<p>Interesting charts - looks like about a approx 240 point difference (on a 2400 scale) in DC where about 6% of the students have special conditions vs little difference in Texas where only 1% of the kids are classified as needing special test conditions, 40 points or so advantages in CA and MD with 1% and 3% respectively of students special-condition qualified</p>
<p>In theory the LD test taker mix (for example in DC) could be higher scoring students even w/o the special conditions - so its hard to interpret - however given the higher percent numbers - it could be LD gaming going on</p>
<p>CollegeBoard needs to disclose complete breakdown chart for varying ranges and percentages of scores for LD special conditions test takers -and particularly 2250 and above scores and numbers of students - however don't hold your breath</p>
<p>This would shed light and give a possible answer on the gaming issue -which in fact some experts have said is in fact going on in certain communities</p>
<p>Note on the collegeboard site some of the tests they accept to diagnose LD</p>
<p>(begin quote)</p>
<p>Any one of the following to measure a student's academic skills in timed testing settings:
Nelson Denny Reading Test with normal time and extra time measures
Gray Oral Reading Test IV (GORT IV)
Gray Oral Silent Reading Test (GRST)
Stanford Diagnostic Reading Test (SDRT)
Stanford Diagnostic Math Test (SDMT)
Woodcock-Johnson III Fluency Measures
When the above timed achievement tests are administered under standardized conditions, and when the results are interpreted within the context of other diagnostic information, they provide useful diagnostic information regarding testing accommodations such as extended testing time. A low processing speed score alone, however, usually does not indicate the need for testing accommodations. In this instance, what would be important is to include in the documentation how the low processing speed impacts your overall academic skills under timed conditions. </p>
<p>(end quotes)</p>
<p>It would not be hard for a smart kid to know exactly how to "handle" these tests which were setup to pickup "learning disabilities</p>
<p>consider the following paragraphs from the same site:</p>
<p>(begin quote)
Any one of the following to measure a student's information processing:
Detroit Tests of Learning Aptitude-3 (DTLA-3) or DTLA-A (Adult)
WISC IV
WAIS-III
WJ-III - Tests of Cognitive Ability
Depending on your disabling conditions, other measures such as personality tests, ADHD rating scales, speech and language testing, occupational therapy evaluations, etc. may be indicated.</p>
<p>What is a good format for documenting my disability diagnosis and functional limitations should the College Board ask to review my supporting documentation?
Formats vary; however, most effective are those that summarize and clearly discuss, in a summary report/individual plan/program: 1) your specific diagnosis and rationale for the diagnosis supported by the diagnostic battery; 2) the historical information including patterns in your background that reflect the presence of a disability; 3) when appropriate, evidence that alternative explanations are ruled out (e.g., environmental stressors; motivation; personality issues); 4) evidence of the current substantial functional limitations resulting from the disability, especially as impacting academic progress in the classroom; and 5) actual score summaries of standard or scaled scores and percentiles for all sub tests, index, and cluster scores of the cognitive and achievement tests are appended. </p>
<p>How current should the diagnosis, functional limitations, and supporting documentation be?
Since reasonable accommodations are based on the present impact of the disability, current documentation is important, preferably within the last 5 years. The College Board will accept cognitive testing that is more than 5 years old if there is a long-standing disability and complete cognitive testing was administered when the disabling condition was first diagnosed.</p>
<p>(end quote)</p>
<p>BOTTOM LINE - recent data not only welcome - its considered better</p>
<p>This system is clearly ripe for those seeking 2350 plus results, for example kids that might w/o the extra 3 hours -might be scoring in the 2200 range and would certainly know what to do on these battery of tests</p>
<p>Note that tests testing for extroverted/salestype personalities often given by certain corporations - can easily be steered a certain way - at least by those having any introspective and analytical ability skills</p>