Whole-School Inclusion Programs and Student Academic and Behavioral Outcomes
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| Title: | Whole-School Inclusion Programs and Student Academic and Behavioral Outcomes |
|---|---|
| Language: | English |
| Authors: | Michelle Yin (ORCID |
| Source: | AERA Open. 2025 11(1). |
| 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: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Inclusion, Academic Achievement, Student Behavior, Program Effectiveness, Standardized Tests, Scores, Grade Point Average, Graduation Rate, Attendance, Discipline Problems, Suspension, Students with Disabilities, Socioeconomic Status, Athletics, Student Leadership, Holistic Approach, Intellectual Disability |
| Geographic Terms: | North Carolina |
| ISSN: | 2332-8584 |
| Abstract: | This study examines the impact of a nationally scaled whole-school inclusion initiative--the Special Olympics Unified Champion Schools (UCS) program--on student academic and behavioral outcomes. Using 11 years of student-level administrative data from North Carolina and a difference-in-differences design, we analyze how exposure to UCS relates to standardized test scores, grade point average, graduation rates, absenteeism, and disciplinary incidents. Results show that longer participation in UCS is associated with improved academic performance and reductions in absenteeism and suspensions, particularly for students with intellectual disabilities. Subgroup analyses suggest larger effects for students from low-income backgrounds. As the first student-level evaluation of UCS using a rigorous empirical design, this study provides new evidence on the academic and behavioral benefits of whole-school inclusion programs. Findings highlight the potential of sustained, schoolwide approaches to support positive outcomes for students with and without disabilities and inform future efforts to strengthen inclusive practices in educational settings. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E238864V1 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494590 |
| Database: | ERIC |
| Abstract: | This study examines the impact of a nationally scaled whole-school inclusion initiative--the Special Olympics Unified Champion Schools (UCS) program--on student academic and behavioral outcomes. Using 11 years of student-level administrative data from North Carolina and a difference-in-differences design, we analyze how exposure to UCS relates to standardized test scores, grade point average, graduation rates, absenteeism, and disciplinary incidents. Results show that longer participation in UCS is associated with improved academic performance and reductions in absenteeism and suspensions, particularly for students with intellectual disabilities. Subgroup analyses suggest larger effects for students from low-income backgrounds. As the first student-level evaluation of UCS using a rigorous empirical design, this study provides new evidence on the academic and behavioral benefits of whole-school inclusion programs. Findings highlight the potential of sustained, schoolwide approaches to support positive outcomes for students with and without disabilities and inform future efforts to strengthen inclusive practices in educational settings. |
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| ISSN: | 2332-8584 |
