Elliott, S. N., & Marquart, A. M. (2004). Extended time as a testing accommodation: Its effects and perceived consequences . Exceptional Children , 70 (3), 349–367. https://doi.org/10.1177/001440290407000306

This investigation examined the effect of extended-time on the performance of students with disabilities, students educationally at risk in math, and students without disabilities.

The sample consisted of 97 grade 8 students from four middle schools in four districts in Iowa (U.S.). Of the sample, 23 students had identified disabilities, 23 were considered academically at-risk in mathematics, and 51 students performing at or above their grade level in mathematics.

The students completed one of two alternate short forms of standardized mathematics tests developed from the TerraNova level 18 mathematics test. Upon completion of the test, students completed an accommodations survey about their reactions to working on the test under the accommodated or nonaccommodated conditions.

The scores achieved in the extended time condition were higher than the scores achieved in the standard condition for all groups. However, the scores of students with disabilities did not improve significantly more than those of the students without disabilities when given extra time. A large proportion of survey respondents across all three groups expressed approval of the extended time condition.