This study examined the influence of placement in a co-taught inclusive classroom on the academic achievement of general education students in grades 6-8 in a suburban New York school district on the 2014 New York State ELA and Mathematics Assessments. Propensity Score Matching (PSM) was utilized for sample selection in order to simulate a more randomized design methodology and to decrease the likelihood of selection bias (Randolph, Falbe, Manuel and Balloun, 2014). Logistic regression was used to determine the influence of gender, socioeconomic status, attendance, past academic performance, ethnicity, and assignment to an inclusive classroom on the probability of a general education student scoring proficient on the 2014 New York State Assessments in ELA and Mathematics in grades 6-8. Results indicated that grade 6-8 general education students who were "not" placed in a co-taught inclusive classroom had a greater probability of being proficient on both the 2014 New York State ELA Assessment, 5 to 1 odds, and New York State Mathematics Assessment, 2 to 1 odds.