Propensity score matching was used to create intervention and comparison groups to compare academic outcomes of students with disabilities in the U.S. state of Indiana placed in more inclusive settings with those placed in less inclusive settings. Student and school demographic and outcome data were analyzed from the eighth grade in 2013 through graduation in 2018. Students with disabilities spending 80% more time in inclusive classrooms did better in reading and math than peers spending more time in special education classrooms. The study shows differences in diploma types of students in more inclusive settings than those in less inclusive settings, indicating that students in inclusive settings engage in more rigorous course of study and are more prepared for successful post-secondary educational and employment opportunities.