Class Rank and Student Disability Classification

Marie Hull (), Hema Shah () and Maria Zhu ()
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Marie Hull: University of North Carolina, Greensboro
Hema Shah: Federal Trade Commission
Maria Zhu: Syracuse University

No 18836, IZA Discussion Papers from IZA Network @ LISER

Abstract: U.S. public schools play a central role in identifying student disabilities. Using administrative data, we examine how third-grade class rank affects subsequent disability classification, leveraging variation in school-cohort achievement distributions to isolate rank from students' own achievement. Students in the lowest ventile are 3.8 percentage points more likely to be classified as having a disability than students at the median (10\textsuperscript{th} ventile). Students at ventiles above the median exhibit smaller but statistically significant estimated increases relative to the median as well. These patterns are driven primarily by classifications of learning disabilities and health conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD). We further document that low-ranked students are more likely to receive a testing accommodation in fourth grade. Together, these findings highlight the role of subjective factors in shaping disability diagnoses and the allocation of testing accommodations.

Keywords: disability; special education; rank effects; testing accommodations (search for similar items in EconPapers)
JEL-codes: I10 I21 J14 J24 (search for similar items in EconPapers)
Date: 2026-08
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