Is a Push-in model more

effective than a pull-out model?

Kelly McDermott
EDLD 682-82

Why Research it?

There are EIGHT Literacy courses that Special Education
students can be placed in during Middle School.

There really is not a process for placing incoming 6th

grade Special Education students into their Literacy course
or a way of knowing if the courses are working.

My Lit Review

Bugaj, S. J. (1998). Intensive scheduling and special education in secondary schools: Research and recommendations. NASSP Bulletin, 82(594), 33-39. doi:10.1177/019263659808259407
Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does access matter? Time in general education and achievement for students with disabilities. Remedial and Special
Education, 34(6), 323-332. doi:10.1177/0741932513485448
Dimitriadis, C. (2011). Developing mathematical ability in primary school through a 'pull-out' programme: A case study. Education 3-13, 39(5), 467. doi:10.1080/03004271003769939
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2002). Inferring program effects for special populations: Does special education raise achievement for students with disabilities? The Review of
Economics and Statistics, 84(4), 584-599. doi:10.1162/003465302760556431
Jenkins, J. R., & Heinen, A. (1989). Students' preferences for service delivery: Pull-out, in-class, or integrated models. Exceptional Children, 55(6), 516.
Klingner, J. K., Vaughn, S., Shay Schumm, J., Cohen, P., & Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31(2), 148-158.
doi:10.1177/002221949803100205

Marston, D. (1996). A comparison of inclusion only, pull-out only, and combined service models for students with mild disabilities. The Journal of Special Education, 30(2), 121-132.
doi:10.1177/002246699603000201
Reiterates harm from "ability grouping" in school. (2014).Childhood Education, 90(2), 169.
Tremblay, P. (2013), Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co-teaching and solo-taught special education. Journal of
Research in Special Educational Needs, 13: 251258. doi: 10.1111/j.1471-3802.2012.01270.x

Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics, 23(3), 270-287.
doi:10.1177/1932202X12451021

The Results
I looked at current 7th and 8th graders from both middle
schools and their last two years of MCA scores.

I calculated each students growth in scores over the

year.
Students that were in the data set were special
education students from pull-out literacy classes and
push-in inclusion classes.
There were 69 students in this sample, 32 push in, 37
pull out.

My DataMCA

My Recommendation
As suspected, there was a significant difference in MCA growth. I suspected
this was going to be the case. MCA tests are based on grade-level standards
and pull-out courses are not teaching grade level standards.
I recommend sharing this data with Administration and Special Education
teachers.
I recommend taking a closer look at each individual student, making sure we
have a way to progress monitor and look at the standards that are being
taught in each course.
I recommend doing vertical alignment with the courses for now and in the
meantime looking further into adopting a push-in model for students in the
future.