The influence of level of discrepancy on the identification of students with learning disabilities.

This study investigated the relationship between a statistically determined severe discrepancy between expected and actual achievement levels and subsequent labeling of students with learning disabilities. Subjects were 733 students referred for possible special education services. The results demonstrate that while a slight majority of students who were determined to have learning disabilities manifested a severe discrepancy, much evidence exists to indicate that this criterion is inconsistently applied in making eligibility decisions. The implications of these findings for current practice are discussed.