The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8

Autor/inn/en	Robinson, Christie M.; Babo, Gerard
Titel	The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8
Quelle	In: AASA Journal of Scholarship & Practice, 11 (2014) 3, S.16-33 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Inclusion; Academic Achievement; Correlation; Multiple Regression Analysis; Models; Urban Schools; Statistical Significance; Socioeconomic Status; Racial Differences; Attendance Patterns; Gender Differences; Special Education; Mathematics Tests; Language Tests; Middle School Students; Predictor Variables; Statistical Analysis; New Jersey + Suchen Sie Ihr Suchwort? Inklusion; Schulleistung; Korrelation; Analogiemodell; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Language test; Sprachtest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Statistische Analyse
Abstract	This study examined the influence of student demographic variables (i.e., SES, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 (n = 1200) in an urban school district as measured by the 2010-2011 NJASK, the state's annual standardized performance assessment. Analyses were conducted using hierarchical multiple regression models with results suggesting that placement in an inclusion classroom did have a statistically significant impact on the NJASK scores of non-disabled students in one of the two schools, implying variation of implementation at the school level. These results suggest that there are school-level factors at work in determining attainment and achievement in schools with similar levels of inclusivity. These results indicate that further research needs to be conducted in the area of inclusion to determine why inclusion might negatively impact the academic achievement of non-disabled students. (As Provided).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10