Extended Time on the SAT and ACT | Summit Prep

Extended Time on the SAT and ACT

Have questions about extended time on the SAT and ACT? Here are answers to many of the questions we are asked. Feel free to follow-up with us with any additional questions. It is, as always, our privilege to serve you and to help your children succeed in life.

 

How do you qualify for extended time on the SAT and ACT?

Students can qualify for extended time on the SAT and ACT if they have either an IEP (Individual Education Plan) or a 504 plan that grants them extended time in school. What is the difference between the two plans?

  • An IEP typically has a much higher threshold in order to qualify for accommodations. In order to qualify, students are typically evaluated by a county testing psychologist, and the testing typically must show a very apparent disability (technically one or more of the thirteen disabilities covered in the Individuals with Disabilities Education Act). But, this testing is typically given at no cost, as long as it is ordered by a student’s school, and it holds more weight with the SAT and ACT given that it is more difficult to qualify for (so 100% of my students with an IEP have been given extended time on the SAT and ACT – it’s much harder to qualify for extended time on the ACT than for extended time on the SAT).
  • In contrast, a student with any disability can secure accommodations with a 504 plan, so it covers broader needs and protects students under a different law, Section 504 of the Rehabilitation Act of 1973. (For a rough comparison, think of an IEP as a special education plan and a 504 as an accommodation plan – the former qualifies for specialized instruction; the latter is aimed at removing barriers to help students perform at their potential in a general education setting.) Testing for a 504 plan is typically conducted by private testing psychologists and paid for by a student’s family. Because qualifications for a 504 plan are less selective and more subjective (schools can differ significantly on the extent to which they give accommodations and as to what they deem qualifies as a disability), these plans do not guarantee students extended time on the ACT (though 100% of our students with 504 plans have been given extended time on the SAT).

 

Why does the SAT approve extended time more easily than the ACT does?

The SAT is designed so that the average student can finish within the allotted time. The test intentionally does not test students on how quickly they can read, analyze, calculate, and answer questions. In essence, extended time does not help the average student on the SAT: they are either going to get the answer, or, even with infinite time, they will not get the answer because the reading analysis is so complex or the student does not know the content to answer the grammar or math questions.

In contrast, the ACT is designed so that the average student will run out of time on both the Reading and Science sections. The ACT is intentionally testing how quickly students can read, analyze, etc.

Because extended time on the SAT will not significantly help the average student, the SAT grants extended time very, very easily (100% of my students who have gotten extended time in school, from either an IEP or a 504 plan have been approved for extended time on the SAT).

But, while extended time on the SAT only helps students who need extended time, extended time on the ACT would help every student and would remove arguably the hardest aspect of the Reading and Science sections. For that reason, the ACT needs to be very careful about who it allows to qualify for extended time so that students with extended time are not gaining an unfair advantage over the average student.

 

How do I know if my child needs extended time on the SAT and ACT?

Most students who need extended time on the SAT or ACT will already have accommodations in school, from either an IEP or 504 plan, before they begin taking the SAT or ACT. But, in the event that a student has a previously unidentified disability and therefore need for extended time on the SAT or ACT, then their baseline test scores typically look like the following:

I’ll explain what is significant to look at. First, notice all the questions at the ends of all the sections (not just the Reading and Science sections) that the student left unanswered. In total, the students didn’t have time to get to 83 out of the 215 questions, or 39% of the test questions. Second, look at their accuracy on the questions that they did have time for. On the Reading section, for example, they only missed three out of the thirty questions that they had time to answer. That’s an incredibly high accuracy rate. The combination of high accuracy and high number of unanswered questions shows us that this student is extremely smart but needs extended time in order to have any hope of demonstrating their hark-work, skill, and knowledge to colleges on the ACT. This student started with a 19 on this mock test. After they got tested in their junior year for extended time on our recommendation, they were granted not only 50% extended time but actually given 100% extended time. Their final official score: a 35. This student subsequently scored 750+ on all their SAT subject tests (and an 800 on their Math Level 2 SAT subject test) and matriculated to a fantastic college. Well-deserved. So, while rare, it does happen that by junior year students have undiagnosed disabilities for which they need remedial accommodations. If testing shows high accuracy and a high number of questions unanswered, it might be time to consult a testing psychologist to evaluate whether the student requires accommodations to be able to demonstrate their potential to colleges.

 

What kind of accommodations can a student qualify for on the SAT and ACT?

While the SAT gives out accommodations easily, it more-or-less only gives one accommodation: 50% extended time. It is rare to get any other accommodations for the SAT. In contrast, although it’s very hard to get approved for extended time on the ACT, once approved, the ACT has more accommodations for which students can qualify. Here are some of the accommodations:

  • 50% extended time
  • Multi-day testing: At a school’s discretion, students can take one section at a time over a period of two weeks.
  • 100% extended time
  • Stop-time: Students can pause the clock as often as they want.
  • Single person testing: Students can be tested in a room on their own and, at the discretion of the school, in an environment of their choosing (so this could be in their counselor’s office where they feel more comfortable).
  • Transcription: Students don’t need to fill out the scantron; instead, after the test, the proctor will transcribe a student’s circled answers from the test booklet onto a scantron.

 

If my child has an undiagnosed learning disability, what is the process for getting extended time on the SAT or ACT?

The first step is evaluating whether or not the student likely does have an undiagnosed disability. Here are some questions to ask:

  • Do they often run out of time on tests in school, particularly even when they have adequately prepared for the subject matter?
  • Do teachers grant them informal accommodations, such as letting them come after school to finish tests?
  • Do they have high accuracy on practice SAT or ACT tests but significantly run out of time on these tests?

If the answer to any of these is “yes,” then you might consider testing. If you do, you will want your child to be evaluated by a psychologist that 1) Specializes in testing, and 2) Has extensive experience navigating the accommodation process for the SAT and ACT. The latter is important because there is, understandably, more skepticism toward students seeking to secure accommodations in sophomore or junior year of high school, so you’ll want a professional who has specifically helped many sophomore and junior students through the process.

Once the testing is done and if the findings support the need for extended time, then families take that psychological evaluation to a student’s school. If the school approves a student for extended time in-school, then a student can apply for extended time on the SAT and ACT (if a school does not approve a student for accommodations, then it’s highly unlikely either the SAT or ACT will do so).

 

How long do I need to have accommodations at school before I can apply for accommodations on the SAT or ACT?

Technically there are no absolute cut-offs. A general rule-of-thumb for the SAT is to wait at least 4 months after getting accommodations in school before applying for accommodations on the SAT. However, I would ignore that. In our experience, 100% of our students have been approved for extended time on the SAT immediately after they were granted extended time in school. So, from experience, we see no reason to wait to apply for extended time for the SAT.

For the ACT, there might be a reason to wait. The ACT would prefer to see students having had extended time in school for 1-year before they apply for extended time on the ACT. For some students, this is simply impossible (if they get extended time in school at the end of junior year, if they wait 1-year then they’ll be finished will all their testing before they apply for extended time). But, for sophomore students who were recently approved for extended time in school, they should evaluate the strength of their case for extended time. For example, if a student’s testing revealed a very strong case for ADHD, they require medication to remediate this disability, and they show quick improvement in school with both accommodations and medication, then there’s no reason to wait to apply for extended time on the ACT: the student has a very strong case for extended time (ADHD is covered under the Disabilities ACT), and they will very likely be approved for extended time on the ACT without waiting a year.

However, if a student’s disability is not clearly covered under the Disabilities Act (such as slow processing speed), then they will very likely be denied extended time for the ACT if they apply immediately after getting extended time in school. Then they should definitely wait a year before applying for extended time on the ACT (they can still immediately apply for extended time on the SAT). Then, if the student has a track record of improved performance over that year from having and using extended time in school, their chances of being approved for extended time on the ACT increase. If approval for extended time on the ACT is uncertain, then students should instead prepare for the SAT, given that their score on the ACT will likely remain constrained by substantially not finishing one or more of the sections of the ACT.

 

How long does it take to get approved for SAT and ACT accommodations?

If a family realizes the student likely has a previously undiagnosed disability and decides to pursue testing, then the process and timeline are roughly as follows:

  1. Schedule an appointment with a testing psychologist: the best testing psychologists could have a 1 to 3 month wait for testing appointments.
  2. Do the psychological testing: usually the battery of tests are given over the course of two days; some testing psychologists work on weekends so a student will not need to take off from school, but others only work on weekdays so a student might need to take off two days from school.
  3. Receive the psychological evaluation: this is typically a 30-50 page report that takes around a month after the testing has been completed to compile and write.
  4. Contact the school: once you have the psychological report and if it supports the need for accommodations, then take this report to the school. Schools vary in their approval timeline – some will literally approve a student that same day; others will have committee meetings that could take about two weeks.
  5. The school applies for extended time: Once approved for extended time in school, then the school can apply for extended time for the SAT and ACT (for the ACT, though, you will need to register for an ACT test before the school can apply — you don’t need to actually take the ACT on the date that you register for, but you do need to register for a test before the ACT will start the review process). The approval process for the SAT is usually very quick: sometimes students are approved almost immediately. The ACT approval process usually takes 2-4 weeks.
  6. If a student is denied accommodations for the ACT, then they can appeal that decision by gathering additional documentation (usually additional letters from teachers, report cards from years past, maybe more testing, etc) and applying again, which will then take another 2-4 weeks to process. In contrast, for the SAT, out of the hundreds of our students who have applied for extended time on it, we have never had a student not be approved for it, so I can’t speak to any appeal process for it — presumably students without extended time in school, however, would likely be denied extended time for the SAT.

In sum, the whole process to secure extended time for the SAT and ACT could be ask quick as two months or as long as 6+ months, particularly if one or more appeals are needed before a student is granted extended time on the ACT.

 

What happens if SAT or ACT deny a request for extended time?

We have never had a student be denied extended time for the SAT (all of our students who have applied for extended time on the SAT had extended time in school, which has given them a 100% success rate getting extended time on the SAT).

In contrast, unless a student has a clear and strong case for extended time, the ACT is likely to deny the request for it. But you can appeal that denial. In our experience, about half of students who appeal the initial denial are then granted extended time. You will need to provide additional evidence in the appeal, but the denial letter tells families why a student was denied extended time, so you should use this letter as a guide to fill any holes in the application and just generally to provide even more evidence than was asked for (letters from past teachers, double-check that the school submitted everything correctly on your behalf, etc). For example, often the ACT will deny accommodations to a student because a family or school did not provide evidence that the disability is a true disability (that it limits a person’s functioning in a core aspect of life). One way to help prove that a student has a disability is if they receive medication. For example, if they are diagnosed with ADHD but are not prescribed medication, then the ACT is less likely to grant accommodations because life limiting ADHD is assumed to require pharmacological remediation, so it is worth submitting a copy of the prescription and asking the school to include that in application for extended time.

 

Is it worth the hassle to get extended time on the SAT and ACT?

If your child needs extended time, then it is overwhelmingly worth the hassle to get it. Here’s why:

  1. Confidence boost: Most of our students who go from regular time in school and on standardized tests to extended time realize quite quickly how much smarter they are than they thought they were. For example, the student above who went from a 19 to a 35 on the ACT (after getting accommodations and tutoring) had an enormous confidence boost from knowing he was actually brilliant but simply needed more time. Because students who need extended time and receive it can then actually succeed up to their potential, they feel much better about themselves, they are motivated by their success, and they are motivated by feeling that they will be more successful in life as well.
  2. Extended time in high school: Even if students have been performing reasonably well, very often we find that students had no idea how rushed they were on tests in school and how much better they can do with extended time. The additional time, as long as they need it, unlocks their potential.
  3. Extended time on the SAT and ACT: Because these test scores are so important for getting into college, doing better on these exams can dramatically help students in the college admissions process. Students can also then get extended time on their AP exams as well, which can further help them with college admissions and with course credit in college.
  4. Extended time in college: After students get accepted to and enroll at a college, they can tell the school that they require accommodations. Thus, their history of accommodations in high school will, in all likelihood, allow them to get accommodations in college.
  5. Extended time on the GRE, GMAT, LSAT, etc: If a student goes on to graduate school, their history of accommodations will also help support their case for extended time on graduate school exams.

Thus, getting the necessary extended time on the SAT and ACT is important, but the accommodations set the foundation for unlocking a student’s potential more broadly  and help them succeed beyond just the SAT and ACT.

 

If I get extended time on the SAT and ACT, which one is the better test for me?

The ACT intends to test students on how quickly they can answer questions on the Reading and Science sections. But, the ACT can’t fine tune accommodations to the exact amount of extended time that will provide an equal testing opportunity for each individual student with accommodations by giving them just enough time to be able to finish or almost finish the sections but not so much time that students gain an advantage. As a result, the minimum amount of extended time on the ACT is 50% more time (very few students get more than this percentage of extended time). But, most students who receive extended time do not quite need the full 50% extended time: maybe they only need 30% extended time in order to be as equally rushed with time as students with the standard allotted time. And yet they get 50% more time, which means that the extra time beyond what would give them an equivalent testing experience provides them with an advantage on the test.

Because extended time on the ACT usually overcompensates and provides students with an advantage on the test (by eliminating arguably the hardest aspect of the Reading and Science sections of the test), virtually all students with extended time score comparatively higher on the ACT than on the SAT. The only exception is when the 50% extended time on the ACT is not enough; if the student really needs, let’s say, 75% extended time and only gets the 50%, then they will still be rushed even more than students under the standard time, they will not be able to hit their potential on the ACT, and they are likely better served taking the SAT. But the latter circumstance is very, very rare: for the vast majority of students with extended time, they will perform better on the ACT. And, as was discussed earlier, timing is not a significant factor on the SAT (except if a student really needs extended time and does not have it) – otherwise even infinite time will not really help the average student on the SAT, so there is no advantage gained on the SAT from having more time than you need.

 

Will colleges know I got extended time on the SAT or ACT?

No. Your accommodations are your protected health information. Colleges will not know that you had extended time in school or on any standardized exams. Only after you enroll will you tell a college that you have accommodations so that you can receive those accommodations in college as well.

 

The Format of SAT with 50% Extended Time

On the SAT, students with extended time also get additional breaks.

Comparison of the SAT with regular time and with 50% extended time:

Regular Time

50% Extended Time

Section Time Section Time
Reading 65 min First Half of Reading 49 min
Break 10 min Break 5 min
Writing 35 min Last half of Reading 49 min
Math – No Calculator 25 min Break 5 min
Break 5 min Writing 53 min
Math – Calculator 55 min Break 5 min
Total Time 3 hr and 15 min Math – No Calculator 38 min
Break 5 min
First Half of Math – Calculator 42 min
Break 5 min
Last Half of Math – Calculator 41 min
Total Time 4 hr and 57 min

 

The Format of ACT with 50% Extended Time

On the ACT, students with 50% extended time actually get more than 50% extended time on three of the four ACT sections.

Comparison of the ACT with regular time and with 50% extended time:

Section Regular Time 50% Extended Time Actual Percent Increase in Time
English 45 min 70 min 56%
Math 60 min 90 min 50%
Break 10 min 10 min 0%
Reading 35 min 55 min 57%
Science 35 min 55 min 57%
Total Time 3 hr and 5 min 4 hr and 40 min 51%

 

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