From Policy to Practice: Tracing ADHD Trends in the Era of Educational Accountability

Abstract

Since its classification as a distinct medical diagnosis, attention deficit hyperactivity disorder (ADHD) has been at the center of expansive research, particularly concerning its diagnostic and treatment modalities and the mechanisms that impact their variation. This thesis explores the evolution of ADHD prevalence within the framework of significant educational policy shifts in the United States. Utilizing data from the National Survey of Children’s Health, this study examines how key demographic variables- such as sex, race, and socioeconomic status- interact with educational policies to influence ADHD diagnostic rates. A significant focus is placed on the role of educational accountability systems, particularly those initiated in the 1990s and expanded by the No Child Left Behind Act, in shaping the prevalence and management of ADHD. Through comprehensive statistical analysis and data visualization techniques, this research assesses variation in ADHD diagnoses, seeking to uncover how the relationship between socioeconomic status and the likelihood of a child being diagnosed with ADHD change differentially in states with more or less stringency accountability policies. This study engages with a broad spectrum of literature to discuss the implication of these findings for current educational practices and policy-making, aiming to provide a deeper understanding of the intersections between policy, socioeconomic factors, and mental health in the American educational landscape.