Elliott, S. N., & Marquart, A. (2003). Extended time as an accommodation on a standardized mathematics test: An investigation of its effects on scores and perceived consequences for students with varying mathematical skills (WCER Working Paper No. 2003–1). Wisconsin Center for Education Research, University of Wisconsin-Madison. http://wcer.wisc.edu/publications/working-papers

Students took equivalent forms of a standardized math test in two conditions (extended-time and standard time).

Sixty-nine (69) grade 8 students from four middle schools in four districts in Iowa (U.S.) participated. Students with identified disabilities receiving special education (n=23, 33% of sample), students without identified disabilities rated as educationally at risk in the area of mathematics by their teachers (n=23), and students performing at or above grade level in math (n=23) comprised the sample.

Students completed alternate short forms of standardized mathematics tests developed from the TerraNova Level 18 mathematics test.

The performance of students with disabilities was highly similar to the performance of students without disabilities under standard time and extended time testing conditions. Overall, the provision of the accommodation, extended time, did not significantly improve scores of students with disabilities on the math test.