Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Leadership, Technology, and Human Development
Linda M. Arthur
Committee Member 1
Committee Member 2
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.
Spence, Robert Scott, "The Effects of Inclusion on the Academic Achievement of Regular Education Students" (2010). Electronic Theses and Dissertations. 369.