Disabilities Education Act reauthorization PL 108-446 changed learning disability identification procedures, required high qualification standards for special education teachers, stipulated that all students with disabilities participate in annual state or district testing or documented alternate assessments, and allowed in response to activities related to weapons, drugs or violence that a student could be placed in interim alternative educational setting. Some student disability protections not covered by IDEA may be still covered under Section 504 or ADA due to a broader definitions of what constitutes a disability. There are some rumors in the Education field about NCLB. There is a rumor that teachers are forced to test children with severe disabilities. IDEA does cover children under the Disability Act. The problem is that they group all children as having the same severe disability. Erin Dillon a former Senior Policy Analyst, states as a writer for "EducationSector" That all special education students do not fit the criteria of severely disabled. Students can reach grade level with tools and accommodations in place. NCLB has become more accountable by placing students in subgroups to identify the specific disability. Most of the students under IDEA have been put in the category of LEARNING DISABLED (LD). The LD label is there to ensure that students get the proper help needed to obtain grade level performances. Dillon notes that there are 4 groups that service 80% of special education; Learning Disabled (LD), Emotional Disturbed (ED), Speech and Language Impairments & other Health Impairments, such as ADD. Since 1977 the population of students with disabilities has increased from 8% to 14% to 2006(Dillon). African-American students account for 15% of the total student population, but carry a 21% of the identified special education students. Studies show that most Afro-American students are labeled in special education as MR or ED; white students are labeled as Autism. The major issue is how to count the scores and be fair to this population of special education students, (Quality Counts 2004, Count Me In). Federal funding According to a CSEF 2004 report special education enrollments and expenditures have been growing steadily since the implementation of the IDEA in 1975. It appears that total special education expenditures have been growing faster than general education expenditures, but that this is primarily because the enrollments and identification of special education students has increased faster than the rate of the overall student population. Increasing special education enrollments