The regression equation method of determining academic discrepancy

This article discusses the regression equation approach to quantifying academic discrepancy, which is an aspect of most generally accepted learning disability definitions. The concept of regression toward the mean and its relevance to determining underachievement is presented. Variations of the expectancy formula and IQ-achievement difference approaches fail to fully consider regression effects and therefore will produce the serious identification errors of including too many children with above-average IQs and too few with below-average IQs. The parameter estimation variation of the regression equation approach is advocated as the best method for quantifying the academic discrepancy aspect of learning disabilities.