Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2014
Committee Chair or Co-Chairs
James H. Lampley
Committee Members
Cecil N. Blankenship, Virginia P. Foley, Donald W. Good
Abstract
The purpose of this study was to compare the achievement scores in reading/language arts and math of fourth and fifth grade special education learning-disabled students who received academic instruction in an inclusion classroom or a pull-out classroom. Student achievement scores from the 2012-2013 Tennessee Comprehensive Assessment Program (TCAP) and the Discovery Education Assessment (DEA) improvement scores were compared with regard to service location and analyzed for significant differences between the locations: inclusion and pull-out classrooms. A quantitative study was used to find the differences in reading/language arts and math achievement scores for fourth and fifth grade special education learning-disabled students in an East Tennessee school district. Eleven research questions guided the study. The results of the analyses indicated significant differences in reading/language arts and math scores between the groups in all but 2 analyses. The inclusion students scored higher than the pull-out students. The fourth grade inclusion students scored significantly higher than the fourth grade pull-out students in TCAP reading/language arts, TCAP math, and DEA math but scored with similar results in DEA reading/language arts. The fifth grade inclusion students scored significantly higher than the fifth grade pull-out students in TCAP reading/language arts, TCAP math, and DEA reading/language arts but scored with similar results in DEA math. This study supported the idea that learning-disabled students receiving academic instruction in an inclusion classroom score significantly higher on achievement tests than the students who received their instruction in the pull-out classroom.
Document Type
Dissertation - unrestricted
Recommended Citation
Scalf, Gerilyn T., "Learning-Disabled Students: A Comparison of Achievement Scores of Students Receiving Services in Pull-Out Classrooms and Inclusion Classrooms" (2014). Electronic Theses and Dissertations. Paper 2434. https://dc.etsu.edu/etd/2434
Copyright
Copyright by the authors.