Accommodation Nation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Right, but IQ tests are not being reported to colleges. Just SAT/ACT tests and GPAs, all of which test specific knowledge... where more time to think generally helps most people, disabled or not.

You were talking about intelligence tests. Neither the SAT nor the ACT are intelligence tests. They're achievement tests. Again, this shows how little you know about the subject.

The more you say this, the more I think you are talking to yourself.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Right, but IQ tests are not being reported to colleges. Just SAT/ACT tests and GPAs, all of which test specific knowledge... where more time to think generally helps most people, disabled or not.

You were talking about intelligence tests. Neither the SAT nor the ACT are intelligence tests. They're achievement tests. Again, this shows how little you know about the subject.

Different poster, but I think this is part of the problem. Some schools are genuinely looking for raw intellectual horsepower, and they don't know how to find it anymore. Kids are paying to take the SAT eight times, they have extra time, everyone has a 4.6 GPA. So schools are looking for raw intellect in Olympiads and such, which are ECs that mostly upper-middle class and wealthy kids prep for and participate in.

There's obviously some negative societal implications, but I could see a case for offering true aptitude tests again. It might pull up some lower socioeconomic students who just don't have the time and/or resources to study the same way wealthier kids do. They have the IQ but no way to show it.

This was actually the original intent of the SAT: let’s find the kids from wherever who can blast out a 1400 (back when a 1400 meant something). It “discovered” a lot of very bright kids that way….

[Anonymous]

Why are we even arguing about this? Some people game the system. Period.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At my school (named directly in the article), most of the students I know with accommodations were playing up allergies/asthma to get permission to have AC units in their rooms. Those numbers are extremely overinflated.

Damn, these schools charging 90-100k a year really need to be giving everyone an AC unit.

Ha!
Yes my son had a friend that wanted a single to screw his GF all the time so tried to get special accommodations. This was an Ivy…but yeah a lot are for housing reasons.

I am sure he thought his accommodations were “not undeserved.”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

What is adequate academic progress? When there is a gap of two standard deviations between achievement and ability (IQ), then adequate academic progress is not being made. The achievement is not even approximating the potential. That is the basis of the entire discrepancy model. A person with an IQ of 155 who is reading just at grade level has a disability under the discrepancy model because their achievement should be within the range of the genius IQ.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

Thank you for admitting that the Weschler has timed components. You do not get your IQ score without it. Duh.

As for the SAT, you quote very well. The College Board has you hook, line, and sinker; but it is not an achievement test. The WJ-IV is an achievement test. Please don’t tell me you are in the field or administering private tests to rich families’ kids: you would then be a big part of the problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

What is adequate academic progress? When there is a gap of two standard deviations between achievement and ability (IQ), then adequate academic progress is not being made. The achievement is not even approximating the potential. That is the basis of the entire discrepancy model. A person with an IQ of 155 who is reading just at grade level has a disability under the discrepancy model because their achievement should be within the range of the genius IQ.

Wow. You don’t know what you are talking about. And you don’t have the time to pay me. “Golly, my IQ is 180, but my achievement is only slightly above grade level.” Where is my extra time as a legal right! You really can’t be that big of an idiot, can you? What’s your IQ?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

Thank you for admitting that the Weschler has timed components. You do not get your IQ score without it. Duh.

As for the SAT, you quote very well. The College Board has you hook, line, and sinker; but it is not an achievement test. The WJ-IV is an achievement test. Please don’t tell me you are in the field or administering private tests to rich families’ kids: you would then be a big part of the problem.

So you admit that the College Board itself calls the SAT an achievement test? But you, Internet Person, just intuit that it's not because it's correlated with IQ? For what it's worth, the ACT is also an achievement test. Woodcocks are achievement tests too. Achievement tests of a different type.

https://www.act.org/content/dam/act/unsecured/documents/best_testprep.pdf

I had already said there were timed subtests but that the majority were untimed.

And no, I'm not a psychometrician. Just a former special ed teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

What is adequate academic progress? When there is a gap of two standard deviations between achievement and ability (IQ), then adequate academic progress is not being made. The achievement is not even approximating the potential. That is the basis of the entire discrepancy model. A person with an IQ of 155 who is reading just at grade level has a disability under the discrepancy model because their achievement should be within the range of the genius IQ.

Please talk to your professor or something. I hope you are a student. Clueless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

Thank you for admitting that the Weschler has timed components. You do not get your IQ score without it. Duh.

As for the SAT, you quote very well. The College Board has you hook, line, and sinker; but it is not an achievement test. The WJ-IV is an achievement test. Please don’t tell me you are in the field or administering private tests to rich families’ kids: you would then be a big part of the problem.

So you admit that the College Board itself calls the SAT an achievement test? But you, Internet Person, just intuit that it's not because it's correlated with IQ? For what it's worth, the ACT is also an achievement test. Woodcocks are achievement tests too. Achievement tests of a different type.

https://www.act.org/content/dam/act/unsecured/documents/best_testprep.pdf

I had already said there were timed subtests but that the majority were untimed.

And no, I'm not a psychometrician. Just a former special ed teacher.

Who never understood special ed…I get it. Many sped teachers don’t.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

What is adequate academic progress? When there is a gap of two standard deviations between achievement and ability (IQ), then adequate academic progress is not being made. The achievement is not even approximating the potential. That is the basis of the entire discrepancy model. A person with an IQ of 155 who is reading just at grade level has a disability under the discrepancy model because their achievement should be within the range of the genius IQ.

Wow. You don’t know what you are talking about. And you don’t have the time to pay me. “Golly, my IQ is 180, but my achievement is only slightly above grade level.” Where is my extra time as a legal right! You really can’t be that big of an idiot, can you? What’s your IQ?

Guess you don't know the prevailing model for diagnosing learning disabilities or twice exceptionality. You apparently advocate for the "objective impairment" model.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

Thank you for admitting that the Weschler has timed components. You do not get your IQ score without it. Duh.

As for the SAT, you quote very well. The College Board has you hook, line, and sinker; but it is not an achievement test. The WJ-IV is an achievement test. Please don’t tell me you are in the field or administering private tests to rich families’ kids: you would then be a big part of the problem.

So you admit that the College Board itself calls the SAT an achievement test? But you, Internet Person, just intuit that it's not because it's correlated with IQ? For what it's worth, the ACT is also an achievement test. Woodcocks are achievement tests too. Achievement tests of a different type.

https://www.act.org/content/dam/act/unsecured/documents/best_testprep.pdf

I had already said there were timed subtests but that the majority were untimed.

And no, I'm not a psychometrician. Just a former special ed teacher.

Who never understood special ed…I get it. Many sped teachers don’t.

Nice one. Way to respond with cited sources disproving my statements. Very convincing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As a professor in the humanities, I find that my students tend to do worse psychologically with assignments hanging over their heads. Because they have a syllabus with due dates, they report being better off planning in advance and not taking advantage of extended times. This avoids having a pile of assignments due at the end of the semester from multiple classes. I also give a lot of time for in-class quizzes, so students generally don't need to go to the disability center to take their quizzes.
And, yes, processing speed is part of an overall picture of intelligence, but not all of it. If you have two children who have the same verbal and math reasoning "scores" on intelligence tests, but one is able to complete the same questions in half the time as another student is at an distinct advantage. The quicker child can simply take in far more data in a given amount of time than the other.

Intelligence tests are timed. It’s kind of the whole point.

Damn, you really know nothing about psychometrics. You can score incredibly high on an IQ test, and that is actually the basis for why you're entitled to extended time. There's a significant disparity (like multiple standard deviations) between your IQ sub scores or a significant disparity between intelligence test scoring and achievement test scoring. Numerous IQ subtests are not timed. I think the vast majority, actually. I think the only timed one is block design, but there could be others I'm not thinking of.

Yeah, no. You don’t know what you are talking about. The basis for “extended time” is the discrepancy between academic achievement and an IQ test only when adequate academic progress is not being made. . The vast majority of IQ tests have a timed component. The fact that you do not know that is, to say the least, revealing.

The SAT, as the College Board explicitly states, is an achievement test. It's why they dropped "aptitude" from the label.

"The SAT is an achievement test that measures the knowledge and skills students learn in high school that are needed for college and career success."

https://research.collegeboard.org/reports/sat-suite/concordance/higher-ed-brief-clt-sat

Wechsler is the most widely used intelligence test. In the WAIS-IV, there are 15 subtests. Of these, five or six are timed (the majority of which are processing speed subtests, so duh). The remainder are not.

Thank you for admitting that the Weschler has timed components. You do not get your IQ score without it. Duh.

As for the SAT, you quote very well. The College Board has you hook, line, and sinker; but it is not an achievement test. The WJ-IV is an achievement test. Please don’t tell me you are in the field or administering private tests to rich families’ kids: you would then be a big part of the problem.

So you admit that the College Board itself calls the SAT an achievement test? But you, Internet Person, just intuit that it's not because it's correlated with IQ? For what it's worth, the ACT is also an achievement test. Woodcocks are achievement tests too. Achievement tests of a different type.

https://www.act.org/content/dam/act/unsecured/documents/best_testprep.pdf

I had already said there were timed subtests but that the majority were untimed.

And no, I'm not a psychometrician. Just a former special ed teacher.

Who never understood special ed…I get it. Many sped teachers don’t.

Thank god you are a former teacher; license requirements should be more strict than they are.

[Anonymous]

It’s not fun or easy to schedule tests and plan around accommodations and the majority of students with accommodations are not getting extra time to test so much as extra time to cope with any number of stressors that other students have never experienced. I am sure someone out there is abusing the system but the majority of 504 students are not. And “giving everyone the extra time” is not fair to the kid with accommodations but many teachers do it.