Are Two Teachers Better Than One? The Effect of Coteaching on Students with and without Disabilities

Nathan Jones and Marcus A. Winters

Journal of Human Resources, 2024, vol. 59, issue 4, 1180-1206

Abstract: Coteaching, in which a general education teacher and special education teacher collaboratively provide instruction to students with and without disabilities in the same classroom, is widely endorsed as a strategy to give instructional support to students with disabilities within inclusive environments. We leverage longitudinal administrative data in Massachusetts to provide the first causal estimate for the effect of coteaching across a large public school system. We find evidence that coteaching leads to statistically significant test score improvements for both students with and without disabilities. However, the benefits for students with disabilities are much smaller than reported in prior studies.

JEL-codes: I20 I24 (search for similar items in EconPapers)
Date: 2024
Note: DOI: https://doi.org/10.3368/jhr.0420-10834R3
References: Add references at CitEc
Citations:

Downloads: (external link)
http://jhr.uwpress.org/cgi/reprint/59/4/1180
A subscription is required to access pdf files. Pay per article is available.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:59:y:2024:i:4:p:1180-1206

Access Statistics for this article

More articles in Journal of Human Resources from University of Wisconsin Press
Bibliographic data for series maintained by ().