Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

5-2013

Committee Chair or Co-Chairs

Donald Good

Committee Members

Cecil Blankenship, Virginia Foley, Pamela Scott

Abstract

The purpose of this study was to determine if there was a difference in Tennessee Comprehensive Assessment Program Modified Academic Achievement Standards (TCAP MAAS) achievement test scores for special education students who receive their instruction in the resource classroom or in an inclusion classroom. The study involved third, fourth, and fifth grade special education students in an east Tennessee school district. The TCAP MAAS scale scores used were from the 2011-2012 school year. An independent samples t-test was implemented in this study. The dependent variable in the study was the TCAP MAAS scaled scores. The independent variable was student placement. Placement was regular education inclusion or special education resource class. The study included 11 elementary schools and 210 special education students’ scores. The results indicated significantly higher TCAP MAAS scaled scores of those students receiving their instruction in a regular education inclusion classroom in every analysis except for fifth grade Reading/Language Arts scores.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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