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Alli Gilmour

@afgilmour.bsky.social

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Reposted by Alli Gilmour

SPARC Center @sparccenter.bsky.social · 14d

🎓 Is having a dual-certification in #SpecialEducation and general education better than having one certification? SPARC Center co-director @afgilmour.bsky.social and Tiffany Lam reviewed the research to learn more on this topic: journals.sagepub.com/doi/10.1177/...

Sage Journals: Discover world-class research

Subscription and open access journals from Sage, the world's leading independent academic publisher.

journals.sagepub.com

Reposted by Alli Gilmour

Loretta (Lucky) Mason-Williams @lmasonwms.bsky.social · Aug 28

Looking forward to hearing more from my @SPARC_Center collaborators- we’ve learned a lot in a year that can help inform policymakers & practitioners!

AEFP @aefpweb.bsky.social · Aug 28

Join the AEFP Policymakers & Practitioners Community Group for an interactive forum on Teacher Shortages & Vacancies in K-12 schools TODAY, from 1-2 EDT! Register today aefpweb.org/ev_calen...

Alli Gilmour @afgilmour.bsky.social · Aug 26

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!

Alli Gilmour @afgilmour.bsky.social · Aug 26

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?

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Bar graph illustrating the effect size difference between students' test scores when taught by a dual-certified or not dual-certified teachers. All association are negative; only math was statistically significant.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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

Bar graph illustrating the number of studies that addressed each topic.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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

PRISMA diagram illustrating the search and screening process.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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.

Alli Gilmour @afgilmour.bsky.social · Aug 26

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/...

Screen shot of publication abstract.

Reposted by Alli Gilmour

Paul Bruno @paul-bruno.com · Aug 12

lfgoooooooooo

Exclaim! @exclaimdotca.bsky.social · Aug 11

Neko Case Expands North American Tour

Neko Case Expands North American Tour

Although she embarked on a book tour of the continent behind her 'The Harder I Fight the More I Love You' memoir earlier this year, Neko

Reposted by Alli Gilmour

SPARC Center @sparccenter.bsky.social · Aug 6

Join SPARC Center Director @roddy-theobald.bsky.social and Co-Director @afgilmour.bsky.social on August 13 at 11am ET for a free, virtual event hosted by the PROGRESS Center!

Register: promotingprogress.org/events/prepp...

Reposted by Alli Gilmour

Dan Goldhaber @cedr.bsky.social · Aug 1

New @caldercenter.bsky.social paper alert! We (big group of authors) look at summer school as a pandemic recovery strategy.

What do we find? 👇

caldercenter.org/publications...

Summer School as an Academic Recovery Strategy After COVID-19: Evidence from Summer 2023 | CALDER Center

caldercenter.org

Reposted by Alli Gilmour

CALDER Center @caldercenter.bsky.social · Jul 31

New CALDER report by @roddy-theobald.bsky.social, @afgilmour.bsky.social, Equia Aniagyei-Cobbold & Marcy Stein analyzes administrative, survey, & interview data related to 7 Attract Prepare Retain projects in PA, all targeting the special educator pipeline.

Read 👉 caldercenter.org/publications...

The Special Education Teacher Pipeline in Pennsylvania: Year 3 Report | CALDER Center

caldercenter.org

Reposted by Alli Gilmour

SPARC Center @sparccenter.bsky.social · Jul 31

In a recent @caldercenter.bsky.social study, @lindseykaler.bsky.social, @roddy-theobald.bsky.social, @lizbettini.bsky.social, and @natejones.bsky.social show how #SpecialEducation teacher turnover negatively impacts test scores—making teacher retention a critical priority.

📄 Learn more

Impacts of Staff Turnover on Test Scores for Students With and Without Disabilities | CALDER Center

caldercenter.org

Alli Gilmour @afgilmour.bsky.social · Jul 17

We are grateful to the Pennsylvania Department of Education for sharing the data for this project and providing feedback on the findings. All findings do not necessarily represent the views of the Department or the organizations with which we are affiliated.

Alli Gilmour @afgilmour.bsky.social · Jul 17

Overall, emergency permits appear to be a method for temporarily diversifying the SET workforce, but for long-term change, many EPSETs will need additional supports to obtain full certification and remain in the classroom.

Alli Gilmour @afgilmour.bsky.social · Jul 17

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

Sankey plot illustrating new emergency permitted special education teachers entering and exiting the workforce and obtaining full certification over four years.

Alli Gilmour @afgilmour.bsky.social · Jul 17

EPSETs had higher probabilities of leaving teaching in PA and switching to GE than other new SETs, after accounting for teacher and school characteristics. Within EPSETs, non-White EPSETs had particularly high probabilities of leaving teaching in PA.

Alli Gilmour @afgilmour.bsky.social · Jul 17

EPSETs more often worked in schools with high percentages of students receiving FRL and high percentages of non-White students. Within EPSETs, non-White EPSETs more often worked in schools with high percentages of students receiving FRL and high percentages of non-White students than White EPSETs.