What concern is associated with the IQ-achievement discrepancy model?

• A. The assessment process is long, time-consuming, and costly.
• B. Assessments must be administered by those with a special certification.
• C. A student's mood can significantly affect the results of the test.
• D. Students may be wrongly identified due to testing biases.

Answer: (D)

The concern associated with the IQ-achievement discrepancy model is that students may be wrongly identified due to testing biases. This model uses a student's IQ score in comparison to their academic achievement to determine if they qualify for special education services. However, this approach can inadvertently disadvantage certain groups of students, particularly those from diverse backgrounds or low socioeconomic status, whose test results may be skewed by various factors, such as cultural biases embedded in standardized tests or societal inequities impacting their educational experiences.

When tests are administered, they can reflect not just an individual student's abilities but also systemic biases in how education is delivered and accessed, which can lead to misidentification. Consequently, a student's true potential may be overlooked, or they may not receive the necessary support, leading to inequitable educational outcomes. Addressing these biases is crucial to ensuring that all students are assessed fairly and accurately, allowing for proper educational interventions and supports.