A Comparison of Test Scores for Co-Taught Classrooms vs. Individual Classrooms
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This study examined a comparison of classroom performance test scores of co-taught classrooms and individual taught classrooms at the 6th, 7th, and 8th grade benchmarks. The study was unique because it utilized the Wisconsin NorthWest Evaluation Association Measure of Academic Progress exam to compare the classroom performance of the reading and mathematics test performance in middle school grade classrooms. Special education students were included in co-taught and individually taught classrooms. In this study, there were instances where a teacher in an individually taught classroom was also a co-teacher in a co-taught classroom. The researcher compared the academic impact of individually taught and co-taught classrooms on a normed reference scale. Factors such as communication between co-teachers, as well as rapport with each other and common planning time, were considered in this study. The overall statistical findings indicated that all classrooms showed growth but co-taught environments generally did not score higher than individually taught classrooms. Communication, teacher rapport, and common prep time are all factors needed to have a successful co-taught environment. With growth on the reading and mathematics MAP test across all grade levels, co-taught classrooms compared to co-taught classrooms do show significant growth. For future research regarding co-teaching classrooms, common planning time is a factor to determine a significant difference between co-teaching classrooms and individually taught classrooms. Implications regarding the factors described, while not tested, likely played a role in student performance.
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