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Reply to "The very definition of "standardized" means same test/same testing conditions"
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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I am wondering where is this place that a child with a disability has the field tilted for them. They have an uphill slog regardless of extra time or not. The extra time makes the hill a little bit less steep. [/quote] I agree. My kid's disability played role in what his teachers write in recommendations. It played a role in what extracurriculars he could manage. It played a role in what courses he could handle. It played a role in the grades he got. Many college doors will be closed for him because of those things. His ACT score, taken with double time over multiple days, was a chance for him to show that yes, under ideal circumstances he is capable of grade level work. But it's not like it somehow undid all the other ways that his disability impacts him. He's not stealing anyone's spot because of an unfair score. He's using it to add one more thing to the picture. And since he'll use the same kinds of accommodations in college that he had on the test, such as spreading his coursework over 5 years and summers to allow him extra time for assignments, his ACT is an accurate predictor for how he'll do.[/quote] And how's this going to play when he gets a job? [/quote] Exactly. I've seen this happen and it's not pretty once they hit the real world. [/quote] Even if we could trust your ability to analyze why a host of different people do not succeed in a variety of different jobs, your assessment would be skewed by the fact that you see the SN failures, but the SN successes are invisible to you (or examples of people who must have games the system). [/quote]
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