<p>Yes, very true. But I also wonder, of those 6%; what percent have the "total" package?</p>
<p>Are you an adcom, OB? Because I doubt adcoms would agree with you about the good grades/mediocre SATs thing.</p>
<p>When I got a 1910 on my first SAT, I was mildly happy. Not overly because it's not a fantastic score or anything but still.... and then I came to CC and was humbled about how my score is low. Haha.. </p>
<p>I know plenty of kids in my class who achieved below 1500 but perhaps it's because many of them can't really speak English... Either way, I don't think SAT necessarily says who is smarter, etc. It gives a rough indication but I wouldn't take it for the final word as I know some people would..</p>
<p>Orangeblossom....to suggest that a student who got a 1260 (reading / math) should try to get a 504 or identified is misguided advice...as a psychologist and 504 compliance officer I can tell you that a student with a 4.5 GPA and these SAT scores can not have "dyslexia" which is the INABILITY to assign meaning to written characters. To receive a 504 plan the student must have a : 1) a diagnosed disability 2) the disability must "substantially limit" a major life function (in students cases learning)...not getting into the college you want to is not a major life function. The student is insinuating that the school was somehow negligent in not identifying a problem....there is no problem with those grades. This student may have a "weakness' ...do we want to make every weakness a "disability"? 504 plans were born out of the 1974 disabilities act that was focused on the workplace to insure that people with disabilities had equal access to jobs (mainly pertained to physical disabilities), it was never meant (until parents and lawyers got ahold of it) to be implemented in schools. The courts and the office of cival rights have refused to define "substantial limitation" ..however court case rulings have consistently concluded that "they could do better if they had a 504 plan" is not the standard...the standard is that you are passing. Sorry if I seem harsh with my opinions...but after dealing with this on a daily basis just gets tiring. Sometimes we just have to accept weaknesses....</p>
<p>man this feels great...ppl on CC actually score below 2300!!!
oh yeah my friend got a 600 something on the old one...he fell asleep halfway thru :D</p>
<p>Spongebob - I scored beneath 2300 (Score's 2030: CR: 730, M: 690 and M: 610) I'm happy with it. I have no ADD or OCD (diagnosed as depressed, but that doesn't affect my test-taking abilities). I'm a normal person. Normal and HAPPY with my damn score. </p>
<p>I'm hoping they'll disregard the Writing score ;) but either way, no way I'm taking it a third time. <em>shrug</em> And I did my SAT II's on Saturday so I. Am. Done. With. The. Damn. Collegeboard. Tests. (Taking IB, not AP's.)</p>
<p>word...i hate them IB tests i think AP is like 5x easier</p>
<p>Never took one, or even saw one in my life. I wonder what the AP looks like. Is it like an IB SL exam squeezed in one year? And fully multiple choice? I HATE multiple choice.</p>
<p>
[quote]
504 plans were born out of the 1974 [actually 1973] disabilities act that was focused on the workplace to insure that people with disabilities had equal access to jobs (mainly pertained to physical disabilities), it was never meant (until parents and lawyers got ahold of it)
[/quote]
</p>
<p>That is incorrect. Section 504 of the Rehabilitation Act of 1973 as amended, which deals with federally assisted programs such as schools, was always meant to cover students. See the Department of Education implmenting regulations at:
<a href="http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#S1%5B/url%5D">http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html#S1</a></p>
<p>Even though there is an employment section in those regulations coverage of employment under disability is a latecomer to the mix and didn't become important until EEOC was granted authority.</p>
<p>My best friend got an 11 on the ACT... I feel pretty bad for him, especially considering he told me that he's going to get it up to a 24 in October. But he won't study! He spends all of his time thinking about girls and trying to be popular, so really I have no sympathy for the kid. I'm not so sure how he's supposed to get into college... not that he's like planning anything for his life or anything...</p>
<p>Never did ACT either. The average composite is 36, right? Well, I hear 27 is the average score needed?</p>
<p>tsdad...I stand corrected! I guess what I should have said is that the spirit of the act was to eliminate discrimination not to declare weaknesses "disbilities". Didn't the original rehabilitation act deal manly with the workplace?</p>
<p>Csdad: I certainly did not mean to imply that I was blaming my school for not properly picking up on a "disability". </p>
<p>My grandfather has dyslexia. He was a Jefferson Scholar at UVA, went on to grad school at Wharton and became a 'famous' CEO. According to you, you are saying "there is NO way this person could have dyslexia". I assure you he did and has spent a lot of time speaking on this subject. </p>
<p>Maybe I have dyslexia, maybe not. And if I do; maybe that is why I have not been able to reach my full potential. But you can not tell me that I don't have dyslexia based only on the info. I have provided. The story of my granddad is a prime example.</p>
<p>Csdad ~ </p>
<p>I see your "weakness" point. When responding to the post, I had failed to see student's prior post with GPA and scores.</p>
<p>My observations come from the perspective of a parent whose adopted 17-year-old child has moderate cognitive ability, nonspecific LD, and ADD...the latter two which clobber his processing speed and executive functioning. The "weakness" issue is one I am familiar with...please read on....</p>
<p>Over the years, DS has struggled mightily in school.</p>
<p>From K-4, he attended public school. Although he bore all the symptoms of these disabilities and we heard about it nearly every day from teachers, the school kept putting off child-study (old principal was great; new principal was not). School administration kept stating that if he wasn't two years behind, there would be no need for a 504 or IEP...and thus no rationale for testing. As you might imagine, no parent in his or her right mind would let a child get that far behind just to get testing and a plan (they'd never be able to catch up and their self-esteem would already be destroyed). So, we worked with him a lot at home and with our help he was an honor roll student and progressed well academically. However, his achievement came at a great personal cost...sorrow, frustration, and anger.</p>
<p>Late in that period, our family went on the outside to have him tested. The results explained all of DS's problems. Since we knew that his current school wouldn't help and since the documentation strongly recommend a smaller, more hands-on environment, we enrolled DS in high-quality private school. While the environment there was much better. the work load was extremely heavy...and because school wasn't required to accommodate, and although they said they would accommodate, they really didn't do too much (not coordinated and not consistent). Again, much angst.</p>
<p>Finally, we as a family decided to homeschool in conjunction with an umbrella private school. While the disabilities are still there, DS does receive the accommodations he needs, and he has progress nicely. In anticipation of college, we have had our son's documentation brought up-to-date...and have completed a consultation with a renowned LD/ADD expert who confirms all diagnoses.</p>
<p>Here is my "weakness" issue/question.</p>
<p>My adopted son, as I stated earlier, has moderate cognitive ability. He lives in a middle-class home in a suburban area with two college-educated parents (GWU mom and AU dad), who value education and expose him to a rich learning environment. Therefore, we have always worked with him so that he could achieve. His achievement testing has split along two lines...the untimed testing portions show high moderate to superior achievement (the kid knows a lot), but the timed (fluency) portions have been dismally low (sometimes as low as the 23rd-%ile). Thus, under timed circumstances (where knowledge and speed are combined), his achievement appears to be inline or slightly lower than his cognitive ability. Therein lies the rub.</p>
<p>College Board denied him extended time accommodations because they reasoned that if the outcome (achievement numbers torn down by fluency numbers) fell into the "moderate" range, then that was perfectly okay because it was "consistent" with his cognitive ability. That made little sense to me, for as I understand it, time accommodations are granted to kids with higher cognitive ability who have similar difficulties. Under their rules, DS couldn't show what he really knew and what he was really capable of. And since most schools don't look at disabilty as one reason SAT scores are as they are, DS's scores make him look lesser than he really is. </p>
<p>As background, a practice SAT taken with an educational consultant with 0-25% accommodations on various sections, resulted in a 1250. Without time accommodations on the real thing, scores were a 1040. Big difference. Thank heaven, DS at least has a 3.6+ GPA, truly earned and consistent with all the work he did in a public and private setting.</p>
<p>As you might imagine, I'm not a big fan of standardized tests and the public school system...at least as far as my kid is concerned. Thankfully, son began looking into colleges some time ago, and has been accepted rolling EA by a nice southern LAC, which appears to appreciate him for who he is and will offer accommodations and academic money.</p>
<p>It strikes that the system is willing to help out brighter kids who have disabilities, but not moderate kids that do. It seems the system only feels the brighter ones are worth saving, not the ones that try hard to overcome their circumstances. Can you help me understand this a bit better?</p>
<p>OB</p>
<p>wat is the average score for the new SAT? 1500's? cuz thats wat ive heard but for some reason that seems to be really low to me for an average...</p>
<p>Worldshopper ~</p>
<p>I'm still behind you. Read my last post...my DS faces a similar situation, but your profile numbers are different. Your disability should be taken seriously too.</p>
<p>I believe that judging intelligence by SAT scores is very pathetic. Intelligence is only going to take you as far as you apply it. You want to know what, I got a 900 on my SAT, and I am attending Harvard University. Grandit, I did have a few hooks, and a triple associates program at my local college. Moreover, I also lost both parents, and graduated at 16 from high school... but, in all reality I think that the SAT test is ********. If you want something and will try your hardest to get there, well I am living proof that it happens.</p>
<p>Thanks OrangeBlossom and for the record I am not trying to make up excuses for my SAT scores. It is my school who is saying, hey something doesn't jive here. Especially having a high IQ like I do - scores on my SAT do not 'match' my abilities. And yes, I know, an SAT score does not correlate with your IQ. I think people can have weaknesses, disabilities, whatever. And a lot of times it depends on how we cope with them that sets us apart. I have to give a lot of credit to my school right now because they are noticing that something is not right and they don't want me to slip through the cracks. Meaning, they don't want a school to reject me based solely on my SAT scores when the rest of my application is excellent. Not saying my SAT scores are 'bad' - they just don't match my demonstrated abilities. If my SAT scores will only get me in to schools that take the 'average person' - then alot of the work I've done for the past 7 years is a waste. I could have gone to regular school like other people and taken a couple of honors, a couple of APs, etc. and gotten the same result (being accepted into a less competitive school). I have not been in a class that has not been honors, IB or AP since 5th grade!! So, for 6.5 years - I have taken the most demanding courses, uh not in my school, but in my county. I have had to comute to school for the past 6.5 years so that I could bust my bum! And yes, I've done pretty well. Straight A's - no. More like every year I get 5 As and 2 Bs (all high Bs though). Call me snooty or whatever but I believe I deserve more than some of the other people who got better SAT scores but did not challenge themselves to the extent I have. And my ECs are good as well - maybe no national award or patent but the areas I've been involved with I've done for 4 or 5 years and in depth. I do not have a laundry list of clubs that I've just shown up for. My ECs are long-term commitments and I am really active within each one.</p>
<p>Section 501 deals with employment by the Federal Government; Section 503 added disabilities to the requirements imposed on Federal contractors by OFCCP.</p>
<p>Section 504 stands on its own and served as the basis for the ADA as it pertains to Title II (responsibilities of state and local governments) of the ADA.</p>
<p>Within the Office for Civil Rights, US Department of Education, to this day allegations of discrimination on the basis of disability are referred to as 504 complaints by staff even though the general public thinks of them as ADA complaints. The regulations implementing Section 504 were issued in 1977, and OCR has been investigating disability complaints in schools and colleges since then.</p>
<p>Would you also be able to comment on my post #254 in this thread? I'd appreciate your insight. OB</p>