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ERIC Number: EJ1159194
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1532-0723
The Influence of Placement in an Inclusive Classroom on the Academic Performance of Non-Disabled Eleventh Grade Students in a Suburban New Jersey School District
Brown, Jocelyn Easley; Babo, Gerard
Education Leadership Review of Doctoral Research, v5 p1-15 Fall 2017
The purpose of this study was to determine the influence, if any; assignment to an inclusive secondary language arts classroom setting has on the academic performance of grade 11 nondisabled general education students in two suburban New Jersey High Schools. Using a sampling process known as Propensity Score Matching (PSM), a statistical technique that greatly reduces the influence of selection bias endemic to most observational designs, a sample of 214 grade 11 students' 2013 NJHSPA Language Arts Literacy performance scores were analyzed to see what influence placement of non-disabled students in inclusion classes has on performance while controlling for ethnicity, gender, socioeconomic status, time in district, attendance, and past academic performance. Results suggested that placement in an inclusive classroom did have a slight, yet statistically significant, negative influence on non-disabled grade 11 student performance on the language arts literacy section of the 2013 New Jersey HSPA. Additionally, further analysis indicated that this effect could be exacerbated by the number of years a nondisabled student has been assigned to an inclusive language arts classroom environment and the school they attend.
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Identifiers - Assessments and Surveys: New Jersey High School Proficiency Test
Grant or Contract Numbers: N/A