Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers . Journal of Learning Disabilities , 45 (2), 128–138. https://doi.org/10.1177/0022219409355484

This study conducted a meta-analysis of the effects of extended-time accommodations on assessments administered to students in high school and/or transitioning to postsecondary or adult education.

Information on the participants in this metaanalysis of 9 studies included that they ranged from high-school-aged to young adult, were of both sexes and various ethnicities, and had been identified with learning disabilities using differing eligibility criteria throughout the United States. According to data tables, data were collected from 14,160 students with disabilities and 755,390 students without disabilities.

Information on the dependent variables in this metaanalysis of 9 studies included that they were entirely assessments administered to individuals in high school and/or transitioning to postsecondary or adult education, including the SAT; the academic content measured included mathematics, reading, and writing skills.

When comparing performance scores of students with LD (SwLDs) and students without disabilities (SwoDs) when both were taking standard (non-accommodated) tests, SwoDs scored significantly higher in all 6 studies, with medium to large effect sizes. When comparing scores of SwLDs to SwoDs when taking accommodated tests, SwoDs scored significantly higher, with medium effect sizes in the 3 studies. When comparing SwLDs when taking accommodated tests to SwoDs when taking standard tests, SwoDs scored significantly higher in 8 of 9 studies, with small to medium to large effect sizes. When comparing SwLDs when taking non-accommodated to accommodated tests, SwLDs scored significantly higher in all 3 studies, with medium to large effect sizes. When comparing SwoDs when taking non-accommodated to accommodated tests, SwoDs scored moderately higher in both studies, with medium to large effect sizes. Additional explanations of the moderator variables, including academic content and type of test, were also reported in detail for those two sets of studies of a sufficient number. Future research directions were suggested.