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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 0000-0001-9333-1535), Garima Siwach, Alexis Orellana (ORCID 0000-0002-7906-1628)
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
FullText Text:
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  Data: Whole-School Inclusion Programs and Student Academic and Behavioral Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Michelle+Yin%22">Michelle Yin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9333-1535">0000-0001-9333-1535</externalLink>)<br /><searchLink fieldCode="AR" term="%22Garima+Siwach%22">Garima Siwach</searchLink><br /><searchLink fieldCode="AR" term="%22Alexis+Orellana%22">Alexis Orellana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7906-1628">0000-0002-7906-1628</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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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: http://sagepub.com
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  Data: Y
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  Data: 23
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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="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline+Problems%22">Discipline Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Suspension%22">Suspension</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Leadership%22">Student Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 2332-8584
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  Label: Abstract
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  Data: 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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  Data: https://doi.org/10.3886/E238864V1
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  Data: 2026
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  Data: EJ1494590
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Graduation Rate
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      – SubjectFull: Attendance
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      – SubjectFull: Discipline Problems
        Type: general
      – SubjectFull: Suspension
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Athletics
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      – SubjectFull: Student Leadership
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: North Carolina
        Type: general
    Titles:
      – TitleFull: Whole-School Inclusion Programs and Student Academic and Behavioral Outcomes
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            NameFull: Garima Siwach
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