TQP Evaluation Extension for A Teaching Residency Program in Special Education: Improving Achievement of Students with Disabilities in High-Need Schools

The Teacher Quality Partnership (TQP) Evaluation Extension Project is intended to examine the long-term impact on an urban residency program designed to address the critical shortage of qualified special education teachers in high-need schools. This residency program was established in 2010 through a 5-year TQP U.S. Department of Education grant awarded to California State University, Northridge (CSUN) in collaboration with the Los Angeles Unified School District (LAUSD). The objectives of the project were to: 1) increase the recruitment of highly qualified special education candidates, particularly those from underrepresented groups, through academic and financial supports; 2) enhance the preparation of special educators through a 2-year credential/master’s degree residency program that links theory to evidence-based practice with an emphasis on language and literacy instruction; 3) increase teacher retention through a 2-year induction program including mentor support and a clear credential program; and 4) improve student achievement through data-driven instruction and progress monitoring. The evaluation extension study is designed to examine research questions directly aligned with program objectives: e.g., did the residency program increase the recruitment of special educators; did the residency program enhance the preparation of special educators; did the residency program increase teacher retention; and did the residency program increase student achievement? Outcomes will be reported on the recruitment and retention of special educators, special education teacher preparation, and student achievement and disseminated at professional conferences and in professional journals. We anticipate that this study, which includes comparison of residency and non-residency teachers, will make unique and significant contributions to the teacher residency research base and will inform teacher preparation research efforts.