The Impact of Co-Teaching on Student Achievement and Behavior at a Title I Middle School
The purpose of this study was to investigate the impact of co-teaching on student achievement and behavior at the middle level over the course of two years. Both general education students and students with disabilities were studied to determine if co-teaching positively impacted achievement and/or behavior. There are limited studies on co-teaching at the middle level, and even fewer longitudinal studies to review. In addition, the effects of co-teaching on the general education student is still under review. This study was intended to help fill these gaps in the research and to build upon the general body of research for future studies in these areas. A quantitative research design was utilized in this study. The two research questions that guided the research were: 1. What is the impact of co-teaching on academic achievement for general education and special education students at a Title I middle school? 2. What is the impact of co-teaching on behavior for general education and special education students at a Title I middle school? Using CAASPP state test scores and Aeries SIS behavior documentation as data sources, the researcher used a two-tailed paired t-test to determine if co-teaching had a statistically significant impact on achievement or behavior over the course of two years. The researcher compared students’ achievement and behavior when in a co-taught setting versus not. The statistical data collected revealed that co-teaching has a positive, yet not significant impact on achievement for both populations; however, co-teaching has a statistically significant positive impact on behavior for both general education and special education students.