School administrators are no strangers to challenges, and most readily accept challenges as long as they produce good results for students. For more than three decades, several pieces of major legislation have addressed the mandate for educating students with disabilities in the Least Restrictive Environment (LRE); however, many years later, educators are still arguing as to which is the most effective instructional model, and how different models impact student achievement. Co-teaching is an instructional model that is getting an increased amount of attention from school leaders as they are being held more accountable for the academic achievement of all students. Researchers have agreed that research on the effectiveness of co-teaching is still in its formative years and that quality data on the achievement outcomes for students in co-taught classrooms have been particularly vague. If elementary school leaders are going to continue spending the time, energy, and resources needed to implement co-taught classrooms, more than simply the popular reputation of co-teaching must be provided. Some are even asking, “Co-teaching and student achievement: Where are the data?” In this study, a comparative research design was used to establish that co-teaching did have a positive effect on reading and math achievement; however, when compared to the achievement of the resource taught students, co-taught students did not attain the significant gains in academic growth as attained by the resource taught students. Co-taught students scored slightly lower than the resource taught students in math during the second year of the study. This study provided a foundation of current research upon which studies can build and expand as school leaders continue to strive in making decisions that are best for their students.
","abstract_html":"<p>School administrators are no strangers to challenges, and most readily accept challenges as long as they produce good results for students. For more than three decades, several pieces of major legislation have addressed the mandate for educating students with disabilities in the Least Restrictive Environment (LRE); however, many years later, educators are still arguing as to which is the most effective instructional model, and how different models impact student achievement. Co-teaching is an instructional model that is getting an increased amount of attention from school leaders as they are being held more accountable for the academic achievement of all students. Researchers have agreed that research on the effectiveness of co-teaching is still in its formative years and that quality data on the achievement outcomes for students in co-taught classrooms have been particularly vague. If elementary school leaders are going to continue spending the time, energy, and resources needed to implement co-taught classrooms, more than simply the popular reputation of co-teaching must be provided. Some are even asking, “Co-teaching and student achievement: Where are the data?” In this study, a comparative research design was used to establish that co-teaching did have a positive effect on reading and math achievement; however, when compared to the achievement of the resource taught students, co-taught students did not attain the significant gains in academic growth as attained by the resource taught students. Co-taught students scored slightly lower than the resource taught students in math during the second year of the study. This study provided a foundation of current research upon which studies can build and expand as school leaders continue to strive in making decisions that are best for their students.</p>","abstract_has_math":false,"creators":["Hightower, Ronda J"],"institution":null,"degree_name":"Doctor of Education in Educational Leadership (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["William Rowe","Devon Jensen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:52Z","subjects":["ETD","Achievement gap","Co-teaching","Inclusion","Principals’ perceptions","Educational Administration and Supervision"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1067","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William Rowe","Devon Jensen"]},{"key":"dc:creator","label":"Author","values":["Hightower, Ronda J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-04-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Achievement gap","Co-teaching","Inclusion","Principals’ perceptions","Educational Administration and Supervision"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1067"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School administrators are no strangers to challenges, and most readily accept challenges as long as they produce good results for students. For more than three decades, several pieces of major legislation have addressed the mandate for educating students with disabilities in the Least Restrictive Environment (LRE); however, many years later, educators are still arguing as to which is the most effective instructional model, and how different models impact student achievement. Co-teaching is an instructional model that is getting an increased amount of attention from school leaders as they are being held more accountable for the academic achievement of all students. Researchers have agreed that research on the effectiveness of co-teaching is still in its formative years and that quality data on the achievement outcomes for students in co-taught classrooms have been particularly vague. If elementary school leaders are going to continue spending the time, energy, and resources needed to implement co-taught classrooms, more than simply the popular reputation of co-teaching must be provided. Some are even asking, “Co-teaching and student achievement: Where are the data?” In this study, a comparative research design was used to establish that co-teaching did have a positive effect on reading and math achievement; however, when compared to the achievement of the resource taught students, co-taught students did not attain the significant gains in academic growth as attained by the resource taught students. Co-taught students scored slightly lower than the resource taught students in math during the second year of the study. This study provided a foundation of current research upon which studies can build and expand as school leaders continue to strive in making decisions that are best for their students.
"]},{"key":"dc:title","label":"Title","values":["Co-Teaching and Student Achievement: Where Are the Data?"]}]}],"canonical_facts":{"dc:contributor":["William Rowe","Devon Jensen"],"dc:creator":["Hightower, Ronda J"],"dc:date.available":["2014-04-16T07:00:00Z"],"dc:description.abstract":["School administrators are no strangers to challenges, and most readily accept challenges as long as they produce good results for students. For more than three decades, several pieces of major legislation have addressed the mandate for educating students with disabilities in the Least Restrictive Environment (LRE); however, many years later, educators are still arguing as to which is the most effective instructional model, and how different models impact student achievement. Co-teaching is an instructional model that is getting an increased amount of attention from school leaders as they are being held more accountable for the academic achievement of all students. Researchers have agreed that research on the effectiveness of co-teaching is still in its formative years and that quality data on the achievement outcomes for students in co-taught classrooms have been particularly vague. If elementary school leaders are going to continue spending the time, energy, and resources needed to implement co-taught classrooms, more than simply the popular reputation of co-teaching must be provided. Some are even asking, “Co-teaching and student achievement: Where are the data?” In this study, a comparative research design was used to establish that co-teaching did have a positive effect on reading and math achievement; however, when compared to the achievement of the resource taught students, co-taught students did not attain the significant gains in academic growth as attained by the resource taught students. Co-taught students scored slightly lower than the resource taught students in math during the second year of the study. This study provided a foundation of current research upon which studies can build and expand as school leaders continue to strive in making decisions that are best for their students.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1067"],"dc:subject":["ETD","Achievement gap","Co-teaching","Inclusion","Principals’ perceptions","Educational Administration and Supervision"],"dc:title":["Co-Teaching and Student Achievement: Where Are the Data?"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Educational Leadership (Ed.D.)"]},"updated_at":"2026-07-24T02:27:52Z"}