{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,7]],"date-time":"2026-08-07T17:01:29Z","timestamp":1786122089142,"version":"build-2736575974"},"reference-count":51,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2026,6,23]],"date-time":"2026-06-23T00:00:00Z","timestamp":1782172800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100016395","name":"National Center for Special Education Research, Institute of Education Sciences","doi-asserted-by":"publisher","award":["R324A220271"],"award-info":[{"award-number":["R324A220271"]}],"id":[{"id":"10.13039\/100016395","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100006545","name":"national institute on minority health and health disparities","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100006545","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:p>\n                    We investigated racial and ethnic disparities in learning disabilities (LD) identification in U.S. elementary schools, including before and after proposal and implementation of the federal Equity in Individuals with Disabilities Education Improvement Act (IDEA) regulations. We analyzed repeated cross-sectional data from large samples of U.S. fourth graders participating in the National Assessment of Educational Progress (\n                    <jats:italic toggle=\"yes\">N =<\/jats:italic>\n                    1,607,010;\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    s = 103,150 to 205,860) across 2003 to 2022. Multivariable logistic regression models adjusting for potential confounds\u2014including student academic achievement, English Language Learner (ELL) status, family economic background, and school contextual factors\u2014yielded consistent evidence of LD under-identification of students of color in U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students (adjusted odds ratio [aOR] range = 0.50 to 0.69) and students of other races or ethnicities (aOR range = 0.47 to 0.82). Hispanic students (aOR range = 0.45 to 0.83), girls (aOR range = 0.64 to 0.90), and ELLs (aOR range = 0.32 to 0.59) have also been consistently less likely to be identified. The size of these disparities has decreased over time. We observed no evidence of LD over-identification of students of color to support the Equity in IDEA regulations.\n                  <\/jats:p>","DOI":"10.1177\/00222194261453914","type":"journal-article","created":{"date-parts":[[2026,6,23]],"date-time":"2026-06-23T13:00:38Z","timestamp":1782219638000},"page":"271-285","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools"],"prefix":"10.1177","volume":"59","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9347-6486","authenticated-orcid":false,"given":"Paul L.","family":"Morgan","sequence":"first","affiliation":[{"name":"University at Albany, State University of New York, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2113-3940","authenticated-orcid":false,"given":"Eric Hengyu","family":"Hu","sequence":"additional","affiliation":[{"name":"University at Albany, State University of New York, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,6,23]]},"reference":[{"key":"e_1_3_2_2_1","unstructured":"American Psychiatric Association. 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