Improving Specialized Services for Specific Student Populations

 

There is both a moral imperative and federal mandate to provide students who require specialized services, such as English language learners and students with disabilities, equal access to instruction. Yet, in many cases, these groups of students are not receiving the supports they need to succeed academically.  WEPC researchers leverage large-scale administrative datasets and rigorous causal research designs to study the effects of policies and evaluate the efficacy of commonly used practices targeted for English learners, students with disabilities, and others who benefit from targeted supports. 

 

 

Teacher working with students

Latest Projects

The Effect of Charter Schooling on Student Mobility and Classification Status

The Effect of Charter Schooling on Student Mobility and Classification Status

Authors: Allison Gilmour, Colin Shanks, & Marcus A. Winters Project Summary The characteristics of students enrolled in charter schools often differ from those of surrounding traditional public schools. Anecdotes of charter schools inappropriately discouraging unwanted students from applying (“cream skimming”) or encouraging struggling students to leave for a different school (“pushing out”) have led to the concern that such “enrollment gaps” are caused by charter schools systematically...

read more
Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

Authors: Jesse Bruhn, Nathan Jones, Yasuko Kanno, & Marcus A. Winters This project was funded by a generous grant from the William T. Grant Foundation.  Project Summary English learners (ELs) are among the most rapidly-growing and lowest-performing student groups in American public schools. Lack of access to teachers who have been trained to serve their specific needs is one potential explanation for ELs’ unequal educational outcomes relative to non-EL students. Jesse Bruhn, Nathan Jones,...

read more
Are Two Teachers Better than One? The Effect of Co-Teaching on Students with and without Disabilities

Are Two Teachers Better than One? The Effect of Co-Teaching on Students with and without Disabilities

Authors: Nathan Jones & Marcus A. Winters Project Summary Co-teaching has become a common strategy for educating students with disabilities in inclusive environments. It involves a general education teacher and a special education teacher working together to teach students with and without dis­abilities in a single classroom. Co-teaching is meant to givestudents with disabilities access to both the general education curriculum and the specially designed instruc­tion outlined in their...

read more