Collegeboard denying accommodations on SAT

[Anonymous]

Anonymous wrote:

Anonymous wrote:My DS was denied an extended time accommodation on the SAT, but got less important ones like small group testing. This was shocking to us because he's had an ADHD diagnosis since 1st grade and uses extended time regularly (slow reader), so there's a clear history. He got extended time and other expected accommodations for the ACT. Our school told us that the Collegeboard is getting much stricter with the extended time accommodations, specifically. Maybe in light of the Varsity Blues scandal? Is that what other people are finding or hearing? Or is it possible the school messed up his application and is just covering?

Serious question: at one point do kids stop relying on these crutches? Do you think an employer will give him extra time to complete tasks? It doesn’t work that way.

There are very few interesting and creative jobs that require false time pressure like the SAT.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Or people who simply understood the process and did not fail their kids.

Did these same kids need accommodations at their elite private schools or just for college admissions testing?

In my daughter's case. Yes. Same exact accommodations.

Are big 3’s taking kids that need extra time? Or are these kids acquiring the need after they get admitted?

Learning styles and differences present at a range of times, not necessarily from 2-5. DS was a fairly strong, steady student until around 8th grade when he started to struggle in math/science. We initially assumed it was a maturity issue (more on that later), but it really came to a head in fall semester freshman year when he was pretty much in freefall in a range of classes. He had already been enrolled in the learning center for executive function needs, but we decided to have him tested given the breadth of the challenges. He received an ADHD mild inattentive w/poor executive function diagnosis. The school developed a learning plan, including seating in the front of the classroom/away from the door, etc. After that, there was a steady progress upwards in his performance. We also learned that maturity in kids with this kind of diagnosis can often lag compared to their peers.

So yeah, some kids' needs may be more obvious when they are applying PK/K while other kids may go 9 more grades before their needs are more apparent.

Sounds like that’s a turnoff for the Big 3’s, but if the kid is already in they can get accommodated?

What do you mean by turnoff? I think schools strive to accommodate as needed as kids age. There are some instances in which the school does not have the expertise to be effective for the kid and the school may suggest they look at more suitable educational environments. Everyone I know who has been in the latter situation has ended up pleased - relieved - with the kid's new school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We could not afford independent testing for my DD. She had testing done by the school system. That testing was too old for college board. She was denied accommodations.

By law the school system has to update testing every 3 years. Did you not get that?

And did you not read that the family could not afford independent testing. My understanding is that the line is very long when a family has to go through the school system. The school may have had so many families requiring testing for the first time that they prioritized those families over ones who had already had done so once.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Or people who simply understood the process and did not fail their kids.

Did these same kids need accommodations at their elite private schools or just for college admissions testing?

In my daughter's case. Yes. Same exact accommodations.

Are big 3’s taking kids that need extra time? Or are these kids acquiring the need after they get admitted?

Learning styles and differences present at a range of times, not necessarily from 2-5. DS was a fairly strong, steady student until around 8th grade when he started to struggle in math/science. We initially assumed it was a maturity issue (more on that later), but it really came to a head in fall semester freshman year when he was pretty much in freefall in a range of classes. He had already been enrolled in the learning center for executive function needs, but we decided to have him tested given the breadth of the challenges. He received an ADHD mild inattentive w/poor executive function diagnosis. The school developed a learning plan, including seating in the front of the classroom/away from the door, etc. After that, there was a steady progress upwards in his performance. We also learned that maturity in kids with this kind of diagnosis can often lag compared to their peers.

So yeah, some kids' needs may be more obvious when they are applying PK/K while other kids may go 9 more grades before their needs are more apparent.

Sounds like that’s a turnoff for the Big 3’s, but if the kid is already in they can get accommodated?

What do you mean by turnoff? I think schools strive to accommodate as needed as kids age. There are some instances in which the school does not have the expertise to be effective for the kid and the school may suggest they look at more suitable educational environments. Everyone I know who has been in the latter situation has ended up pleased - relieved - with the kid's new school.

So you mean that a kid who needs extra time has just as good a chance as a kid who doesn’t of getting admitted?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Or people who simply understood the process and did not fail their kids.

Did these same kids need accommodations at their elite private schools or just for college admissions testing?

In my daughter's case. Yes. Same exact accommodations.

Are big 3’s taking kids that need extra time? Or are these kids acquiring the need after they get admitted?

Learning styles and differences present at a range of times, not necessarily from 2-5. DS was a fairly strong, steady student until around 8th grade when he started to struggle in math/science. We initially assumed it was a maturity issue (more on that later), but it really came to a head in fall semester freshman year when he was pretty much in freefall in a range of classes. He had already been enrolled in the learning center for executive function needs, but we decided to have him tested given the breadth of the challenges. He received an ADHD mild inattentive w/poor executive function diagnosis. The school developed a learning plan, including seating in the front of the classroom/away from the door, etc. After that, there was a steady progress upwards in his performance. We also learned that maturity in kids with this kind of diagnosis can often lag compared to their peers.

So yeah, some kids' needs may be more obvious when they are applying PK/K while other kids may go 9 more grades before their needs are more apparent.

Sounds like that’s a turnoff for the Big 3’s, but if the kid is already in they can get accommodated?

What do you mean by turnoff? I think schools strive to accommodate as needed as kids age. There are some instances in which the school does not have the expertise to be effective for the kid and the school may suggest they look at more suitable educational environments. Everyone I know who has been in the latter situation has ended up pleased - relieved - with the kid's new school.

So you mean that a kid who needs extra time has just as good a chance as a kid who doesn’t of getting admitted?

No, that's not what I was addressing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Or people who simply understood the process and did not fail their kids.

Did these same kids need accommodations at their elite private schools or just for college admissions testing?

In my daughter's case. Yes. Same exact accommodations.

Are big 3’s taking kids that need extra time? Or are these kids acquiring the need after they get admitted?

Learning styles and differences present at a range of times, not necessarily from 2-5. DS was a fairly strong, steady student until around 8th grade when he started to struggle in math/science. We initially assumed it was a maturity issue (more on that later), but it really came to a head in fall semester freshman year when he was pretty much in freefall in a range of classes. He had already been enrolled in the learning center for executive function needs, but we decided to have him tested given the breadth of the challenges. He received an ADHD mild inattentive w/poor executive function diagnosis. The school developed a learning plan, including seating in the front of the classroom/away from the door, etc. After that, there was a steady progress upwards in his performance. We also learned that maturity in kids with this kind of diagnosis can often lag compared to their peers.

So yeah, some kids' needs may be more obvious when they are applying PK/K while other kids may go 9 more grades before their needs are more apparent.

Sounds like that’s a turnoff for the Big 3’s, but if the kid is already in they can get accommodated?

What do you mean by turnoff? I think schools strive to accommodate as needed as kids age. There are some instances in which the school does not have the expertise to be effective for the kid and the school may suggest they look at more suitable educational environments. Everyone I know who has been in the latter situation has ended up pleased - relieved - with the kid's new school.

So you mean that a kid who needs extra time has just as good a chance as a kid who doesn’t of getting admitted?

No, that's not what I was addressing.

Let’s say Sidwell is conducting its own admissions test for 9th graders. A kid comes in who needs time and 1/2. This kid utilizes her extra time and aces the test. Does this kid have as good a chance of getting in as a kid who didn’t need extra time? Does this kid have any chance of getting in at all?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DS was denied an extended time accommodation on the SAT, but got less important ones like small group testing. This was shocking to us because he's had an ADHD diagnosis since 1st grade and uses extended time regularly (slow reader), so there's a clear history. He got extended time and other expected accommodations for the ACT. Our school told us that the Collegeboard is getting much stricter with the extended time accommodations, specifically. Maybe in light of the Varsity Blues scandal? Is that what other people are finding or hearing? Or is it possible the school messed up his application and is just covering?

Serious question: at one point do kids stop relying on these crutches? Do you think an employer will give him extra time to complete tasks? It doesn’t work that way.

There are very few interesting and creative jobs that require false time pressure like the SAT.

Literally every job has time pressure. It’s called deadlines.

[Anonymous]

Clearly some students need the extra time, like students with dyslexia or severe ADHD. These students can be very bright.

But I also agree there should be a certain threshold that must be met for ADHD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DS was denied an extended time accommodation on the SAT, but got less important ones like small group testing. This was shocking to us because he's had an ADHD diagnosis since 1st grade and uses extended time regularly (slow reader), so there's a clear history. He got extended time and other expected accommodations for the ACT. Our school told us that the Collegeboard is getting much stricter with the extended time accommodations, specifically. Maybe in light of the Varsity Blues scandal? Is that what other people are finding or hearing? Or is it possible the school messed up his application and is just covering?

Serious question: at one point do kids stop relying on these crutches? Do you think an employer will give him extra time to complete tasks? It doesn’t work that way.

There are very few interesting and creative jobs that require false time pressure like the SAT.

Literally every job has time pressure. It’s called deadlines.

Many people with ADHD work long hours to meet deadlines. I did.

[Anonymous]

Putting aside the logistics of proctoring the test, why can't anyone opt for extra time? I thought these standardized tests were supposed to show how well you can do under a specific time constraint. Either anyone can get extra time or noone can get extra time. I doubt most kids need more than say 45-60 times tacked onto the entire test to finish comfortably, so just give each section that extra time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The point of standardized tests is that they are standardized. Other than accommodations for actual physical limitations, they should be exactly the same for everyone. Any accommodation is an unfair advantage, usually gamed by rich parents who can’t bear to think that their baby isn’t in the 99th percentile. I knew a lot of kids in college who’d gotten in with accommodations, and they couldn’t do the work. They ended up in gut majors… but I suppose it was never about the learning, it was about the badge. Most were popular though—and rich. And now they are all sitting pretty in cush jobs with generational wealth.

You seem like a very miserable person. If your child does not have any challenges - be grateful and not snarky about those who do

DP Eh, I largely agree with the PP. there is an absurd amount of abuse and gaming of the system. Life is hard and little Johnnie may not get a 1600 but the playing field should be level.

You mean the same playing field that allows people to pay thousands to outside centers for "testing tricks" to boost their scores by a 100 points or more? That playing field? Doesn't seem all that level to me...

Oh for the love of God. You clearly do not have children with LDs if you think that getting psycho educational testing boosts test scores by 100 points or more and is gaming the system.

The struggles many students and their families face are very very real. These students have a broad range of challenges that usually requires a close partnership between school and home and medical professionals to manage effectively. When not managed properly, the fall-out can be devastating. When managed effectively their many gifts are out to good use and they are not a burden on society and their families.

Apologies - perhaps I wasn't clear - I do NOT think that testing for ADHD is equivalent to taking SAT prep courses - I was responding to the PP who said that not providing ADHD accommodations somehow levels the playing field for all - when the playing field is plainly not flat to begin with (see SAT test prep). I think children who have documented LD should get whatever accommodations that would allow their abilities to shine through on a test that otherwise might hide their true abilities.

[Anonymous]

Folks, those who have documented learning differences can and should receive accommodations.

[Anonymous]

I have twins. One has LD, specifically dyslexia. I would never advocate that both get extra time.

[Anonymous]

To answer a PP, my ADHD DC was accepted to 2 of Big3 privates for 9th grade. We shared the diagnosis and accommodations when applying and DC wrote one of the essays about it as well. Currently gets 50% extra time and school is very supportive. I don’t think it is as big a deal as people think. DC has a few friends with 50% extra time as well.

[Anonymous]

Anonymous wrote:To answer a PP, my ADHD DC was accepted to 2 of Big3 privates for 9th grade. We shared the diagnosis and accommodations when applying and DC wrote one of the essays about it as well. Currently gets 50% extra time and school is very supportive. I don’t think it is as big a deal as people think. DC has a few friends with 50% extra time as well.

Did your DC need to use that extra time for any internal admissions testing?