Happy to announce my first publication (w/ Ijun Lai, @imbernomics, @NateJones_BU,& @KatharineStrunk)! We look at the quality of instruction students with disabilities receive in gen ed compared to their peers. We find significant teacher quality gaps, namely in math VAMs. 1/6

We use student- and teacher-level matched administrative data from 2015–2018 provided by LAUSD. Our sample includes all K through 8th-grade students attending mainstream public schools. 2/6

By splitting schools into FRPL "bins", we saw that least advantaged schools had increasing exposure to teachers with lower quality measures (e.g., VAM, evaluation score, hiring score, & novice). 3/6

SWDs are more likely to have teachers with lower math value-added than non-SWDs. Also, there are emerging gaps in teacher evaluation scores & exposure to novice teachers. The majority of SWD TQGs in LAUSD are due to within- rather than between school factors. 4/6

Evidence suggests that TQGs are concentrated within students with specific learning disabilities, the largest subgroup of SWDs. 5/6

While more work needs to be done in this area, we’re hoping to help practitioners move towards the
end goal of more equitable academic outcomes for SWDs! 6/6 https://doi.org/10.3102/0013189X20955170