Years 0.0168** (2.20)

0.0231* (1.93)

5-9 Years 0.0307*** (4.24)

0.0158 (1.40)

Special Ed. Teacher

1-2 Years 0.0436***

(3.50) 0.0116

(1.11)

3-4 Years 0.0339**

(2.41) 0.0054

(0.45)

5-9 Years 0.0311** (2.43)

0.0260** (2.31)

Effects of Teacher Sp. Ed. PD on Student Achievement Gains by Math Course Taking Pattern, 99/00-04/05Course/Teacher and Timing of Professional Development

Only Reg. Ed. Courses

Only Sp. Ed. Courses

Reg. Ed. and Sp. Ed. Courses

Reg. Ed. Teacher - Year t 0.0000(0.051)

0.0000 (0.01)

- Year t-1 -0.0000 (0.30)

0.0003 (1.29)

- Year t-2 0.0001 (0.85)

-0.0003 (1.32)

- Year t-3 0.0002 (1.54)

0.0002 (0.09)

Special Ed. Teacher - Year t 0.0001 (0.39)

0.0002 (1.29)

- Year t-1 -0.0001 (0.72)

0.0000 (0.06)

- Year t-2 -0.0002* (1.69)

0.0001 (0.99)

- Year t-3 0.0002 (1.56)

-0.0002 (0.99)

Effects of Teacher Sp. Ed. PD on Student Achievement Gains by Reading Course Taking Pattern, 99/00-04/05Course/Teacher and Timing of Professional Development

Only Reg. Ed. Courses

Only Sp. Ed. Courses

Reg. Ed. and Sp. Ed. Courses

Reg. Ed. Teacher - Year t 0.0002 (1.53)

0.0002 (1.25)

- Year t-1 -0.0000 (0.28)

-0.0001 (0.31)

- Year t-2 0.0002* (1.74)

0.0000 (0.26)

- Year t-3 0.0003*** (3.34)

-0.0000 (0.16)

Special Ed. Teacher - Year t -0.0000 (0.05)

-0.0000 (0.07)

- Year t-1 0.0000 (0.18)

-0.0000 (0.25)

- Year t-2 -0.0002 (1.32)

0.0003** (2.14)

- Year t-3 0.0001 (0.30)

-0.0001 (1.14)

Effects of Teacher Adv. Degrees on Student Achievement Gains by Math Course Taking Pattern, 99/00-04/05

Course/Teacher Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Advanced Degree 0.0101*** (3.01)

0.0037 (0.61)

Special Ed. Teacher

Advanced Degree 0.0103* (1.77)

0.0101* (1.74)

Effects of Teacher Adv. Degrees on Student Achievement Gains by Reading Course Taking Pattern, 99/00-04/05

Course/Teacher Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Advanced Degree -0.0040 (1.05)

0.0034 (0.64)

Special Ed. Teacher

Advanced Degree 0.0128*

(1.80) -0.0002

(0.05)

Effects of Certification Status on Student Achievement Gains by Math Course Taking Pattern, 99/00-04/05

Course/Teacher and Certification Status

Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Professional Cert. 0.0154*** (3.01)

0.0090 (0.80)

Sp. Ed. Cert. -0.0003 (0.04)

0.0165 (1.58)

Special Ed. Teacher

Professional Cert. 0.0074 (0.84)

0.0203* (1.78)

Sp. Ed. Cert. -0.0033 (0.35)

0.0166** (2.47)

Effects of Certification Status on Student Achievement Gains by Reading Course Taking Pattern, 99/00-04/05

Course/Teacher and Certification Status

Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Professional Cert. 0.0175*** (2.90)

0.0221**(2.20)

Sp. Ed. Cert. -0.0061 (0.89)

0.0149*(1.81)

Special Ed. Teacher

Professional Cert. 0.0138 (1.02)

0.0082(0.83)

Sp. Ed. Cert. 0.0233* (1.91)

0.0261*** (4.40)

Effects of Exc. Child Ed. Credits on Student Achievement Gains by Math Course Taking Pattern, 99/00-04/05

Course/Teacher Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Exceptional Child Ed. Credits -0.0083** (2.57)

0.0027(0.21)

First BA – Special Ed -0.0257* (1.93)

-0.0010(0.02)

Special Ed. Teacher

Exceptional Child Ed. Credits 0.0035

(0.99) 0.0106*

(1.65)

First BA – Special Ed 0.0006 (0.04)

0.0364(1.31)

Effects of Exc. Child Ed. Credits on Student Achievement Gains by Reading Course Taking Pattern, 99/00-04/05

Course/Teacher Only Reg. Ed. Courses

Only Sp. Ed. Courses Reg. Ed. and Sp. Ed. Courses

Regular Ed. Teacher

Exceptional Child Ed. Credits -0.0058 (1.32)

-0.0060 (0.60)

First BA – Special Ed. -0.0380** (2.07)

-0.0439 (1.04)

Special Ed. Teacher

Exceptional Child Ed. Credits 0.0009 (0.22)

0.0129** (2.29)

First BA – Special Ed. 0.0189 (1.08)

0.0569** (2.35)

Summary of Findings

Returns to teacher experience generally smaller in special education courses, particularly in math

Little evidence that professional development in special ed. makes teachers more effective Possible exception – regular education reading courses

Attainment of advanced degrees associated with higher value-added in math Contrary to typical findings in general student

population

Summary of Findings

Special education certification associated with greater learning gains of students in special education courses, particularly in reading

Other measures of pre-service preparation of teachers of special education courses, including hours of coursework and attainment of a bachelor’s degree in special education, also show positive correlation between with student achievement gains