1. Improving Learning for All Students Through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement.
- Author
-
Jeong Hoon Choi, Meisenheimer, Jessica M., McCart, Amy B., Sailor, Wayne, and Simonsen, Brandi
- Subjects
- *
ACADEMIC achievement , *CHI-squared test , *COMPARATIVE studies , *LEARNING , *LONGITUDINAL method , *MAINSTREAMING in special education , *MATHEMATICS , *RESEARCH methodology , *EVALUATION of medical care , *MEDICAL cooperation , *METROPOLITAN areas , *MIDDLE school students , *PROBABILITY theory , *READING , *RESEARCH , *RESEARCH funding , *SCHOOL children , *SCHOOL administration , *SOCIAL skills , *STATISTICS , *JUDGMENT sampling , *DATA analysis , *STRUCTURAL equation modeling , *FAMILY roles , *HUMAN services programs , *EVALUATION of human services programs , *DATA analysis software , *DESCRIPTIVE statistics - Abstract
The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used with seven urban elementary or elementary/middle schools and seven matched comparison schools in the same district. Results suggest significantly larger growth for experimental school students in math and no statistically significant difference in reading score growth between experimental and comparison schools. However, reading score growth for experimental schools was statistically significant in a post hoc analysis of selected schools. Additional descriptive analysis is presented for three schools that implemented the model with the highest measured fidelity; these schools made improvements on both reading and math scores while those of matching comparison schools decreased. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF