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Journal of Learning Disabilities
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SAT Verbal-Math Discrepancies

Accurate indicators of College Learning Disability?

Randy Eiliot Bennett

Randy Elliot Bennett, EdD, is senior research scientist at Educational Testing Service (ETS) in Princeton, NJ. He received his doctorate in learning disabilities from Teachers College, Columbia University, and does research on the assessment of handicapped populations, the use of microcomputers in special education, and the application of new technology to assessment. Address: Randy Elliot Bennett, Educational Testing Service. Princeton. NJ 08541.

Donald A. Rock

Donald A. Rock, PhD, is also senior research scientist at ETS. A psychologist, Dr. Rock specializes in statistical methods and psychometrics. He earned his degree at Purdue University.

Ka Ling Chan

Ka Ling Chan, MA, is assistant data analyst at ETS. Ms. Chan earned her degree in statistics from Texas Tech University.

The validity of SAT Verbal-Mathematical discrepancies as indicators of college learning disability (LD) was assessed in four groups of LD students taking different test formats. Each group was compared to an unrestricted reference sample and to a sample of reference students matched on SAT total score (Verbal + Mathematical). These comparisons were carried out for two independent samples of LD students each taking a different form of the SAT. In no case did LD students evidence discrepancies larger than the reference group, suggesting little support for the use of these scores as indicators of college learning disability.

Journal of Learning Disabilities, Vol. 20, No. 3, 189-192 (1987)
DOI: 10.1177/002221948702000309
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