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Whose IDEA Is This? An Examination of the Effectiveness of Inclusive Education

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Title: Whose IDEA Is This? An Examination of the Effectiveness of Inclusive Education
Language: English
Authors: Katharine Parham Malhotra (ORCID 0009-0000-1723-9446)
Source: Educational Evaluation and Policy Analysis. 2025 47(4):1045-1070.
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: 26
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1749275
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Equal Education, Educational Legislation, Federal Legislation, Students with Disabilities, Inclusion, Instructional Effectiveness, Educational Policy, Academic Achievement, Elementary School Students, Middle School Students, Standardized Tests, Attendance, High School Students, Graduation Rate, Student Promotion, Outcomes of Education
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.3102/01623737241257951
ISSN: 0162-3737
1935-1062
Abstract: The inclusion of students with disabilities in general education versus more restrictive settings has steadily increased since the 1990s. Yet little is known about inclusion's effectiveness for these students or their nondisabled peers. I examine the impacts of a district-wide inclusion policy, leveraging the staggered, school-level implementation to estimate the policy's causal effects on academic and behavioral outcomes. Elementary and middle school test scores and attendance rates were unaffected by the policy. High school graduation and ninth grade promotion rates increased by two and six percentage points, respectively, in the years following implementation. Findings suggest that inclusive education does not come at the expense of students' academic progress in the short term and may improve academic outcomes in the longer term.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489859
Database: ERIC
FullText Text:
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  Data: Whose IDEA Is This? An Examination of the Effectiveness of Inclusive Education
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  Data: <searchLink fieldCode="AR" term="%22Katharine+Parham+Malhotra%22">Katharine Parham Malhotra</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1723-9446">0009-0000-1723-9446</externalLink>)
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  Data: 26
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  Data: 2025
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: 10.3102/01623737241257951
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  Data: 0162-3737<br />1935-1062
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  Data: The inclusion of students with disabilities in general education versus more restrictive settings has steadily increased since the 1990s. Yet little is known about inclusion's effectiveness for these students or their nondisabled peers. I examine the impacts of a district-wide inclusion policy, leveraging the staggered, school-level implementation to estimate the policy's causal effects on academic and behavioral outcomes. Elementary and middle school test scores and attendance rates were unaffected by the policy. High school graduation and ninth grade promotion rates increased by two and six percentage points, respectively, in the years following implementation. Findings suggest that inclusive education does not come at the expense of students' academic progress in the short term and may improve academic outcomes in the longer term.
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  Data: 2025
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  Data: EJ1489859
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        Value: 10.3102/01623737241257951
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    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Legislation
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Individuals with Disabilities Education Act
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      – TitleFull: Whose IDEA Is This? An Examination of the Effectiveness of Inclusive Education
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