PREDICTIVE VALIDITY OF SAT® I: REASONING TEST FOR TEST‐TAKERS WITH LEARNING DISABILITIES AND EXTENDED TIME ACCOMMODATIONS

Abstract

ABSTRACT The predictive validity of the SAT® I: Reasoning Test was examined for students who took the test with an extended time accommodation for a learning disability. The sample included college students with learning disabilities who took the SAT I between 1995 and 1998 with extended time accommodations. First year grade point average (FGPA) was used as a measure of student performance. Although positive, the adjusted correlation between FGPA and SAT scores was lower for test‐takers with a learning disability than has been shown in prior research on test‐takers without disabilities. In addition, the SAT scores obtained with an extended time accommodation appear to overpredict FGPA for male test‐takers with a learning disability and accurately predict FGPA for female test‐takers with a learning disability. When the same students were examined using both SAT I test scores and self‐reported high school grade point average (HSGPA) to predict FGPA, the scores and grades of male test‐takers did not under‐ or overpredict while the scores of female test‐takers underpredicted FGPA. Due to the relatively small sample size, additional research is required to examine group differences (e.g., type of learning disability, severity of disability) and the impact of differential support received from college disability service offices during the first year of college.

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