Upload
oprah-stafford
View
35
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Special Education Teacher Quality and Student Achievement. Li Feng Tim R. Sass Dept. of Finance & Econ.Dept. of Economics Texas State UniversityFlorida State University. Achievement of Students with Disabilities. Policy Relevance 14 percent of public school students have disabilities - PowerPoint PPT Presentation
Citation preview
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