The Effects of Classroom Placement on Special Education Students’ Algebra Benchmark Scores

Abstract

The purpose of this study was to determine whether classroom placement has an effect on special education students’ algebra benchmark scores. This quasi-experimental study examined whether first year Algebra I special education students in a self-contained classroom performed better on the algebra benchmark than those in an inclusive classroom. The participants included 20 students with Individualized Education Plans (IEPs) from both classroom settings. The classes were taught using a common course curriculum that was developed by Anne Arundel County Public Schools. The instructors in the two classes followed the IEPs as written for each student. Data was compiled from both the first and second quarter benchmark tests. The results do not support the hypothesis and showed that there was no significant difference between the two classrooms.