Educational institutions are placing students with disabilities in inclusive programming to meet legislative requirements. School districts have been mandated to develop rigorous programs that can increase the academic achievement of students with disabilities, as well as their participation in general education classrooms. Many school districts, including public school academies (PSAs) have begun to consider more inclusive practices for the students with disabilities. Michigan school systems have begun to review strategies to improve student academic performance and improve test scores. Unfortunately, efforts to restructure the programming for students with disabilities without fully understanding all consequences may not be in the best interest of all students. Michigan utilizes a standardized test called the Michigan Education Assessment Program (MEAP) to assess student's progress. Of the 9,754 students with disabilities who were tested in 2012, 975.4 (10%) students scored in the proficient range (MDE, 2012). Many schools were experiencing difficulties making annual yearly progress because of the student with disabilities subcategory. Consequently, school districts are developing programs that can assist in increasing the academic success of students with disabilities. Due to the continued controversial nature of the need to increase the percentage of students with disabilities into general education settings and improve educational attainment of these students, this study examined differences in results on standardized mathematical assessments between the educational settings of students with disabilities. The population for this study included nine charter (full inclusion) and nine traditional public schools (self-contained) in Michigan that had at least two years of standardized testing data for the students with disabilities subgroup. The findings of the study indicated no statistically significant differences in academic achievement between traditional public schools and charter schools. Based on these findings, it appears that the educational environment of the school (inclusive or self-contained) was not a factor in academic achievement of 7th grade students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]