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.