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Anonymous wrote:Wow. When everyone gets accommodations, no one gets accommodations.
Should only people in wheelchairs get to use ramps/curb cut outs, or is it okay with you that it also benefits a parent pushing a stroller, delivery person using a dolly, student rolling luggage, etc?
That's not how testing accomodations work. If everyone gets 2 hours to do a one hour test, those with accomodations must be given even more than 2 hours.
Just design a test for 3 hours and give everyone accommodation time.
Nope, you can't give everyone accomodation time. If the kids without accomodations get 3 hours, the kids with accomodations can successfully petition for more than 3 hours.
Do you see the problem here?
The problem is feeling the need to segregate and distinguish those who are accommodated and those who aren’t. Just treat everyone the same. In any given test, there’s x percent of people who need accommodations and y percent of that group who have no formal diagnosis. We would lose nothing by just treating accommodations as the standard and adjusting exams.
Who gets to define what is the standard?
Is that the point when everyone does well no matter what disadvantage they have? What if the test is too hard and requires 4 hours and someone can't focus for that long? We make it easier until everyone can ace it in 1 hour?
Yes, to the part in bold.
You described “equity.” This means, “equity of outcome.”
Everyone ends up at the same spot (or admission to the same university) no matter what disadvantage they may have.
This is the “E” in DEI, which we need to fight the MAGAs over, and restore.
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