Alster, E. H. (1997). The effects of extended time on algebra test scores for college students with and without learning disabilities. Journal of Learning Disabilities , 30 (2), 222–227. doi:10.1177/002221949703000210

Journal Article

Alster, E. H. (1997). The effects of extended time on algebra test scores for college students with and without learning disabilities. Journal of Learning Disabilities, 30(2), 222–227. doi:10.1177/002221949703000210

Tags

College entrance test; Elementary; Extended time; Learning disabilities; Math; Postsecondary; U.S. context

Summary

Accommodation

The tests were given under two conditions: timed and untimed.

Participants

Participants included 88 students, 44 with LD and 44 without disabilities, from five California suburban community colleges. The mean age for the students with disabilities was 26.7, and the mean age for the students without disabilities was 25.3. Each group consisted of 27 females and 17 males. About 57% of the participants were Caucasian, 32% were Mexican American, 7% were Asian, 2% were African American, and 2% were Native American. Six of the students with LD and eight of the students without disabilities were English learners.

Dependent Variable

The ASSET Elementary Algebra Test [American College Testing Program (ACT, 1989)] was used. For this study, the 25 problem test was divided by type of problem and level of difficulty into two comparable tests. One of the problems was deleted so each of the forms had 12 problems.

Findings

The students with LD scored significantly lower than students without disabilities on algebra tests under timed conditions. The untimed scores of students with LD, however, did not differ significantly from timed or untimed scores of students without disabilities.