⭐Resource #3: An interactive dashboard exploring the key dimensions of the special education teacher workforce across all our partner states: sparccenter.org/data-explore...

⭐Resource #2: Eight SPARC Fact Sheets with state-specific summaries: sparccenter.org/resources/sp...

⭐Resource #1: A Working Paper with details of our cross-state analysis of the special education teacher workforce: sparccenter.org/research-fin...

The paper outlines more areas for future research and guidance for policymakers and practitioners. We are very grateful for the support from Spencer Foundation for this work!

TPPs also need to be clear about the goals of their programs. In some studies, there was a conflict between the goals of programs and the positions graduates took. Are they to prepare special educators with GE content knowledge? Are they to prepare SPED or GE teachers for inclusive settings?

High rates of mobility are often not good- but in this case, it could benefit SWDs to have a GE teacher with some SPED training and experience. This is an important area for future research, but policymakers should weigh the risk of increased mobility.

Overall, the existing literature is surprisingly limited for a certification approach popular since NCLB. The existing research suggests DC could exacerbate staffing challenges, but the research on effectiveness is unclear.

Workforce outcomes- Dual-cert teachers were highly mobile with higher mobility between schools and high rates of switching to general education.

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.

Student sorting- SWDs were more likely to be assigned DC teachers. The studies generally included little information about the roles DC teachers were filling in schools.

Teacher beliefs- Thee was some evidence that DC teachers had higher self-efficacy and advocacy for SWDs than GE only teachers. DC teachers were more positive about inclusion.

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.)

We conducted a systematic review of all studies that included data, broadly defined, on dual-certified teachers. Our goal was to summarize the existing research, identify research gaps, and provide guidance for policymakers and practitioners.

Dual-certification is touted as a policy that could address special education teacher shortages, ensure teachers have special education pedagogical knowledge and content knowledge, and promote effective inclusion for all students.