A Systematic Review and Meta-Analysis of Dual-Certification in Special Education and General Education

Abstract

We conducted a systematic literature review and meta-analysis to describe what is known about dual-certification, where teachers are certified in both special education and general education. From database, register, working paper, and citation searches, we identified 27 studies addressing four topics: (a) dual-certified teachers’ beliefs about instruction, preparedness, and students; (b) student sorting; (c) effectiveness; and (d) workforce decisions. The results of the studies provided limited evidence that dual-certified teachers were more effective than other teachers. However, studies rarely addressed the preparation and roles of dual-certified teachers, both variables related to effectiveness. Finally, growing evidence suggested that dual-certified teachers had higher attrition than other teachers. The meta-analyses were limited by the small number of comparable quantitative studies addressing dual-certification.

Keywords

teacher preparation policy and law meta-analyses teacher quality teacher education special education teachers teacher certification

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