CTE Teachers and Long-Term Outcomes for Students with Disabilities

Trainee with disability at laptop with mentor

A large body of research over the last decade shows that teachers are consistently the most important schooling attribute influencing student outcomes, and recent research suggests that some teacher characteristics are differentially associated with improved outcomes for students with disabilities. This research project explores the relationships between career and technical education (CTE) teacher certification, pathways (e.g., traditional vs alternative), and preservice experiences and long-term outcomes (e.g., postsecondary enrollment, employment) for students with disabilities.

The National Center for Analysis of Longitudinal Data in Education Research (CALDER) at AIR is serving as a sub-contractor to the University of Washington on this project. CALDER is responsible for supporting the data cleaning and analysis of student-level data from the Washington State Office of the Superintendent of Public Instruction and the Washington Education Research and Data Center that link students to their high school CTE teachers and track these students to the state’s two-year colleges, four-year colleges, and workplaces in Washington State.

This project is funded by the National Center for Special Education Research (NCSER) at the Institute for Education Sciences, U.S. Department of Education.