Term of Award
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
College of Education
Teri Denlea Melton
Committee Member 1
Antonio P. Gutierrez de Blume
Committee Member 2
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.
Middleton, Tikki N., "The Relationship Between Co-Teaching Partnerships and Student Achievement" (2020). Electronic Theses and Dissertations. 2163.
Research Data and Supplementary Material