Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools

Area of Science:

• Education
• Public Health
• Disparities in Education

Background:

• Racial and ethnic disparities in learning disabilities (LD) identification have been a persistent concern in U.S. education.
• The federal "Equity in IDEA" regulations aimed to address these inequities.

Purpose of the Study:

• To investigate racial and ethnic disparities in LD identification in U.S. elementary schools.
• To examine trends in these disparities before and after the implementation of "Equity in IDEA" regulations.

Main Methods:

• Analysis of repeated cross-sectional data from the National Assessment of Educational Progress (NAEP) for U.S. fourth graders (N = 1,607,010) from 2003 to 2022.
• Multivariable logistic regression models were used, adjusting for academic achievement, English Language Learner (ELL) status, socioeconomic status, and school factors.

Main Results:

• Consistent evidence of under-identification of students of color for LD.
• Disparities remained largely stable over time for Black students and students of other races/ethnicities.
• Hispanic students, girls, and ELLs were also less likely to be identified, though the size of these disparities decreased over time.
• No evidence of over-identification of students of color was found.

Conclusions:

• Significant racial and ethnic disparities in LD identification persist in U.S. elementary schools.
• The "Equity in IDEA" regulations have shown some success in narrowing these gaps over time.
• Further interventions are needed to ensure equitable identification and support for all students with learning disabilities.