Effects of Dual Licensure on Student Achievement

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  In Roundtable Session: Preparing and Retaining Transformative Special Education Teachers

Abstract

This study examines the effects of dual licensure policies on mathematics and reading achievement of students with disabilities. Dual licensure policies, which require pre-service teachers to obtain certification from both general and special education, may improve teaching quality by requiring more training. At the same time, however, it could exacerbate teacher shortage problems currently facing many states. As a result, there is significant variation across states regarding this teacher licensure policy. We employed a generalized difference-in-differences model to test whether the enactment of policies improved student achievement, drawing on a unique policy dataset collected directly from state-level officials and a nationally representative student achievement dataset. Findings indicated some positive effects of the policy, depending on subjects and grades.

Authors

• Jihyun Kim, Sungshin Women's University

• Esther Lindström, Lehigh University

• Emma Gratton-Fisher, Lehigh Directory

• Megan Hauser, Lehigh Directory