Do State Methods of Quantifying a Severe Discrepancy Result in Fewer Students with Learning Disabilities?

Abstract

Minimizing misclassification of students with LD is a major concern for policymakers, particularly if financial incentives are available for placing children in such programs. In the current study, individual states' methods of defining a severe discrepancy for determining LD eligibility are examined, as well as the way use of such methods influences misclassification. The percentage of the total population identified as LD by individual states (as reported to the federal government) was compared. Results showed variations from 2.19% to 8.66% in the percentage of students aged 7 to 16 identified as LD across states. Seven of the states in the lowest percentage decile used a method for determining a severe discrepancy; in comparison, only two of the states in the decile identifying the most students used a method of determining a severe discrepancy. It was concluded that use of any method to determine a severe discrepancy may help reduce the number of inappropriate placements resulting from labeling students as LD.

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