摘要：Accountability measures with increased emphasis placed on assessment for all students have led more specialeducation students to be placed in the general education classroom. The sample included students identified withspecific learning disabilities at two high schools, 4A or larger, in South Texas. ANCOVA was utilized to analyze thedata. This quantitative study, utilizing ex-post facto data, determined there was no significant difference betweengrade 9 students with learning disabilities who received resource services and those who did not receive resourceservices on academic achievement in reading and math for the 2013-14 school years, while controlling for theirgrade 8 test scores. This suggests that instructional arrangement may not be a significant contributing factor toacademic achievement.
其他摘要：Accountability measures with increased emphasis placed on assessment for all students have led more specialeducation students to be placed in the general education classroom. The sample included students identified withspecific learning disabilities at two high schools, 4A or larger, in South Texas. ANCOVA was utilized to analyze thedata. This quantitative study, utilizing ex-post facto data, determined there was no significant difference betweengrade 9 students with learning disabilities who received resource services and those who did not receive resourceservices on academic achievement in reading and math for the 2013-14 school years, while controlling for theirgrade 8 test scores. This suggests that instructional arrangement may not be a significant contributing factor toacademic achievement.
