Are Two Teachers Better Than One?
利用马萨诸塞州的纵向行政数据，首次在大规模公立学校系统中因果估计了合作教学（普通教师与特殊教育教师共同授课）的效果，发现其对有和无残疾学生的考试成绩均有显著提升，但对残疾学生的益处远小于以往研究。
Co-teaching, 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 co-teaching across a large public school system. We find evidence that co-teaching 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.