This study examined the influence of student demographic variables (i.e., SES, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 (n = 1200) in an urban school district as measured by the 2010-2011 NJASK, the state's annual standardized performance assessment. Analyses were conducted using hierarchical multiple regression models with results suggesting that placement in an inclusion classroom did have a statistically significant impact on the NJASK scores of non-disabled students in one of the two schools, implying variation of implementation at the school level. These results suggest that there are school-level factors at work in determining attainment and achievement in schools with similar levels of inclusivity. These results indicate that further research needs to be conducted in the area of inclusion to determine why inclusion might negatively impact the academic achievement of non-disabled students.