How Extra Time on Math Tests Impacts Students with Learning Disabilities

Imagine you’re a student sitting for a math test. The clock is ticking, and you feel like you’re racing against time. Now, imagine you have a learning disability in which the words on the page look as though they’re spelled erratically and you’re unable to decipher what the question is before your time runs out. The struggle becomes twice as hard, doesn’t it?

That’s the reality for many students with learning disabilities (LDs), though the impact on their test-taking abilities can vary. They’re one-third of the special education population and often require accommodations like extra time during tests to level the playing field. But does this extra time really help? Throughout my research funded by the Institute of Education Sciences over the past few years, I’ve curated research findings on this exact topic. Let’s dive into some research findings that shine a light on this issue.

The Research: Extra Time Does Matter—If You Use It

Our study analyzed behavior log, assessment, and survey data of eighth-grade students who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Included here are key insights:

• For those who used it, extra time worked: Students who were given and utilized the extra time scored significantly higher on the test.
• Leaving the extra time unused could backfire: On the flip side, those who were given extra time but didn’t use it performed worse.
• Reduced stress: Students who were given extra time, regardless of whether they used it, reported feeling less stressed about the ticking clock and reported enjoying math more.
• More actions, better performance: Students using extra time performed more actions, like revisiting questions and using digital tools, indicating a more thorough engagement with the test material.

The Sweet Spot: 50% Extra Time

We found that a 50% time extension was the “Goldilocks zone” for students with LDs—it was “just right.” These students performed optimally with this amount of additional time, while those without any extra time did better when they used most of their allotted minutes.

Critics argue that giving extra time could lead to inflated scores (Zuriff, 2020). They also point out that this system could be gamed, making it unfair to other students and creating even more inequities.

While these concerns are valid, the key takeaway from our study is that extra time accommodation effectively levels the playing field for students who genuinely need it, without inflating their abilities.

What’s Next?

This topic has sparked a lot of debate, but the NAEP data shows that for students with LDs, extra time can be a real game changer.

Our study is a leap toward a more inclusive educational system where tests measure what they’re supposed to—knowledge and ability—rather than how fast a student can beat the clock.

So, when the topic of extended time accommodations arises in future discussions, you are now equipped with empirically supported arguments for a more nuanced dialogue.

Bottom Line: Extra Time Can Be a Lifeline

For students with learning disabilities, the option for extra time isn’t just an advantage; it’s often a necessity. And while there’s still more research to be done, this study suggests that perhaps it’s time to stop watching the clock and start leveling the playing field.

References

Wei, X., & Zhang, S. (2023). Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities. Journal of learning disabilities, 222194231195624. Advance online publication. https://doi.org/10.1177/00222194231195624

Zuriff, G. E. (2000). Extra examination time for students with learning disabilities: An examination of the maximum potential thesis. Applied Measurement in Education, 13, 99–117. https://doi.org/10.1207/s15324818ame1301_5