Teacher shortages, growing demand for special education services, and mounting concerns about federal funding cuts — particularly in light of federal proposals to reduce the role of the U.S. Department of Education — have highlighted the need for effective state systems to identify and support students with disabilities. Recent actions to shrink the department and transfer oversight of IDEA (Individuals with Disabilities Education Act) responsibilities have heightened uncertainty around civil rights enforcement and service continuity for these students.
Against this backdrop, it becomes critical to understand how many students are currently being served under IDEA around the U.S. — and how those numbers have changed over time. By examining the latest National Center for Education Statistics (NCES) data, we found where learning disability diagnoses are rising most, where disparities persist across states, and how these shifts connect to broader national conversations around special education equity and access.
Key Findings
- 15.2% of U.S. public school students currently receive special education services under the Individuals with Disabilities Education Act (IDEA)—nearly 1 in 6 students.
- Pennsylvania leads the nation in IDEA enrollment at 21.1%, followed closely by New York (20.7%) and Maine (20.6%).
- Over the past 20 years, IDEA enrollment has increased by 14.3% nationwide, with Pennsylvania experiencing a 57.5% rise.
- American Indian/Alaska Native and Hispanic students have experienced the sharpest increases in IDEA identification since the 2000–01 school year.
- Since the 1976–77 school year, the share of students served under IDEA has nearly doubled.
Students Served Under the Individuals with Disabilities Education Act (IDEA) in Each State
Today, more than 1 in 6 public school students across the U.S. — 15.2% overall — receive special education services under the Individuals with Disabilities Education Act (IDEA). This critical federal program ensures access to individualized learning support for students with disabilities. IDEA also requires public schools to provide every eligible student with a free, appropriate public education (FAPE) in the least restrictive environment, meaning students should learn alongside their peers whenever possible and benefit from tailored instruction and related services.
While the national average has steadily increased, IDEA enrollment rates vary significantly by state. Northeastern states lead the country, with Pennsylvania (21.1%), New York (20.7%), Maine (20.6%), and Massachusetts (19.7%) all exceeding 19%. These elevated numbers may reflect both increased awareness and robust diagnostic processes in these regions, particularly in states where early intervention programs and school-based support services are more well-developed.
Here’s a breakdown of where identification rates are highest and lowest:
Top 5 States with the Highest Percentage of Students Served Under IDEA
- Pennsylvania – 21.1%
- New York – 20.7%
- Maine – 20.6%
- Massachusetts – 19.7%
- Delaware – 19.4%
Bottom 5 States with the Lowest Percentage of Students Served Under IDEA
- Hawaii – 11.7%
- Idaho – 12.1%
- Texas – 12.7%
- Maryland – 12.9%
- Colorado – 13.0%
Notably, states at the lower end of the spectrum — including Texas, Idaho, and Hawaii — may be contending with underdiagnosis, limited access to evaluation resources, or systemic gaps in special education infrastructure. These disparities suggest that, while national IDEA coverage has improved, regional differences in awareness, policy, and investment continue to shape how and when students are identified.
How Special Education Enrollment Has Changed Over 20+ Years
Over the last two decades, the share of public school students receiving services under the Individuals with Disabilities Education Act (IDEA) has grown by 14.3% nationwide, climbing from 13.3% in the 2000–01 school year to 15.2% in 2022–23. But behind that national average lies a wide spectrum of change — some states have significantly expanded identification efforts, while others have actually seen declines.
States like Pennsylvania, Vermont, and New York lead the nation in growth, signaling expanding awareness, stronger support infrastructure, or policy shifts that prioritize early diagnosis and intervention. At the other end of the scale, several states — particularly in the South — have seen IDEA identification rates stagnate or fall, raising questions about resource constraints or differing eligibility criteria.
Top 5 States Seeing the Largest Increase in IDEA Enrollment (2000–2023)
- Pennsylvania – up 57.5% (from 13.4% to 21.1%)
- Vermont – up 39.1% (from 13.3% to 18.5%)
- New York – up 36.2% (from 15.2% to 20.7%)
- Minnesota – up 35.7% (from 12.9% to 17.5%)
- Delaware – up 32.9% (from 14.6% to 19.4%)
Bottom 5 States Seeing the Largest Decrease in IDEA Enrollment (2000–2023)
- Hawaii – down 10.0% (from 13.0% to 11.7%)
- South Carolina – down 9.0% (from 15.6% to 14.2%)
- Rhode Island – down 8.2% (from 19.5% to 17.9%)
- Missouri – down 5.3% (from 15.1% to 14.3%)
- Tennessee – down 5.1% (from 13.8% to 13.1%)
The variation suggests that policy, funding, and even local attitudes toward learning disabilities can strongly shape how — and how often — students are formally identified under IDEA. In Pennsylvania, for example, a consistent commitment to inclusive education and special needs advocacy likely contributes to the state’s 57.5% increase. Conversely, Hawaii’s sharp decline could point to differences in diagnostic thresholds or the availability of support services.
Students Served Under IDEA by Race and Sex
Demographic trends offer another lens into how learning disabilities are identified across the U.S. — and the data reveals notable differences by both race and gender.
Racial Trends in IDEA Enrollment Over 20 Years
Over the past two decades, every major racial and ethnic group has seen an increase in the percentage of students identified under IDEA. However, the rate of change varies significantly, pointing to evolving recognition of learning differences — and perhaps shifts in diagnostic access — within different communities.
Percentage Change in IDEA Enrollment by Race (2000–2023):
- American Indian/Alaska Native – up 29.5% (from 14.6% to 18.9%)
- Hispanic – up 28.9% (from 11.4% to 14.7%)
- Asian – up 27.4% (from 6.2% to 7.9%)
- White – up 13.9% (from 13.7% to 15.6%)
- Black – up 11.0% (from 15.5% to 17.2%)
Notably, American Indian/Alaska Native, Hispanic, and Asian students saw the largest percentage increases — suggesting that awareness, access to diagnostic evaluations, and school-based support may have improved most sharply within these communities. In contrast, while Black students remain one of the most represented groups under IDEA, the growth in identification has been more modest.
This data not only reflects changing educational practices but also speaks to the ongoing need for culturally competent assessment tools and equitable access to special education services across all communities.
Gender Gaps in IDEA Enrollment
Though specific numbers vary by state, the gender divide in special education remains a consistent trend nationwide: boys are far more likely than girls to receive special education services. Currently, 18.3% of male public school students are served under IDEA, compared with 10.3% of female students.
Researchers suggest that diagnostic criteria may be unintentionally biased toward how symptoms typically present in boys, potentially leading to underdiagnosis in girls — especially when symptoms are more subtle or internalized. As awareness grows, education professionals are increasingly advocating for more inclusive screening practices that take into account gender differences in behavior and learning challenges.
How Students Served Under IDEA Has Changed Over Time
Since the passage of the Individuals with Disabilities Education Act (IDEA), the percentage of students receiving special education services in the U.S. has grown dramatically.
In the 1976–77 school year, just 8.3% of public school students were served under IDEA. By the 2022–23 school year, that percentage had nearly doubled to 15.2%, reflecting decades of progress in diagnosing and supporting students with disabilities. The shift highlights the evolution of societal attitudes, advancements in diagnostic tools, and increased resources dedicated to special education.
More recently, growth has remained steady. Since the 2014–15 school year, when IDEA enrollment stood at 13.0%, the percentage has climbed nearly every year. The most notable gains occurred after 2017, suggesting renewed emphasis on identification and intervention, perhaps driven by national conversations about neurodiversity and learning differences in the classroom.
Closing Thoughts
As diagnoses of disabilities continue to rise nationwide, the data paints a clear picture: more students than ever before are being recognized for the support they need — and deserve — through IDEA. From the steady climb in national averages to sharp increases in specific states and demographic groups, the trend reflects both growing awareness and a broader commitment to educational equity.
Yet with increased identification comes a pressing need for personalized support systems that can meet students where they are. As special education programs face mounting challenges — from staffing shortages to federal budget cuts — families are increasingly exploring alternative education models that prioritize individualized attention and emotional well-being.
That’s where Fusion Academy comes in. With a 1-to-1 teaching model and a curriculum tailored to each student’s unique learning style, Fusion offers a personalized path forward for students who may not thrive in traditional classrooms. Whether online or in-person at one of our 80+ campuses, Fusion creates a supportive environment where students with learning differences can excel academically and grow socially.
Interested in learning more about how Fusion Academy supports students with learning differences? Explore our approach and discover how personalized education can help your child thrive.
Methodology
According to the National Center for Education Statistics (NCES), “the Individuals with Disabilities Education Act (IDEA) mandates the provision of a free and appropriate public school education for eligible students ages 3–21. Eligible students are those identified by a team of professionals as having a disability that adversely affects academic performance and as being in need of special education and/or related services.”
To examine how enrollment in the Individuals with Disabilities Education Act (IDEA) has changed over time, we analyzed the most recent publicly available data from NCES. Our analysis focused on the percentage of total public school students ages 3–21 receiving special education services under IDEA, both at the national level and across individual states.
We reviewed data spanning from the 1976–77 school year through 2022–23, allowing us to track long-term trends as well as more recent changes over the past two decades. State-by-state comparisons highlight where IDEA enrollment is highest and lowest today, as well as which states have experienced the largest increases or decreases in enrollment since 2000.
In addition to geographic variation, we examined NCES demographic data to understand differences in IDEA enrollment by race/ethnicity and gender, providing a fuller picture of which student groups are most affected. Data for Pacific Islanders and students of two or more races were unavailable for the 2000-01 school year.
