Effectiveness- The association btwn DC and test scores was inconsistent. We were able to conduct a meta-analysis, but these results should be interpreted cautiously given the small number of combinable studies. The results of the meta suggested a negative assoc. btwn DC teachers and math scores.

The studies addressed four topics: (1) Perceptions or beliefs of dual-cert (DC) teachers. (2) Student sorting. (3) Effectiveness. (4) Workforce decisions or intentions.

We identified 27 manuscripts to include in the review. (Side note- we excluded an article that completely plagiarized another paper. AI? Who knows.)

Excited to share a new publication with co-author Tiffany Lam- A Systematic Review and Meta-Analysis of Dual-Certification in Special Education and General Education. Read the full paper here- journals.sagepub.com/doi/10.1177/...

Just over 33% of EPSETs obtained full certification in special education in four years, but probability of obtaining full certification varied by EPSETs’ characteristics.

EPSETs were more likely to be male, non-White, and less likely to have advanced degrees or prior teaching experience than other new SETs.

A growing percentage of the new special education teacher (SET) workforce in PA were emergency permitted. Only 6% of new SETs were EPSETs in 2017; 23% of new SETs were EPSETs in 2024.