The Influence of Placement in a Co-Taught Inclusive Classroom on the Academic Achievement of General Education Students on the 2014 New York State ELA and Mathematics Assessments in Grades 6-8 in a Suburban New York School District

<p>This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in Grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity score matching was utilized to select the sample to provide a balanced sampling technique. The final sample was comprised of 746 students in Grades 6-8 in a suburban New York upper middle class district during the 2013-14 school year. The variables that were included in this study were gender, socioeconomic status, attendance, ethnicity, past academic performance as measured by the 2013 New York State ELA and Mathematics Assessments, and placement in a co-taught inclusive classroom for ELA or Mathematics. Analyses were conducted using simultaneous and hierarchical multiple regression models, logistic regression, and factorial ANCOVA. Results of this study indicated that placement in a co-taught inclusive classroom had a statistically significant negative influence on the performance of Grades 6-8 general education students on both the 2014 New York State ELA Assessment and 2014 New York State Mathematics Assessment. Grades 6-8 general education students who were not placed in a co-taught inclusive classroom had a greater chance of being Proficient on both the 2014 New York State ELA Assessment and New York State Mathematics Assessment. Further research needs to be conducted on the co-taught inclusive classroom to determine why it had a negative influence on the academic achievement of general education students.</p>

Name thesis:degree_name

EdD Education Leadership, Management and Policy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education Leadership, Management and Policy

Year dc:date.available

2015

Author dc:creator

• St. John, Michael M.

Contributors dc:contributor

• Gerard Babo, Ed.D.
• Jan Furman, Ed.D.
• Christie Robinson, Ed.D.

• inclusion
• general education
• propensity score matching
• influence of inclusion on general education students
• academic performance
• academic achievement
• Curriculum and Instruction
• Education
• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://scholarship.shu.edu/dissertations/2101

OAI identifier oai:identifier

oai:scholarship.shu.edu:dissertations-3136