Not exact matches
[17][18] States must collect and review district - level data on how
rates of
identification — overall, by educational setting and disability category — vary
across racial and ethnic groups with no adjustments for variables that correlate with need for services.
Even if schools treated all students the same, special education
identification rates would likely differ
across racial and ethnic groups.
A difference in mean participation
rates across groups could reflect over-
identification of students in one group, under -
identification of students in another, or «just right»
identification across groups.