In the first brief, we explored the national landscape of special education classification rates and how educators perceived the appropriateness of these rates in their school systems. Nearly half of educators perceived their school systems as not appropriately classifying special education students, resulting in either increasing over- or under-classification rates.

The second and third briefs in this series examined contributing factors of misclassification. The education community must be cognizant that over- and under-identifying students for special education services has the potential to imperil equity efforts, resulting in lifelong consequences for our children. Research briefs two and three explore educators’ perceptions of how and why policy, resources, services and professional development contribute to the over- and under-classification of special education students and explore potential consequences confronting our students as a result.

This conversation is especially important right now given the current state of decision-making relative to special education. Shifting federal policies are influencing the way localities define, track and pay for special education services. The focus on equity in The Every Student Succeeds Act (ESSA) and the ruling in Endrew F. v. Douglas County School District both challenge states and districts to set a standard for special education students that is markedly more demanding than the mere de minimis’ test previously applied.