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This study evaluates how dual certification in elementary and special education relates to math and reading outcomes for students with disabilities, using the Early Childhood Longitudinal Study (Kindergarten Class of 2010–2011) with school and child fixed effects. After controlling for confounding variation, dual-certified teachers associate with better math scores for students with disabilities and more positive dispositions toward teaching these learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dual-certification-in-special-and-elementary-education-and-associated-benefits-for-students-with-disabilities-and-their-teachers/590158/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dual-certification-in-special-and-elementary-education-and-associated-benefits-for-students-with-disabilities-and-their-teachers/590158.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study examining about teacher certification?","Question",{"text":112,"@type":113},"The study examines whether having a teacher with dual certification in elementary and special education is associated with students with disabilities’ math and reading achievement. It also evaluates links to teachers’ efficacy and job satisfaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which data and methods are used?",{"text":117,"@type":113},"Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, the analysis applies ordinary least squares regression models with school and child fixed effects. This design supports comparisons across certification types in kindergarten, first, and second grades.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings for students with disabilities?",{"text":121,"@type":113},"After controlling for confounding at school and child levels, students with disabilities taught by dual-certified teachers score better in math. The results also suggest dual certification is tied to more positive dispositions related to teaching students with disabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590158,1792191627,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2022, Vol. 8, No. 1, pp. 1–11 DOI: 10. 1177/23328584211071096  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDual Certification in Special and Elementary Education and Associated Benefits for Students With Disabilities and Their Teachers  \nJ. Jacob Kirksey  \nTexas Tech University  \nMichael Lloydhauser  \nUniversity of California-Santa Barbara  \nResearchers and policymakers use certification as a metric of teaching quality in subject areas as well as subfields of education. We examined the association between having a teacher with dual certification in elementary and special education and math and reading achievement for students with disabilities (SWDs). We also examined whether dual certification related to teachers’efficacy and job satisfaction. Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, we employed ordinary least square regression models supplemented with school and child fixed effects to examine differences forchildren with disabilities based on certification type of their teachers in kindergarten, first, and second grades. After controlling for confounding variation at the school and child levels, we find that SWDs with teachers with dual certification score better in math. Results also suggest that teachers with dual certification exhibit more positive dispositions related to teaching SWDs.  \nKeywords: certification/licensure, descriptive analysis, educational policy, regression analyses, secondary data analysis, special education  \nThere is a need for effective educators to support the increasing number of students with disabilities (SWDs) in general education settings. SWDs are spending more time in general education classrooms now more than ever before (McLeskey et al., 2012; Williamson et al., 2019) . Inclusion, placing SWDs in a general education setting, has been associated with positive outcomes for SWDs such as higher standardized test scores and higher graduation rates (Blackorby & Wagner, 2013; Krämer et al., 2021; Moore et al., 1998; Waldron & McLeskey, 1998) . At the same time, inclusion has also been associated with negative outcomes for SWDs, including increased stigmatization and reduced expectations from teachers (Kirby, 2017), as well as negative outcomes for students without disabilities (Gottfried et al., 2016) and their teachers (Gilmour & Wehby, 2020) .  \nInclusion involves access to physical settings (e.g., general education classrooms) as well as general education teachers who must attend to the needs of all students (Kirby, 2017) . Yet it is unclear how general education teachers’preparation qualities do or do not relate to the academic success of SWDs in their future classrooms (Gottfried et al., 2019) . Policy changes in the area of teacher certification have historically been used to influence teacher quantity as opposed to teacher quality (Brownell et al., 2010; Hutt et al., 2018), as teacher certification is a malleable policy lever that can have positive impacts on both teachers and their students  \n(Carver-Thomas & Darling-Hammond, 2017; DarlingHammond et al., 2001) . This is relevant to ensuring the teaching workforce is prepared to support general education classrooms with a significantly greater number of SWDs (McLeskey et al., 2012; Williamson et al., 2019) .  \nMuch of the research investigating the association between teacher certification and student achievement compares traditional certification and alternative or emergency credentialing, and the findings are mixed (Clotfelter et al., 2010; Darling-Hammond et al., 2005; Goldhaber & Brewer, 2000; Wayne & Youngs, 2003) . For example, DarlingHammond et al. (2005) found that student achievement was lower when teachers did not have a standard certification, whereas Goldhaber and Brewer (200","cbCaifyHuIqZj18Y","https://ap.wps.com/l/cbCaifyHuIqZj18Y","pdf",434420,11,"English","# Study focus and research questions\n## Certification effects on student achievement\n## Teacher efficacy and job satisfaction","[{\"question\":\"What is the study examining about teacher certification?\",\"answer\":\"The study examines whether having a teacher with dual certification in elementary and special education is associated with students with disabilities’ math and reading achievement. It also evaluates links to teachers’ efficacy and job satisfaction.\"},{\"question\":\"Which data and methods are used?\",\"answer\":\"Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, the analysis applies ordinary least squares regression models with school and child fixed effects. This design supports comparisons across certification types in kindergarten, first, and second grades.\"},{\"question\":\"What are the main findings for students with disabilities?\",\"answer\":\"After controlling for confounding at school and child levels, students with disabilities taught by dual-certified teachers score better in math. The results also suggest dual certification is tied to more positive dispositions related to teaching students with disabilities.\"}]","Dual Certification in Special and Elementary Education and Associated Benefits for Students With Disabilities and Their Teachers | PDF",1792068940,28]