Zurcher, R. J. (1999). The effects of testing accommodations on the admissions test scores of students with learning disabilities (Publication No. 9947446) [Doctoral dissertation, University of Texas at Austin]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304528762

University of Texas (Austin, TX); ProQuest document ID: 304528762

Students with learning disabilities took the test with and without their normal classroom accommodations. These accommodations included extended-time—specified as 150% time or untimed, reader (in-person), and scribe (in-person); most received only one accommodation (n=12), but some received 2 or 3 accommodations (n=3). Students without learning disabilities were matched to students with learning disabilities, and took the test with the corresponding accommodations.

Fifteen undergraduate students with learning disabilities and 15 undergraduate students without learning disabilities from three postsecondary education institutions in the south-central part of Texas (U.S.) participated. Students with and without learning disabilities were matched by race/ethnicity, gender, and academic program.

Students completed an entrance examination (Miller Analogies Test) under accommodated and non-accommodated conditions. Participants were also asked to provide their current grade point averages, and to complete a survey about demographic characteristics and their academic programs.

Tests with accommodations did not have a weaker association with GPA and were not higher than scores from standard administrations. Instead, they are comparable to scores of students without LD from standard administrations. Limitations of the study were reported, and future research possibilities were suggested. [See also Zurcher & Bryant (2001)]