McCoy, Shawn2021-05-112021-05-112021-05-10http://hdl.handle.net/11603/21497The purpose of the study was to determine if third-grade students in a co-taught classroom would attain higher academic achievement than that of their peers in a solo-taught classroom. The measurement tool used was the i-Ready Reading Diagnostic Assessment. This study used a two-sample t-test to measure data collected from the i-Ready Reading Diagnostic Assessment. Although the statistical test for the change between solo and co-teaching could not be rejected, the practical significance of the co-teaching method was confirmed, thus, having a medium effect size. There should be further research conducted in this area because there is limited information on this subject.26 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Co-Teachingi-readyEducation -- Research papers (Graduate).Text