I wish it didn't matter, but for us it does, far too much. Waving the DSM, our district is increasingly moving to a model where they don't assess (not that they were doing a lot of it), they just aim to support "low achievement".
In young kids - the years you want to catch and remediate whatever possible - the range we consider "normal" is massive, and "below grade level" is quite hard to get to. Huge portions of LD kids - never mind 2E - compensate and mask well enough that they'll be thoroughly broken with anxiety long before their grades fall enough behind to be considered a problem.
