THE EFFECTS OF EXTENDED TIME ON ALGEBRA TEST-SCORES FOR COLLEGE-STUDENTS WITH AND WITHOUT LEARNING-DISABILITIES

The purpose of this study was to assess the effects of extended time o n the algebra test performance of community college students with and without learning disabilities. Forty-four students with learning disab ilities and 44 students without learning disabilities attending five C alifornia community colleges participated in the study. The students e ach took an algebra test under timed conditions and a comparable test under extended-time conditions. The main results were that the student s with learning disabilities scored significantly lower than the stude nts without learning disabilities under timed conditions, the scores o f the students with learning disabilities increased significantly with extended time, and the scores of the students with learning disabilit ies under extended-time conditions did not differ significantly from t he timed or extended-time scores of the students without learning disa bilities.