The impact of inclusion and pullout on middle school students' standardized test scores

by Herriott, Tavita S., Ph.D., CAPELLA UNIVERSITY, 2010, 134 pages; 3423814

Abstract:

The purpose of this study was to determine if there was a difference in students' standardized test scores based on the instructional model their teachers used. One group of students was served under a pullout instructional model. The other was served under an inclusive model. It is not known whether or not the pullout instructional model or the inclusion instructional model makes the biggest impact on improving student test scores. Although there is an extensive amount of information comparing and contrasting the two named instructional methods for students with learning disabilities, studies conducted by researchers have not demonstrated which model is most beneficial to middle school students with specific learning disabilities. The researcher compared the standardized test scores of 68 students from two middle schools (Grades 6 through 8) to determine students' academic gains. The researcher also used quantitative methods to describe test results of the instructional models implemented at the two middle schools. Results indicated that there were no significant differences between the students' scores when grouped by instructional model.

AdviserAdair White-Johnson
SchoolCAPELLA UNIVERSITY
Source TypeDissertation
SubjectsEducational tests & measurements; Middle school education; Special education
Publication Number3423814

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