Source: ScienceDaily

Their study suggests that to help schools make decisions that are best for student outcomes, policymakers may want to consider teacher quality measures that look separately at these student groups.

Published in the journal Educational Evaluation and Policy Analysis, this research presents a major breakthrough in understanding how to best measure achievement for both students with and without disabilities.

“Most students with disabilities spend most of their school day in general education classrooms, but many teachers indicate they receive insufficient training and preparedness to educate these students,” said Scott Imberman, study author and professor in the Department of Economics in the College of Social Science and the College of Education. “We thought that through the use of statistical measures of teacher quality, we could identify which teachers are more effective teachers with these students and how much general education teachers’ ability to instruct these students varies.”

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