Teacher Preparation, Classroom Structure, and Learning Outcomes for Students with Disabilities

Ample research investigates returns to teacher preparation and other instructional inputs for the general student population, yet evidence is lacking for students with disabilities (SWDs). This study uses North Carolina data to estimate achievement returns to teacher preparation by classroom type and level of classroom support for SWDs. The findings show that SWDs perform better when placed in integrated classrooms and when these classrooms have co-teachers. Regardless of classroom type, SWDs benefit from more experienced teachers, but only gain from special education certified teachers in certain classroom configurations. These results indicate that education leaders can optimize resource allocation by reducing reliance on separate classrooms for SWDs, investing in an experienced teacher workforce supported by co-teachers, and aligning certification requirements and training more closely with the diverse needs of SWDs.