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Electronic Journal for Inclusive Education

Abstract

School accountability is at the forefront of education with the recent passage of the No Child Left Behind Act (NCLB) in January 2001. One well-known instructional strategy, co-teaching has the potential to improve the academic performance of students (i.e., typical and at-risk) educated in general education classrooms. A co-teaching intervention that included operationalized components of instructional delivery and a support class was compared to the traditional instructional delivery of students receiving science instruction from a general education teacher alone in four high school biology classrooms. Results indicated that there were no significant differences between the groups of students educated in the co teaching and typical settings overall. However, post hoc analyses showed significant differences between settings for: (a) exceptional students, (b) students with 504 plans, and (c) students receiving free or reduced lunch. Limitations, future research, and recommendations for future investigations are offered.