What is a limitation of universal screening?

The limitation of universal screening that highlights misclassification implies that the tools used for screening can sometimes yield inaccurate results. Such misclassifications can occur due to various biases inherent in the screening tools or the specific contexts in which they are applied. For example, certain screening instruments may not account for diverse learning styles, cultural differences, or individual circumstances that affect a student's performance. This can lead to students being inaccurately placed in categories of need, which may not reflect their true abilities or challenges. Consequently, misclassification can disrupt appropriate interventions, resources, and support for students, which is a critical concern in educational settings, particularly when aiming for equitable and effective educational practices.

In contrast, the other options identify aspects of screening that may have their own relevance but do not capture the core problem of misclassification. For example, while universal screening may require financial investment or be time-consuming, these factors pertain more to logistics and practical implementation rather than the fundamental issue of accurately identifying student needs. Similarly, concerns about feedback relate more to communication of results rather than the inherent validity of the classification process itself.