Sharoni, V., & Vogel, G. (2007). Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel . Assessment & Evaluation in Higher Education , 32 (3), 255–270. https://doi.org/10.1080/02602930600896423

Journal Article

Sharoni, V., & Vogel, G. (2007). Entrance test accommodations, admission and enrollment of students with learning disabilities in teacher training colleges in Israel. Assessment & Evaluation in Higher Education, 32(3), 255–270. https://doi.org/10.1080/02602930600896423

Tags

Attention problem; Calculation device or software (interactive); College entrance test; Dictionary/glossary; Emotional/Behavioral disability; Enlarged print (on paper); Extended time; International (non-U.S.); Language; Learning disabilities; Math; Multiple accommodations; Multiple disabilities; No disability; Postsecondary; Reading; Speech/Language disability; Writing

URL

http://www.informaworld.com/smpp/content~content=a775661252~db=all

Summary

Accommodation

This study examines the percentage of students with testing accommodations among the test-takers and those who began their studies in 2003. Their test and subtest scores were compared to those of students without accommodations as were grades on high school matriculation exams.

Participants

The study population consisted of applicants for the Saf ("Threshold") exam for enrollment in the 2003–2004 academic year in Israel. These consisted of 4,441 who took the test without accommodations, and 410 who took the test with accommodations. Additionally 227 test-takers had their files examined, and 247 filled out a survey. Another 1,736 students who enrolled in the fall of 2003 who who took the Saf ("Threshold") exam also participated.

Dependent Variable

Scores on the Saf ("Threshold") college entrance exam of 2003 in Israel were examined.

Findings

Consideration of alternative admission criteria is recommended, given the fact that students with learning disabilities utilizing testing Students with learning disabilities in Israel 269 accommodations did not achieve test scores comparable to those achieved by testees without disabilities. Finally, it is necessary to follow the academic and professional careers of students with learning disabilities in order to ascertain their level of success beyond enrollment itself. Limitations of the study were reported, and future research possibilities were suggested.