You are here
Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence from Los Angeles
While the majority of students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated the ways in which these students have equitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and general education (GEN) students and how that access varies with school-level disadvantage by estimating SWD teacher quality gaps in the Los Angeles Unified School District. We examine several different indicators of teacher effectiveness (hiring scores, teacher experience, teachers’ ratings on their observation-based performance evaluations, and value-added measures) for general education teachers who instruct both SWDs and general education (GEN) students. We find that SWDs are significantly more likely to have lower math VAM teachers than their GEN peers, and these gaps do not vary by school-level disadvantage. We find no differences on the other indicators of teacher effectiveness.
This paper has been published in Educational Researcher and can be found here, September 2020.
Citation: Ijun Lai, W. Jesse Wood, Scott A. Imberman, Nathan Jones, Katharine O. Strunk (2020). Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence from Los Angeles. CALDER Working Paper No. 228-0220
You May Also Be Interested In
The Special Education Teacher Pipeline in Pennsylvania: Year 1 Report
Roddy Theobald, Equia Aniagyei-Cobbold, Marcy Stein
Are Effective Teachers for Students with Disabilities Effective Teachers for All?
W. Jesse Wood, Ijun Lai, Neil R. Filosa, Scott A. Imberman, Nathan Jones, Katharine O. Strunk
New Evidence on Special Education Teacher Preparation