Researchers 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 for children 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.

研究人员和政策制定者使用认证作为学科领域和教育子领域教学质量的衡量标准。我们研究了拥有小学和特殊教育双重认证的教师与残疾学生 (SWD) 的数学和阅读成绩之间的关联。我们还检查了双重认证是否与教师的效能和工作满意度有关。使用幼儿纵向研究：2010-2011 年幼儿园班，我们采用普通最小二乘回归模型，辅以学校和儿童固定效应，根据幼儿园、一年级和二年级教师的认证类型来检验残疾儿童的差异. 在控制了学校和儿童水平的混杂变化后，我们发现拥有双认证教师的 SWD 在数学方面得分更高。结果还表明，具有双重认证的教师在教授 SWD 方面表现出更积极的性格。