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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Maybe he had somebody on the inside on the College Board.  He seemed to have enough other people in on the scam.[/quote]

See above. When the CB and ACT balked at extra time for these clearly non-disabled students whose parents hired Singer,[b] the FBI asked them to grant it, so they could catch the parents [/b]as well as the paid off proctors who administered the tests and changed the students' answers.

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[b]Singer has been doing this a long time so there have been many students that got accommodations through. So put on your thinking cap -it really isn’t that difficult. Because Singer wouldn’t have been successful in his business if the parents in past years didn’t successfully receive accommodations for their kids.[/b][/quote]

So how did this happen?  I haven't heard an explanation yet.  Parents of LD and ADHD students insist that that it's very difficult to be granted extra time by the College Board, that students need to have a history of needing this accomodation.  Yet it appeared that many (although possibly not all) of Singer's clients were able to get permission with recent diagnosis and no history of using accomodations in the past.  So which is it?  If one is able to get a diagnosis of LD/ADHD, is it then easy to get permission from the College Board for extra time or not?  This scandal seems to show that the claims that LD parents makes - that it's sooo difficult to get approval for extra time is bunk.

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Because the FBI told the College Board to give them untimed tests! Honestly, do a little reading. It's laid out in the complaint.[/quote]

I think it's important to keep the cheaters separate in our thoughts from the kids/families who actually qualify for accommodations. How many parents have said that even though their child has been recommended for extra time due to a learning/attention diagnosis that they haven't used it? My DS does not use extra time on standardized tests even though his neuropsychologist recommended it and the school was willing to accommodate. He tests in a non distracting environment because some day, at work or in college, he can put on noise cancelling headphones, but he can't change his deadlines. 
He's a brilliant kid with a learning disability and would definitely be taking his seat at a great college with extra time- but we're after "fit" and realism about what he (as an individual) can handle. A lot of parents whose kids have learning issues are looking for happiness and fit--because we know from raising these kids that it can be a house of cards. 
I am in no way disagreeing with extra time on tests for qualifying students, nor am I judging where kids thrive or which learning issues benefit from extra time and which do not. I'm just saying that the people cheating this test are a far different group than parents and kids who have lived with a disability. [/quote]

Thank you 15:31.  My oldest DS also qualified for a using a lap top to write essays on and extra time, but he refused the the extra time.  His teachers had urged us to seek a computer accommodation because it it very difficult to read his handwriting and takes him an extraordinary long time to write anything by hand, but he's actually a great writer. The way the psych testing works, he came out as qualified for both extra time and a computer accommodation.  He had close friends with dyslexia who needed extra time, and though it was unfair for him to use extra time he did not believe he needed and refused to apply for the accommodation although the school was supportive as was the psychologist.  He used his computer accommodation in both the classroom and the essay portions of on standardized tests, the results of which confirmed he was right -- he didn't need the time to do extremely well.  My second child, however, has always taken a particularly long time to complete certain tasks.   Diagnostic testing called it slow processing speed, some ADD, and a lot that was just unexplained as to root cause .  Like the child of the poster above, DC is extremely bright -- he would get every problem right that he completed on an exam, but only finish 2/3 of the questions -- especially if they involved reading.  Even math word problems would raise the issue which was not evident in pure equations/calculations.  He bregudingly accepted the extra time (50%)  and yes -- went to the top of the class. But no one seemed jealous of his time.  DC's friends and teachers all knew from conversations with DC just how smart he was and that it wasn't showing.   He also dislikes it, because he has to sit for very long periods to complete standardized tests. They won't let you go faster if you only need, say 25% extra time but they gave you 50%.  I don't see him as advantaged over other kids -- i see him as not having had an opportunity to test in a manner that showed his true abilities without the time, just as our older DC could not show his true written ability if he was forced to make chicken scratch no one could read at a painfully slow pace rather than bang our his ideas on a key board quickly. some families abuse the system -- shame on them -- but the rest of these kids should not be punished. [/quote]

And have you ever wondered that maybe your kid received too much extra time and hence was able to double check their answers and with the extra time also had extra time to go through all the questions? Yes, they deserved extra time for their disability but since none of the xtra time are personalized, the time they received was more than they needed that they had the luxury to double check their answers and able to answer all the questions. So basically you are part of the group that created an uneven playing field for the kids who did not receive any accommodations.[/quote]

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