Degree Date

4-2025

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Stefanie Shames

Second Advisor

Carla Sparks

Abstract

This study examined the effectiveness of high school instructional models in English Language Arts (ELA) for Exceptional Student Education (ESE) students pursuing a standard diploma. The purpose was to compare self-contained and inclusion models within the framework of the Individuals with Disabilities Education Act (IDEA), emphasizing Free and Appropriate Public Education (FAPE) and the Least Restrictive Environment (LRE). The research was conducted in a medium-sized rural district high school.

The overarching research question was: Based on student test scores, ESSA data, surveys, and interviews with content area teachers, ESE teachers, paraprofessionals, support facilitators, and administrators, how effective are self-contained and inclusion settings in supporting ESE students toward meeting graduation requirements? Using a mixed method research model, extant student test scores, Every Student Succeeds Act (ESSA) data, and surveys were analyzed to assess the impact of these instructional models on student achievement.

Quantitative findings indicated no direct relationship between instructional environment and standardized test performance. However, qualitative data analysis identified gaps in instructional strategies, particularly those used for vocabulary comprehension and reading skills. These findings highlighted the need for targeted interventions to improve ESE students’ literacy development and overall academic success. To address these gaps, the study recommended increasing ELA achievement scores for ESE students in both instructional settings through teacher professional development, community outreach, targeted intervention programs, and fostering an inclusive school culture.

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