Service Delivery Models

Impacts for Students With and Without Disabilities

Bibliographic Data

ID9730924
AuthorsNathan Jones (0000-0003-1159-1558, Boston University, Boston, MA), Lindsey Kaler (0000-0001-8017-7380, Boston University, Boston, MA), Jessica Markham (0000-0003-1334-9482, Boston University, Boston, MA), Josefina Senese (0009-0003-8907-1824, Boston University, Boston, MA, corresponding author), Marcus A Winters (0000-0002-1201-6777, Boston University, Boston, MA)
Year2025
Volume54
Issue3
Pages141-152
Publication date2025-04-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251316269
OpenAlexW4407810335
LanguageEN
Citations received1
References cited29

Students with and without disabilities may be educated across various service delivery models (SDMs): general education, cotaught, pull-out, and self-contained. Still, evidence for their relative effectiveness at scale remains limited. Using longitudinal administrative data from Indiana, we measured the effect of different SDMs on test scores, attendance, and disciplinary incidents. We leveraged within-student variation in SDM assignments and differences across students, applying student fixed effects and lagged outcomes models, which bound the causal effect within a narrow, policy-relevant range. Students with disabilities performed better in less restrictive environments, although the magnitude was often modest and varied across SDMs. Coteaching had a positive impact on students without disabilities. This work contributes to our understanding of inclusive practices’ effectiveness as experienced statewide

Business · Mathematics education · Service (business · Service delivery framework · Collaborative Teaching and Inclusion · Disability Education and Employment · Family and Disability Support Research · Psychology

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