This quantitative study examines how support facilitation instruction affects high school students without disabilities end-of-course assessment scores and Algebra l-B grades using descriptive statistics, t-test two-sample assuming equal variances, F-test two-sample for variances, and Pearson correlation coefficient (r) analysis. The two-sample t-test revealed no significant difference in the students without disabilities Algebra 1 end-of-course scores and final course grades in the support facilitation model and traditional Algebra 1-B classes. The F-test indicated no significant difference in the variances of students without disabilities in the support facilitation model and traditional Algebra 1-B classes' final course grades but an uneven variance regarding the Algebra 1 EOC grades. The Pearson correlation coefficient analysis also showed that the students without disabilities in the support facilitation model had similar end-of-course examination scores to those in the traditional model. The support facilitation model has a very strong positive correlation between Algebra 1-B grades and end-of-course scores at 0.84, while the traditional method has a strong positive correlation at 0.57. Students without disabilities in the support facilitation model classes did not have higher final grades or end-of-course assessment scores than those in the traditional classrooms. However, it had a neutral or slightly positive effect on the mathematical performance of students without disabilities. More research is needed to better understand the factors that affect support facilitation and inclusive education and their impact on students' grades and standardized test scores. [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.]