This quantitative, causal-comparative, ex post facto study examined the relationship between a historic intervention (inclusive or non-inclusive Early Childhood Education [ECE] placement) and academic outcomes using achievement scores in reading and math on the Measures of Academic Progress (MAP) at the completion of kindergarten and third grade. A classroom placement was considered to be inclusive if at least 50% of the students were typically developing peers. Extant data was collected from 122 fifth-grade students with disabilities from five Midwestern school districts that participated in an ECE program and also provided kindergarten. Overall, the study found that students receiving an inclusive ECE placement had significantly higher reading MAP scores at the completion of third grade than their non-inclusive peers. Further subgroup analyses by gender, race and socioeconomic status found statistically significant benefits of an inclusive ECE placement for poorer students based on math MAP scores at the completion of kindergarten and reading MAP scores at the completion of third grade. Statistically significant benefits for non-White students were also identified based on reading and math MAP scores at the completion of kindergarten. Students receiving an inclusive ECE placement were significantly more likely to receive an inclusive kindergarten placement than their non-inclusive peers.
|Commitee:||Wilson, Faith A, Barshinger, Jack|
|Department:||Leadership in Educational Administration|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Keywords:||ECE, Inclusion, Outcomes, Placement, Preschool|
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