Handicapped Student Performance on the Scholastic Aptitude Test

Abstract

Handicapped students' scores on timed and untimed editions of the Scholastic Aptitude Test (SAT) were studied in order to learn of the effects of extra time on test performance. Of the approximately 1800 students studied, 79 percent were learning disabled. Handicapped students' performance improved with extended time, the increase being greater than that for non-handicapped students tested with extra time. The average gains over scores earned in a timed administration were generally between 30 to 38 points on the SAT after growth in student ability, practice effects, and errors of measurement were taken into account. About one in seven gained over 100 points; between 3 to 7 percent decreased by at least 50 points. Score gains increased as time spent on the test increased, suggesting that the additional time was needed to reduce the effects of the examinee's impairment.