Samuel J. Abrams
When the College Board announced, in the summer of 2002, that it would stop “flagging” the test scores of students who were given special accommodations for the SAT, the gold standard exam for college admission, disability advocates were thrilled. “A triumphant day for millions of people with dyslexia and other disabilities,” exclaimed Thomas Viall, the executive director of the International Dyslexia Association. “With the -scarlet letter’ gone, people with disabilities are given the chance to succeed, based on their abilities.”
For years the College Board had placed a mark alongside the test scores of students who were given special accommodations. That could mean Braille for the blind or appropriate tools for the physically disabled, but for the most part the special arrangement meant more, even unlimited, time to take the test.
Indeed, the scarlet letter disappeared in October of 2003, but not everyone was so sanguine about the possible consequences. Miriam Freedman, an attorney specializing in issues of testing, standards, and students with disabilities, expressed the concern of many academics and practitioners (“Disabling the SAT,” Education Next, Fall 2003) that the deflagging decision would drive requests for special accommodations skyward as more students saw an opportunity to secure an advantage [...]