Camara, W. J., & Schneider, D. (2000). Testing with extended time on the SAT I: Effects for students with learning disabilities (Issue 08). The College Board. http://professionals.collegeboard.com/profdownload/pdf/testing_with_extended_10509.pdf

Broken Link: http://www.collegeboard.com/research/pdf/testing_with_extended_10509.pdf

The extended-time accommodation was examined in several conditions in combinations of extended time and standard time administrations.

This extant dataset of nationwide (U.S.) test-takers consisted of more than 715,636 prospective postsecondary students. Approximately 1.3% of these students (n=9,099) had learning disabilities.

The dependent variable was score gain on the SAT I under different administration conditions.

The following trends were observed in the findings: the number of students requesting accommodations has increased, extended-time is the most commonly requested accommodation on the SAT I, and extended-time allows students with learning disabilities to score moderately higher on the SAT I. Also, the authors note that extended-time decisions should be made carefully; time and a half or double time may overcompensate for some students' disabilities resulting in inaccurate predictions of their college performance.