Which factor should be concerning to a special education teacher during the evaluation process?

• A. The student's academic performance has increased month-to-month.
• B. The initial concern was only documented within the past two months.
• C. Both behavioral issues and academic issues are being considered.
• D. One of the assessments tends to yield higher scores for native English speakers.

Answer: (D)

The choice highlighting that one of the assessments tends to yield higher scores for native English speakers raises significant concern during the evaluation process because it indicates a potential bias in the assessment tool. This bias can result in an inaccurate representation of a student's abilities, particularly for non-native English speakers or bilingual students. Such discrepancies can lead to misinterpretation of a student's needs and capabilities, potentially excluding them from receiving appropriate special education services or interventions.

Moreover, reliance on assessments that favor a particular group can perpetuate inequities and fail to address the educational requirements of all students, particularly those from diverse linguistic backgrounds. The goal in evaluations within special education is to ensure that all students are assessed fairly and accurately, reflecting their true potential and areas needing support. This concern about assessment equity is critical for ensuring effective individualized educational plans (IEPs) and appropriate services tailored to each student's unique situation.