I’m glad to s​​ee the College Board acknowledge its mistake and scrap the “adversity score” it proposed two years ago that has been used as a pilot by some colleges. The CB created this score as a single number to describe a students’ adversity. As I see it, the adversity score was an attempt to try to find those “diamonds in the rough” that colleges seek — children whose lives have had much adversity and yet the overcame them and prevailed.

But, the adversity score created backlash and claims of CB overreach, as well as confusion and misperceptions, as the CB chief executive acknowledged today.

So, the CB is scrapping it. Stay tuned, however, as the CB is now creating something called the “Landscape.” It will provide data points but not a single number for a student. Let’s see where that goes.

In the meantime, while the CB is in a “scrapping” and rebuilding mood, let’s hope it (and the ACT) finally reviews its 2003 decision that allows s some students to have so-called “accommodations” that fundamentally alter the SAT — like extended time — without notifying anyone that the standardized “timed” test no longer is. As I see it, this serious error is partially to blame for the Varsity Blues Scandal. Having extra time on the SAT was a far-too-attractive option that some parents even cheated for.

Let me be very clear. The issue is not whether students can have extra time. They can. That’s not in dispute.

In order to explain what is in dispute, a few definitions may be helpful. Let’s call changes in how a test is administered, “adaptations.” Adaptations are generally provided so students can access a test and demonstrate what they know and can do. Adaptations come in two very different flavors — “accommodations” and “modifications.” Accommodations provide access and don’t fundamentally alter a test; modifications also provide access but they do fundamentally alter a test. Although they are very very different from each other, the press too often lump both types of adaptations together and calls them all “accommodations” — a misleading and confusing lumping.

The use of extended time for the SAT is a modification because it fundamentally changes the test. The SAT is no longer a standardized timed test. On the other hand, the use of large print, Braille, or a quiet room is an accommodation because none of them fundamentally alters the SAT.

My concern is about modifications, not accommodations. This is especially so because, by far, the most often sought after (and provided) modification of the SAT (and ACT) is extended time. That’s the sought-after “prize,” as we have sadly come to learn. No line of parents seeks Braille or a quiet room.

So what’s the problem? As I see it, it’s the College Board’s policy that lacks transparency. It’s not the use of time; it’s the total lack of transparency about that modification. Current policy allows some students more time but does not notify test score recipients (like college admissions officers) of the nonstandard condition under which that test score was obtained. What now do the scores mean? Nobody can know.

Let’s be honest. The SAT is no longer a timed test. Now some 4–5% of scores are obtained with modifications. This is especially troubling because, we know that extra time helps advanced students obtain a higher score. These are the very students competing with others for slots at selective colleges and universities. An extended time test is a different test. And yet nobody knows! Score reports are silent.

While the CB is in rethink mode, let’s hope it finally scraps its old wrong policy. It is misleading. It hurts students. It leads to misuse.

The College Board has many options for maintaining a valid and standardized SAT, while also allowing students who need extra time to have it. For many years, I’ve written about several of these options, including: notify test score users when a test is given under a nonstandard condition, and/or let anyone have extra time without need for a disability diagnosis, with the understanding that there will be a notice of the use of that modification in the score report, or stop timing the SAT for everyone. I urge the College Board to finally “scrap” the current system and create a fair and valid SAT.

This was originally posted on Medium

About Miriam

Miriam Kurtzig Freedman, JD, MA—an expert in public education, focused on special education law— is a lawyer, author, speaker, consultant, and reformer. For more than 35 years, Miriam worked with educators, parents, policy makers, and citizens to translate complex legalese into plain English and focus on good practices for children. Now, she focuses her passion on reforming special education, with her new book, Special Education 2.0—Breaking Taboos to Build a NEW Education Law. Presentations include those at the AASA Conference, Orange County (CA), Boston College (MA), CADRE (OR), and the Fordham Institute (DC). Her writings have appeared in The Wall Street Journal, Education Week, Education Next, Hoover Digest, The University of Chicago Law Review on line, DianeRavitch.net, and The Atlantic Monthly on line.

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