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compliance requirements individuals disabilities education act idea united states monitored review crosssectional reports three discrete agedefined programmes early intervention ei early childhood special education ecse schoolage special education se promote timely efficient effective delivery appropriate services eligible children analysis longitudinal data required discern children use services across programmes provide necessary context idea oversight identify areas programme policy interventions reduce barriers service use promote equity applied sequence analysis data linkage across five public record systems among 15 626 new york city children born 1998 records birth third grade five predominant patterns service use identified 1 multiple therapies across eiecsese 13 2 ei without transition department education schools services 24 3 ei intermittent ecsese 16 4 older entry ei speech occupational therapy throughout ecsese 9 5 limited ei use mostly speech therapy ecsese 38 pattern distinct demographics eg pattern 2 disproportionately white low poverty neighbourhoods pattern 4 disproportionately male black pattern 5 disproportionately latino academic outcomes eg pattern 1 largest proportion se school tested third grade pattern 3 third grade tests scores similar overall citywide mean scores differences demographic profiles across five patterns service use illustrate systemic inequities delivery important services delayed entry limited use ei services among children colour underscore need equity goals increase early referral optimize service use