Examining Factors Relating to Special Education Inclusion and Least Restrictive Environment Policy in New Jersey

National statistics have observed a decade-long increase in the percentage of students with disabilities in the U.S. spending 80% or more of their school day in the general education setting, though substantial differences remain among individual states. A growing body of research has also revealed significant local, district-level variation in how the concept of Least Restrictive Environment for the placement of students with disabilities is implemented within a given state. This study examines district-level variation and local contextual factors in the implementation of the Least Restrictive Environment policy and placement patterns in the state of New Jersey. Results reveal substantial variation among districts, even those of similar local type (e.g., urban or rural), as well as factors related to the rate of inclusion.