Term of Award

Fall 2020

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


College of Education

Committee Chair

Teri Denlea Melton

Committee Member 1

Antonio P. Gutierrez de Blume

Committee Member 2

Kymberly Harris


Due to legislative mandates schools are required to educate SWDs in the least restrictive environment alongside SWODs, which lead to the rise of co-teaching. However, enhancing the quality of co-teaching partnerships to impact student achievement poses a challenge for many school leaders due to the absence of quantitative data involving the impact of co-teaching on student achievement. The purpose of this study was to identify correlations among the qualities of co-teaching partnerships in grades six through eight as measured by The Colorado Assessment of Co-teaching (CO-ACT), and student growth percentiles from Spring 2019 Georgia Milestones Assessment (GMAS) data in middle school English Language Arts and Mathematics content areas. This study explored whether a relationship existed between co-teaching partnerships and student achievement by employing a quantitative research design utilizing a correlational approach to measure the relationship the variables had with one another. This study was guided by the following overarching research question: What is the relationship between co-teaching partnerships and student achievement in middle school inclusive classrooms? Data were collected from 10 middle schools and from student achievement as reported from GMAS. There were 54 participants, creating a total of 27 dyads. Results of the analysis revealed that although general agreeability existed, there were no statistically significant results that indicated having the presence of behaviors within co-teaching partnerships correlate with SWD or SWOD student achievement in either subject. Furthermore, the findings expressed a need to seek an understanding of specific factors that may influence co-teaching partnerships and student achievement.

OCLC Number


Research Data and Supplementary Material