Date of Award
Summer 5-28-2015
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Gerard Babo, Ed.D.
Committee Member
Jan Furman, Ed.D.
Committee Member
Christie Robinson, Ed.D.
Keywords
inclusion, general education, propensity score matching, influence of inclusion on general education students, academic performance, academic achievement
Abstract
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.
Recommended Citation
St. John, Michael M., "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" (2015). Seton Hall University Dissertations and Theses (ETDs). 2101.
https://scholarship.shu.edu/dissertations/2101
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons
