Date of Award

Spring 5-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Steve Bounds

Third Committee Member

Dr. Christopher Johnson

Fourth Committee Member

n/a

Program Director

Dr. John Freeman

Dean of Graduate College

DR. MICHAEL BRADLEY

Abstract

ABSTRACT

EVALUATING THE IMPACT OF THE ARKANSAS INCLUSIVE PRACTICE

INITIATIVE ON ACADEMIC OUTCOMES FOR STUDENTS

TRANSITIONING FROM RESOURCE ENVIRONMENTS

Marian Patrece Craft Kursh

This quantitative study examined academic outcomes for students with disabilities

(SWD) placed in inclusive versus resource classrooms within the Crestfield School

District (CSD), focusing on standardized assessments and final course grades. Using a

causal-comparative design, the research analyzed data from 42 students with

Individualized Education Programs (IEPs) classified as Other Health Impairment (OHI)

or Specific Learning Disabilities (SLD). Academic performance was assessed using ACT

Aspire (2022), ATLAS (2023), and final course grades in math and reading. Independent

samples t-tests were used to determine statistically significant differences between

instructional settings.

Results revealed no statistically significant differences in math outcomes across

settings or subgroups. However, a statistically significant difference was found in reading

scores on the 2022 ACT Aspire assessment, favoring students in inclusive classrooms (p

= .018). All other comparisons yielded non-significant results, suggesting that

instructional placement alone may not substantially influence academic performance. The

study highlights the potential of inclusive settings to support literacy development and

emphasizes the importance of instructional quality, co-teaching practices, and

professional development.

vFindings contribute to the field of special education by offering empirical insights

into the effectiveness of Arkansas's all-inclusive initiative. The study provides

implications for educational policy, instructional planning, and future research,

underscoring the need for fidelity in inclusive practice implementation.

Keywords: inclusion, resource classroom, special education, academic outcomes, ACT

Aspire, ATLAS, students with disabilities, OHI, SLD, Arkansas inclusive model

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