ABSTRACT

In general education, researchers emphasize the important role of teachers in promoting student achievement (e.g., Darling-Hammond, Holtzman, Gatlin, & Helig, 2005; Rice, 2003; Sanders & Horn, 1998; Wayne & Youngs, 2003). Research suggests that over time teacher quality matters more to student achievement than any other school-based factor (Rivkin, Hanushek, & Kain, 2005). Although the relationship between teacher quality and student achievement has been well documented in general education, there is minimal data on this relationship in special education. However, it is logical to assume that special education teacher (SET) quality is important to ensuring high levels of achievement for students with disabilities (McLeskey & Billingsley, 2008).