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ERIC Number: EJ789765
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: Author
Reference Count: 20
ISSN: ISSN-0748-8491
Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement than Another?
Fore, Cecil, III; Hagan-Burke, Shanna; Burke, Mack D.; Boon, Richard T.; Smith, Steve
Education and Treatment of Children, v31 n1 p55-72 2008
The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms. Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the "Multilevel Academic Survey Test" (MAST). Their reading and math scores were examined relative to each student's grade level, number of general and special education classes attended, and types of placement (i.e., inclusive or non-inclusive setting). The results revealed no statistically significant evidence to indicate that students' academic achievement varied based on inclusive versus non-inclusive placement. The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature. Implications for practice, limitations of the study, and considerations for future research are discussed. (Contains 6 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A