Critics of a school's special education program observe that students with the lowest intelligence scores in the first grade still have the lowest intelligence scores in the twelfth grade, despite receiving substantial remedial and individualized educational experiences. The critics argue that the school should not spend money on this obviously ineffective program. What, if any, is the flaw in their argument?

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The flaw in the critics' argument is that they are using a relative measure of intelligence (i.e. comparing the lowest-scoring students in first grade to the same group of students in twelfth grade) rather than an absolute measure. It is possible that the absolute level of intelligence among these students has improved, even if they continue to score lower than their peers. Additionally, the argument assumes that the goal of the special education program is to bring students up to the same level as their peers, rather than providing individualized support to help them achieve their maximum potential.

Critics of a School's Special Education Program Observe That Students