Term of Award

Spring 2010

Degree Name

Doctor of Education in Education Administration (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.

Department

Department of Leadership, Technology, and Human Development

Committee Chair

Linda M. Arthur

Committee Member 1

Paul Brinson

Committee Member 2

Ralph Gornto

Abstract

The academic performance of regular education students placed in an inclusive setting with special education students was compared to the academic performance of regular education students not placed in an inclusive setting. Criterion Referenced Competency Test results in mathematics and reading for middle school students were used to define academic achievement. Demographic identifiers of race and gender were also included. A causal-comparative research design was used for this quantitative study. The data were analyzed using Analysis of Covariance in order to initially equalize the scores of the two groups of students. The researcher found no significant difference in the reading achievement of the two groups. In addition, the researcher found no significant difference in the reading achievement of the two groups when race and gender were introduced as factors. There was no significant difference found in the math scores of female, white, or African American students within the boundaries of the study. However, the researcher did find significant differences (p<.05) between the math scores of students in the inclusive setting and those not in the inclusive setting. Additionally there was a significant difference (p<.05) found in the math achievement of male students in the inclusive setting and those in the non-inclusive setting. In both instances, students in the non-inclusive classrooms scored significantly higher than students in the inclusive setting.

Research Data and Supplementary Material

No

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