An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools

Abstract

This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these findings are discussed, and limitations are addressed.