The primary purpose of this study was to determine if students with disabilities in inclusive classrooms made adequate progress comparable to their general education peers in reading and math according to the guidelines of the No Child Left Behind Act of 2001 (NCLB), specifically standardized assessment. With the introduction of NCLB and mandated comprehensive statewide testing, there has been some controversy over the requirements of the Individuals with Disabilities Education Act and Elementary and Secondary Education Act with regard to the academic achievement of disabled students as compared with their nondisabled peers. NCLB mandates that all children, with some exceptions such as severe and profound retardation, be tested on the same assessment, and that these same children disabled and nondisabled alike should reach proficiency levels by 2014. Explicit emphasis of this research was placed on eighth-grade nondisabled and disabled students in inclusive classrooms when measuring achievement from the Florida Comprehensive Assessment Test (FCAT). The study employed a quantitative study that focused on the achievement levels of disabled inclusive middle school students over a period of 3 years. The results of this study indicated that the disabled group had a significantly greater increase in their reading and mathematics passing rate on the FCAT. In addition disabled students showed significantly more growth in reading and mathematics while in inclusion than did all students combined. This study indicates that those students with disability in an inclusive class continue to close achievement gap compared with their nondisabled peers.