of children birth through 21 as a percentage of total student enrollments can be attributed to several factors, including rising numbers of at-risk school-age children, and increasing numbers of preschool children, as well as infants and toddlers (Birth to age 3) served through IDEA Part C. Special education expenditures have demonstrated steady increases paralleling and likely caused by this steady, uninterrupted growth in enrollments. Based on 1999-2000 data from the national SEEP, the 50 states and the District of Columbia spent approximately $50 billion on special education services alone, and $78.3 billion on all educational services required to educate students with disabilities (including regular education services and other special needs programs such as Title I and English language learners) amounting to $8,080 per special education student. The main source of federal government funding for special education programs is the IDEA Part B. Part B is the legislature that mandates the federal disbursement of funds to the state government and regulation of special education programs. Once the state receives the disbursement, the funds are disbursed to each local school district in accordance to the IDEA Part B standards and the funding method of the state. Part B of IDEA originally authorized Congress to contribute up to 40 percent of the national average per pupil expenditure for each special education student. 20 U.S.C. § 1411(a). Appropriations for special education have failed to implement that original authorization. A number of studies have sought to track the apparent disparity between the federal commitment to special education and the shortfall in funding. A 2003 study by SEEP, now the Center for Special Education Finance, determined that the per pupil expenditures for special education range from a low of $10,558 for students with specific learning disabilities to a high of $20,095 for students with multiple disabilities. According to the SEEP study, expenditures for students with specific learning disabilities were 1.6 times the expenditure for a regular education student, whereas expenditures for students with multiple disabilities were 3.1 times higher. Most states, in turn, have failed to make up the gap in federal funding, and this in turn has created financial pressures on local school districts. This has led to periodic calls for bringing appropriations in line with the original authorization. During the 1999–2000 school year, the 50 states and the District of Columbia spent approximately $50 billion on special education services, amounting to $8,080 per special