Who Qualifies for SAT Accommodations?

Qualification is not based on a diagnosis alone. The College Board evaluates whether a documented condition substantially limits a student’s ability to perform under standard SAT testing conditions. Common indicators include significant difficulty completing timed tests, marked discrepancies between knowledge and timed performance, persistent attention or processing speed deficits, or anxiety that measurably interferes with testing. If your child consistently performs below their ability under timed conditions despite preparation, an evaluation may be appropriate to determine whether accommodations are warranted.

An existing IEP or 504 plan is helpful, but it does not automatically guarantee approval for SAT accommodations. The College Board reviews documentation independently and requires evidence that accommodations are both necessary and supported by objective testing data. School based supports strengthen an application, especially when they have been used consistently, but formal evaluation data must clearly demonstrate functional impairment and justify each requested accommodation.

In many cases, an updated comprehensive evaluation is required. Reports that are outdated, incomplete, or not aligned with College Board documentation standards may result in denial. A current psychoeducational or neuropsychological evaluation should include standardized cognitive and academic testing, a clear diagnosis when applicable, evidence of functional impact on timed academic tasks, and specific recommendations tied directly to objective findings. If prior testing does not meet these standards, a new evaluation may significantly strengthen the application.

Typical diagnoses from testing

When students struggle with standardized tests due to timing issues, subject difficulties, anxiety, or focus problems, a psychoeducational assessment can help identify underlying conditions affecting performance.