ERIC Number: ED563021
Record Type: Non-Journal
Publication Date: 2002
Abstractor: As Provided
Reference Count: 42
The Impact of Flagging on the Admission Process: Policies, Practices, and Implications. Research Report No. 2002-2. ETS RR-02-03
Mandinach, Ellen B.; Cahalan, Cara; Camara, Wayne J.
College Entrance Examination Board
The study represents a first step in trying to gain a better appreciation for the complexity of the issues surrounding flagging test scores taken with nonstandard conditions and how the admission process can better serve students with disabilities. Surveys were sent to admission officers, guidance counselors, and disability service providers at colleges and universities to examine their institutional policies and practices. In addition, interviews and focus groups also were conducted. It is clear from the results of this study that perceptions about the use of the flag for nonstandard test administrations differ based on the role the respondent plays in the admission process. Although differences exist with regard to the use of the flag, all three groups perceived an equity problem concerning how students with disabilities are identified, what documentation is required, and what services are provided to these students. Respondents felt that some subgroups of students are not being served adequately by the current system. In addition, the three groups shared a concern that some nondisabled students are manipulating the system to receive diagnoses and accommodations, such as extended time, so as to gain a perceived advantage on the standardized tests. Five appendices are included: (1) Survey Instrument for Admission Officers; (2) Survey Instrument for Guidance Counselors; (3) Survey Instrument for Disability Service Providers; (4) Interview Protocol for Admission Officers; and (5) Interview Protocol for Guidance Counselors.
Descriptors: College Admission, Admissions Officers, Surveys, Disabilities, Interviews, Scores, Counselor Attitudes, School Policy, Educational Practices, Focus Groups, Testing, Equal Education, Identification, College Applicants, Testing Accommodations, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Admission Criteria, College Entrance Examinations, Academic Support Services, Consultants, Guidelines, Self Disclosure (Individuals), School Counselors, Administrator Attitudes, Comparative Analysis
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: email@example.com; Web site: http://research.collegeboard.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: College Entrance Examination Board; Educational Testing Service
Identifiers - Assessments and Surveys: SAT (College Admission Test)