This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.
","abstract_html":"<p>This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.</p>","abstract_has_math":false,"creators":["DiVita, Amy Sue"],"institution":null,"degree_name":"Doctor of Professional Studies","degree_level":"Dissertation","degree_discipline":"Teaching and Leadership","degree_department":null,"school":null,"contributors":["George Theoharis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-28T07:00:00Z","date_published":"2019-06-28T07:00:00Z","updated_at":"2026-07-24T04:55:50Z","subjects":["academic growth","co-teaching","student growth percentiles","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/etd/1055","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["George Theoharis"]},{"key":"dc:creator","label":"Author","values":["DiVita, Amy Sue"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Professional Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic growth","co-teaching","student growth percentiles","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/etd/1055"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.
"]},{"key":"dc:title","label":"Title","values":["A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles"]}]}],"canonical_facts":{"dc:contributor":["George Theoharis"],"dc:creator":["DiVita, Amy Sue"],"dc:description.abstract":["This causal-comparative study provides a descriptive analysis of the impact of participation in co-taught classrooms compared to traditional classrooms on the academic growth of students with and without disabilities. This issue is examined in English language arts and mathematics using the New York State testing program results. A quasi-experimental design and a post hoc statistical analyses using t-tests was used to look for statistical differences between identified groups. Achievement growth was operationalized as the student growth percentile on the NYS New York State assessments, and group means were compared by grade level over five years. The findings from this study suggest that achievement in English language arts and mathematics for all students in integrated co-taught classrooms is likely to be comparable to, or better than, that for students in traditional classrooms. Further, participation in a co-taught classroom is unlikely to impact nonidentified peers negatively and may benefit them, particularly in mathematics. Additionally, students with disabilities may benefit slightly more from a co-taught setting than their peers not identified with disabilities. Considerations for policymakers and administration are discussed as well as recommendations for further research.
"],"dc:identifier":["https://surface.syr.edu/etd/1055"],"dc:subject":["academic growth","co-teaching","student growth percentiles","Education"],"dc:title":["A Quantitative Analysis of the Effect of Integrated Co-Teaching on the Growth of English Language Arts and Mathematics Achievement in Elementary School Students Using Student Growth Percentiles"],"thesis:degree_discipline":["Teaching and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Professional Studies"]},"updated_at":"2026-07-24T04:55:50Z"}