Zurcher, R., & Bryant, D. P. (2001). The validity and comparability of entrance examination scores after accommodations are made for students with LD . Journal of Learning Disabilities , 34 (5), 462–471. https://doi.org/10.1177/002221940103400507

Students with learning disabilities took the test with and without their typical classroom accommodations (accommodations typically provided to them based on need). These accommodations included extended time, read aloud, and scribe. Students without learning disabilities were matched to students with learning disabilities, and took the test with the corresponding accommodations.

Fifteen undergraduate students with learning disabilities (50% of sample) and fifteen undergraduate students without learning disabilities, attending three postsecondary institutions in the south/central part of Texas (U.S.), participated. Participants with and without learning disabilities were matched by race/ethnicity, gender, and academic program.

Students completed an entrance examination (Miller Analogies Test) under accommodated and non-accommodated conditions. Participants were also asked to provide their current grade point average (GPA).

Tests with accommodations did not have a weaker association with GPA and were not higher than scores from standard administrations. Instead, they are comparable to scores of students without LD from standard administrations. [See also Zurcher, 1999]