Recently someone and I had an exchange about the notion of extra time as an accommodation for standardized tests such as the SAT. He brought up some good questions. Here’s one of them and my reply:

Him: “Let’s talk about SAT tests. The fact that a neurotypical student benefits from extra time seems to indicate that the test is, in fact, sensitive to processing speed.. We’ll ignore for the moment the test’s predictive power vis-a-vis academic success (despite the fact that this is what the test is supposedly designed for!) and just ask whether we believe processing speed is a “scholastic aptitude.”

If it is not a scholastic aptitude, then my argument is that the SAT ought not be designed to reward it.

If, on the other hand, we assume that processing speed IS a scholastic aptitude, then we face a new set of questions, such as:

Is time-to-completion a reasonable, fair measure of competence?

How much processing speed should instructors be allowed to assume when designing assignments and tests?

Is processing speed the most significant scholastic aptitude? And if not, is its effect on SAT scores proportionate, or outsized?

And why, if processing speed is salient, is it wrong to take into account the fact that a student needed extra time to complete an assignment or test? Consider that a University’s capacity to provide extra supports may be precious and limited.”

My reply:

Here are my thoughts on some of your excellent questions and points:
You mention: “Let’s talk about SAT tests. The fact that a neurotypical student benefits from extra time seems to indicate that the test is, in fact, sensitive to processing speed.. …and just ask whether we believe processing speed is a “scholastic aptitude.”

If it is not a scholastic aptitude, then my argument is that the SAT ought not be designed to reward it.”

My thoughts: Processing speed is a neurological/cognitive performance marker AND is also an over emphasized academic skill. The fact that it may be both; that some people’s learning disability includes “slow processing speed” or as Dr. Martha Denckla terms it “slow production speed,” should help us see that leveling the playing field to accommodate this is a good and just thing. Certainly the courts have see this to be true. When you have a student who comprehends what they read and hear at a high level, but who processes print at a slow speed (classic bright dyslexic), then the accommodation of extra time to read and/or write makes perfect sense. While extra time may benefit anyone, the level of benefit is markedly different. Having a ramp benefits everyone but makes a world of difference to someone in a wheelchair, or simply one with a sprained ankle. That’s where the concept of universal design comes in. Perhaps the way to go is give everyone the time they need to complete the SAT or the like.

The Anne Ford and Allegra Ford Scholarships offer financial assistance to two graduating seniors with documented learning disabilities (LD) who are pursuing post-secondary education.  The Anne Ford Scholarship was first awarded in 2002; in 2009, with a generous donation from Anne’s daughter, Allegra, the award was renamed the Anne Ford and Allegra Ford Scholarship and granted to two students. Beginning 2012, we are offering two separate scholarships, the Anne Ford Scholarshipand Allegra Ford Scholarship.  To be considered, your complete application must be postmarked by December 31, 2011.

Notice that these are scholarships specifically awarded to students with documented a LD. However, also note that winners are selected by criteria above and beyond simply having a diagnosis of Learning Disabilities.
Here are examples from parts of the selection criteria.  Go to the NCLD website to read all the criteria.

The ideal Anne Ford Scholar is a student who:

• Articulates his or her LD and clearly demonstrates the importance of self-advocacy
• Is committed to completing a four-year college degree and has begun to set realistic career goals
• Excels as a role model and spokesperson for others who struggle with LD

To be eligible for the 2012 Anne Ford Scholarship, an applicant must:

• Be a graduating high school senior who will be attending a four-year bachelor’s degree program in the fall of 2012
• Have an overall grade point average (GPA) of 3.0 or higher on a 4-point scale (or equivalent)

From Good.is

The average community college student in Washington spends about $1,200 per year on textbooks.

I know that as a society we’re probably in the infancy of this movement to digitize textbooks and in a variety of ways, bring down the costs of textbooks to students. I don’t understand how they deal with fees to the writers of textbooks, but Washington State has created a way to access collections of textbooks as well as other educational materials- mostly for free.  Apparently the most a school can charge for these is $30 per student.

They’ve begun with eighty-one of the state’s most popular general education and pre-college classes taken.  These are open licenses, which means that they’re available to other colleges and universities and anyone else who wants to give them a try.

I’ve already been on the site and looked at some US History text. It’s a pretty easy sign-in process and once I was looking over a chapter, and since I was using my Safari browser, it was easy to highlight, right-click and have my computer read it to me (if I was tired or dyslexic or had another learning disability).

I’m a big fan of a college education, but not always as the only route nor necessarily the immediate route after high school. It’s time to rethink.

Interesting slant on the over-reliance and perhaps, misuse of remedial classes at the community college level.

“The proof initially emerged with many students transferring from San Diego’s West Hills High School to their local community college. Like many of their fellow freshmen nationally, a whopping 95 percent of high school graduates from West Hills who received As and Bs in their senior English courses did not “pass” the placement test. Yet when allowed to enroll in college-level courses instead of remedial classes, 86 percent successfully completed college-level English, lost no time in their progress, and stayed on course toward earning a degree.”

Hmm. Something’s not right here.

“It’s time for a serious rethink of where and how we place our trust. K-12 and higher education must trust each other and work together to align what is taught and examine student performance data to address any barriers. If we don’t do this, we’re just guessing, or worse, relying on faulty indicators. That’s not right, and San Diego shows there is a better way to help students, reduce remediation, and save taxpayer funds.”

Agreed. Local Community colleges and area high schools have to figure out a way to align.

[via Richard Wanderman]

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Jeremy Snyder and Julie Platt, students at Wesleyan University, are starting a university chapter of Project Eye-to-Eye, a national mentoring project for children with learning disabilities.

In this article from the Wesleyan Argus, the students describe their start-up process this summer and the goals of Eye-to-Eye.

They’re looking for about a dozen high caliber and dedicated Wesleyan University students to serve as mentors to students with LD/ADHD at a local middle school. Mentors meet weekly, engaging in Arts and other projects to build self-esteem and also to raise awareness in the community.

Project Eye-to-Eye was started in 1998, by two Brown University students with ADHD and LD. Years later, Project Eye-To-Eye is a national not-for-profit mentoring program “changing the lives of thousands of children and young adults across the U.S. Everyday we give “at-risk” students the feeling of empowerment and connection to a community that is built on understanding and compassion for differences. Project Eye-To-Eye’s program model is designed to build life skills for independence and improve self-esteem through the power of role modeling. Beyond the important work of building self-esteem, Project Eye-To-Eye also gives children with LD/ADHD the concrete skills necessary for independent living and academic success. Project Eye-To-Eye’s research based mentoring model is also designed to improve self-advocacy skills and meta-cognitive abilities, skills proven to be essential to the life success of LD/ADHD adults.”

What I like is how her path to life and school success includes multiple stops. She starts with an associates degree from college and will add two years in AmeriCorps, to get structured, real-world experience, before continuing with college and completing her bachelor’s degree.

As I’ve always said, a compass is a better tool than a stop watch. It doesn’t matter how fast you get there if you’re going in the wrong direction.

This is great to see.

There are other colleges besides the ones mentioned that have mentoring and other support services available.

[via Richard Wanderman]

An extensive list with lots of other resources as well.