Reply to Wall Street Journal on rampant growth in percentage of college students with “disabilities”

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]My DC had a reader and a scribe accommodation form the college board, it comes with 50% more time.  This is because it takes longer to take a test with a reader and a scribe.  There is a delay from when one person reads a questions and when the next person hears it.  There is also a delay when the test taker tells the scribe the answer and the scribe bubbles it in, or in the case of the essay - when the scribe writes/types it out.

For those who only have 50% extra time, they are in a room with everyone less with that accommodation and they have to sit tight for the full time for each section just like in the classrooms where they have 100% of the time.  That makes for a very long day.

For those of you proposing that everyone receives the extra 50%, would your DC’s be able to sit tight for that extra time, even if they did not need it in the first place?  [/quote]

Yes as they will be able to check their answers or do that extra question since they will have more time[/quote]

You really want to subject your child to six hours of testing when four hours will do? What are the chances if DC changing a correct answer t a wrong answer thus nullifiying the one changed to the correct answer?  [/quote]

You guys know that for SAT math and science and the ACT tests, the more time one has, the higher the scores since these tests require speed? With more time, a kid can do the questions carefully and avoid silly mistakes. With more time, a kid can have time to do ALL the questions.[/quote]

+1000.  Some of the accomodations is the ability to use a calculator. How is that fair?[/quote]

It is a basic calculator (four function) that is used for a calculator accommodation.  I have a student who is exceptionally good in math, except for math facts.  Math facts were very difficult for him to acquire and he has them but retrieval is much slower than you would expect.  He also has a fairly severe form of dyslexia and the two are probably related.  He needs either the calculator accommodation or extra time in order for him to show his mastery of the higher level math problems and topics.  He is currently in college and is majoring in math and I predict he will go on to get his PhD.   [/quote]

I'm a PP who has been critical of accommodations. I am ok with someone getting extra time if the goal is to show underlying mastery of concepts.  However, in that case, the better solution would seem to be to allow everyone a calculator and additional time, if you truly are only interested in measuring their mastery of the materials.

Also, among mathematicians, the notion of being brilliant at higher-level math but terrible at math facts is actually so common as to be a bit of a stereotype.  So I'm not sure why we need to change the system now?  There were likely many brilliant mathematicians who got poor grades on elementary school pop quizzes, and I don't think it ruined their trajectories.  For some reason, now kids aren't allowed to fail along any vector.  Maybe that's a change in values; maybe it's because we've made every component too high stakes.  Not sure.  [/quote]

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