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Abstract
Differential granting of extra-examination time (EET) is commonly based on learning disabilities (LD) status: EET is granted to LD examinees and is denied to nondisabled examinees. We argue that LD serves as a proxy for the extent to which time limitation affects the examinee’s test score (e). Hence, the validity of the LD-based EET granting policy depends on how well LD status serves as a proxy for e. Reanalysis of 11 comparative experimental studies of the effect of EET shows that LD status is a poor proxy for e. The proportion of nondisabled examinees who benefit from EET roughly equals the corresponding proportion among LD students. Implications of these results for the validity and fairness of this policy are discussed.
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