Disparities in teacher quality among early career special educators in high- and low-poverty districts

Abstract

We used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the credentials, preservice preparation, self-efficacy, and induction of early career special educators in high- and low-poverty schools using a framework adapted from Carlson, Lee, and Schroll (2004). We found significant differences in the credentials and preparation of teachers working in high poverty versus more affluent districts, with those in high-poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks. Our findings dramatize the critical need to recruit and prepare qualified teachers for high-poverty schools.

Citation

Fall, A.-M. and Billingsley, B.S. (2008), "Disparities in teacher quality among early career special educators in high- and low-poverty districts", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Personnel Preparation (Advances in Learning and Behavioral Disabilities, Vol. 21), Emerald Group Publishing Limited, Leeds, pp. 181-208. https://doi.org/10.1016/S0735-004X(08)00007-4