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Service Delivery Models: Impacts for Students with and without Disabilities

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Title: Service Delivery Models: Impacts for Students with and without Disabilities
Language: English
Authors: Nathan Jones (ORCID 0000-0003-1159-1558), Lindsey Kaler (ORCID 0000-0001-8017-7380), Jessica Markham (ORCID 0000-0003-1334-9482), Josefina Senese (ORCID 0009-0003-8907-1824), Marcus A. Winters (ORCID 0000-0002-1201-6777)
Source: Educational Researcher. 2025 54(3):141-152.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Students with Disabilities, Teaching Methods, Students, Instructional Effectiveness, Data Analysis, Longitudinal Studies, Models, Inclusion, Delivery Systems, Differences, Educational Policy, Mainstreaming, Academic Achievement, Attendance, Scores, Discipline Problems
Geographic Terms: Indiana
DOI: 10.3102/0013189X251316269
ISSN: 0013-189X
1935-102X
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466290
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Service Delivery Models: Impacts for Students with and without Disabilities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Nathan+Jones%22">Nathan Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1159-1558">0000-0003-1159-1558</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lindsey+Kaler%22">Lindsey Kaler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8017-7380">0000-0001-8017-7380</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Markham%22">Jessica Markham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1334-9482">0000-0003-1334-9482</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josefina+Senese%22">Josefina Senese</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-8907-1824">0009-0003-8907-1824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcus+A%2E+Winters%22">Marcus A. Winters</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1201-6777">0000-0002-1201-6777</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. 2025 54(3):141-152.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Delivery+Systems%22">Delivery Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Problems%22">Discipline Problems</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
– Name: DOI
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  Data: 10.3102/0013189X251316269
– Name: ISSN
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  Data: 0013-189X<br />1935-102X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1466290
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466290
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        Value: 10.3102/0013189X251316269
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      – Text: English
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        PageCount: 12
        StartPage: 141
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Data Analysis
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Inclusion
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      – SubjectFull: Delivery Systems
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      – SubjectFull: Differences
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      – SubjectFull: Educational Policy
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      – SubjectFull: Mainstreaming
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Attendance
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      – SubjectFull: Scores
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      – SubjectFull: Discipline Problems
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      – SubjectFull: Indiana
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    Titles:
      – TitleFull: Service Delivery Models: Impacts for Students with and without Disabilities
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              Y: 2025
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