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Download full textZiomek, Robert L.; Andrews, Kevin M. – 1998
The scores of students with disabilities who took the ACT Assessment at least twice, and at least once under extended-time guidelines, were studied. The investigation identified three groups of students. The first group was composed of 3,410 students who tested at least twice under extended-time guidelines. The second group of 3,439 students…
Descriptors: Achievement Gains, College Entrance Examinations, Disabilities, High School Students
Mandinach, Ellen B.; Bridgeman, Brent; Cahalan-Laitusis, Cara; Trapani, Catherine – College Board, 2005
The effects of extended time on SAT Reasoning Test™ performance are examined. The study explored the impact of providing standard time, time and a half (1.5 time) with and without specified section breaks, and double time without specified section breaks on the verbal and mathematics sections of the SAT®. Differences among ability, disability, and…
Descriptors: College Entrance Examinations, Standardized Tests, Timed Tests, Disabilities
