Unfortunately, he has learning disabilities that limit his ability to do well on the LSAT. He's also got ADHD, anxiety disorder, OCD, and mild depression. When he applied for LSAT accommodations, he was granted 50% extra time on the LSAT.
However, even with this extra time, he didn't do particularly well on the LSAT the two times he's taken it. Despite lots of studying, he scored only 150 on the December 2010 LSAT and 151 on the February 2012 LSAT.
This likely resulted in Nathan's rejections from both Georgetown and Fordham Law Schools. Nathan went to Brown for undergrad and both Brown and Harvard for grad school, so its understandable that he'd expect to achieve better than the median LSAT score.
A variety of psychologists, psychiatrists, specialists, etc. have evaluated him, and they all reached the conclusion that 50% extra time isn't enough - they say he needs double time.
Prior to taking the LSAT a second time, Nathan appealed LSAC's decision to give him "only" 50% extra time, but LSAC's general counsel denied his request without an explanation. He's gotten double time on law school exams, the GMAT, and other standardized tests.
A description of Nathan's conditions, from his attorney's complaint suing for double-time on the LSAT as part of his LSAT accommodations (PDF):
Nathan’s ADHD and learning disabilities began interfering with his access to school work in middle school. To compensate, he received various remedial services, including extensive tutoring throughout high school. Even in high school, he was frequently the last to complete examinations.
In addition and secondary to his learning and attention disorders, Nathan has developed and has been diagnosed with Obsessive Compulsive Disorder (OCD), Depressive Disorder, and Anxiety Disorder. These disorders take the form of obsessions - recurrent and persistent intrusive thoughts (and sounds) that do not represent actual life problems. Nathan has been treated with medication for these disorders for several years.
In college Nathan avoided classes with examinations, when possible; when he did take college examinations, he was often given additional time to finish. He was often the last student to finish.
During college examinations, Nathan relied on somatic routines such as biting his nails or picking his fingers throughout the examination to help focus himself. These physically and mentally exhausting somatic routines are manifestations of Nathan’s disabilities. Despite his disabilities, Nathan has achieved considerable academic success due in large part to test and assignment modifications that accommodated his disabilities and allowed him to demonstrate his knowledge and understanding of the material.
So, what do you think? Does he deserve to be granted double-time on the LSAT, or is 50% extra time more than enough?
US District Court: District of Massachusetts: Nathan F., Plaintiff v. Law School Admission Council, Inc., Defendant [Complaint - PDF]
Would-Be Transfer Student with Emotional and Learning Disabilities Sues for LSAT Accommodations [ABA Journal]
Should ADD Test-Takers Get Double-Time on the LSAT? [LSAT Blog]
Should Nursing Moms Get Extra Time on the LSAT? [LSAT Blog]
How to Apply for Extra Time on the LSAT (1st of a series) [LSAT Blog]
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