This brief from Boston University’s Wheelock College of Education and Human Development explores how different service delivery models affect outcomes for students with disabilities. Using longitudinal data from Indiana public schools, the study compares four instructional settings: general education, co-teaching, pull-out, and self-contained classrooms. Findings show that students generally perform better in more inclusive environments, though the advantages are modest and differ by grade level. The brief notes that while expanding inclusive learning opportunities holds promise, this expansion alone will not fully address the challenges in special education. Ongoing research is needed to better understand the effectiveness of various service models and how they interact with broader elements of the education system.