Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Edwin Nii Bonney
Committee Member
Brandi Hinnant-Crawford
Committee Member
Phillip Grant
Committee Member
Allen Fain
Abstract
This study addressed the persistent achievement gap in Algebra 1 for students with disabilities (SWD) at Popular High School (PHS), a rural high school within Sweet County School District (SCSD). In response to historical underperformance on the South Carolina Algebra 1 End-of-Course (EOC) assessment and the school’s designation for Additional Targeted Support and Improvement (ATSI), the district piloted a co-teaching intervention to provide more inclusive and supportive instruction for SWD. In this context, co-teaching refers to a collaborative instructional model in which a general education and a special education teacher share responsibility for planning, delivering, and assessing instruction in the same classroom.
Grounded in the principles of improvement science, the intervention was implemented using a Plan Do Study Act (PDSA) cycle. During the planning phase, the research team selected two Algebra 1 sections for co-teaching based on IEP data, student needs, and staffing capacity. Teachers were paired according to collaboration skills and participated in targeted professional development provided by Solution Tree. Students and parents were informed of the model, and participation included student self-efficacy surveys and classroom observations.
The intervention officially began in January 2025 during the district’s second semester block schedule. Data were collected from multiple sources to evaluate the implementation and outcomes of the co-teaching model. These sources included baseline and follow-up student self-efficacy surveys, structured classroom observations, and teacher interviews and surveys. Observations were used to document the co-teaching models in use, student engagement, differentiation practices, and the overall classroom environment. The special education teacher also completed reflective activities to assess professional growth and instructional collaboration.
Findings revealed several key outcomes. First, classroom observations showed a transition from the “one teach, one assist” model to more balanced strategies such as parallel teaching and station teaching by the middle of the semester. These shifts coincided with increased student engagement, more individualized instruction, and stronger collaboration between teachers. Second, the special education teacher reported increased confidence in instructional delivery and growth in co-teaching practices. Third, students remained enrolled in the co-taught sections during the drop/add period, suggesting early acceptance of the model.
The results indicate that co-teaching has the potential to improve instructional access and support for SWD in high school mathematics. While challenges such as pacing and balancing content coverage with individualized support were noted, no major negative effects or unintended consequences were reported. The study highlighted the importance of pre-implementation planning, role clarity, and sustained collaboration as essential factors for success.
The intervention aligned with the district’s broader goals of expanding access to rigorous instruction and inclusive service delivery. It has also informed planning for future improvement cycles. Based on initial results and strong teacher and student engagement, the district is considering expanding co-teaching models to additional schools and subject areas. This study contributes to the growing body of research on inclusive practices in secondary education and offers a practical model for rural districts seeking to close achievement gaps for students with disabilities.
Recommended Citation
Stewart, Lindsay L., "From Collaboration to Achievement: Exploring Co-teaching as a Strategy to Close the Gap in Mathematics for Students With Disabilities" (2025). All Dissertations. 4016.
https://open.clemson.edu/all_dissertations/4016