Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

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 at the same time enhancing student reading and math achievement for all students. A three year quasi-experimental comparison group analysis using Latent Growth Modeling (LGM) was employed 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.