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

被引：0

作者：

Wood, W. Jesse ^{[1
]}

Lai, Ijun ^{[2
]}

Filosa, Neil R. ^{[3
]}

Imberman, Scott A. ^{[3
]}

Jones, Nathan D. ^{[4
]}

Strunk, Katharine O. ^{[5
]}

机构：

[1] Abt Associates Inc, Lusaka, Zambia

[2] Mathematica, Princeton, NJ USA

[3] Michigan State Univ, E Lansing, MI 48824 USA

[4] Boston Univ, Boston, MA USA

[5] Univ Penn, Philadelphia, PA USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2023年

关键词：

value-added estimation; students with disabilities; teacher effectiveness; equity; teacher evaluation; READING-COMPREHENSION; INSTRUCTION; MATHEMATICS; LANGUAGE; QUALITY; METAANALYSIS; ACHIEVEMENT; CLASSROOM; LITERACY; GRADERS;

D O I：

10.3102/01623737231214555

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：25

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