Accountability measures with increased emphasis placed on assessment for all students have led more special education students to be placed in the general education classroom. The sample included students identified with specific learning disabilities at two high schools, 4A or larger, in South Texas. ANCOVA was utilized to analyze the data. This quantitative study, utilizing ex-post facto data, determined there was no significant difference between grade 9 students with learning disabilities who received resource services and those who did not receive resource services on academic achievement in reading and math for the 2013-14 school years, while controlling for their grade 8 test scores. This suggests that instructional arrangement may not be a significant contributing factor to academic achievement.