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Researchers at Michigan State University (MSU) have conducted groundbreaking research aimed at understanding the effectiveness of instructional methods for students with disabilities and their non-disabled peers. Published in the journal Educational Evaluation and Policy Analysis, the study sheds light on the need to differentiate teaching approaches to ensure inclusive and equitable education for all students.
Led by Scott Imberman, a professor in the Department of Economics in the College of Social Science and the College of Education at MSU, the research team explored how teacher quality measures impact student outcomes, particularly for students with disabilities. The study represents a significant step forward in addressing the challenges faced by students with disabilities in mainstream educational settings.
“Students with disabilities often spend the majority of their school day in general education classrooms, yet many teachers feel ill-equipped to meet their needs,” explained Imberman. “Our study aimed to identify effective teaching methods for students with disabilities and assess how these methods compare to instruction for non-disabled students.”
Using data from the Los Angeles Unified School District, the research team developed specific value-added measures (VAM) to evaluate teacher effectiveness separately for students with and without disabilities. Unlike traditional VAM, which assesses student achievement without distinguishing between student groups, these tailored measures provide a more nuanced understanding of teacher performance.
The findings revealed a notable disparity in teacher effectiveness between students with and without disabilities. Some teachers who excelled in instructing non-disabled students showed lower value-added scores when teaching students with disabilities, and vice versa. This suggests that students may not always be matched with the most effective teachers for their individual needs.
Imberman emphasized the importance of addressing this inequity and ensuring that students with disabilities have access to high-quality instruction. “While our study does not prescribe specific solutions, it underscores the need for schools and policymakers to prioritize the academic success of all students, especially those with disabilities,” he said.
Moving forward, the research team hopes their findings will inform efforts to better match students with disabilities to teachers equipped to support their unique learning needs. Additionally, they stress the importance of providing ongoing training and support for educators to enhance their ability to effectively teach students with disabilities.
The study, co-authored by Katharine Strunk from the University of Pennsylvania, Nathan Jones from Boston University, W. Jesse Wood from Abt Associates, Neil Filosa, a doctoral student at MSU, and Ijun Lai from Mathematica, underscores MSU’s commitment to advancing inclusive education and promoting equitable learning opportunities for all students.
