Over the past four decades, special education has become prominent in many public and private schools. This quantitative non-experimental study aims to compare the impact of the pullout model versus the inclusion model on students with learning disability scores on their Partnership for Assessment of Readiness for College and Careers (PARCC) in mathematics. Lev Semenovich Vygotsky's theoretical framework supports this study. The research data were collected from one urban high school in New Jersey for 2 consecutive academic years: 2015-2016 and 2016-2017. Key findings in the research reveal a significant difference in placement for Alegebra1 and 2 for 2015-2016, but not for Geometry. In 2016-2017. The study further showed no significant difference for Algebra 1, Algebra 2, and Geometry in placement, gender, and consistency of students staying in inclusion or pullout programs will increase their math scores. States, school districts, and school administrators in public and private schools adopt the special education law by ensuring that special education students are educated in the least restrictive environment and have equal access to the curriculum. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]