The purpose of this study was to gather and analyze data on the academic achievement of students in inclusive seventh grade science classrooms, focusing on comparative data between typically achieving students and students with disabilities (SWD). It sought to answer the question, "are SWD achieving at an equivalent rate in science when compared to their typically achieving peers?" Secondary data on grades was collected and analyzed. The study found that typically achieving students were significantly more likely to meet achievement standards than SWD. However, the data also revealed an issue with disproportionality within special education and revealed significant differences in achievement between students of color and White students regardless of disability status. The inclusionary movement in special education is discussed, as well as issues with disproportionality, institutionalized racism within school systems, implications for practice, and the need for further research into inclusive settings and their impact on student achievement.