Turner v. Association of American Medical Colleges

167 Cal. App. 4th 1401, 85 Cal. Rptr. 3d 94, 2008 Cal. App. LEXIS 1716
CourtCalifornia Court of Appeal
DecidedOctober 30, 2008
DocketA117071
StatusPublished
Cited by28 cases

This text of 167 Cal. App. 4th 1401 (Turner v. Association of American Medical Colleges) is published on Counsel Stack Legal Research, covering California Court of Appeal primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Turner v. Association of American Medical Colleges, 167 Cal. App. 4th 1401, 85 Cal. Rptr. 3d 94, 2008 Cal. App. LEXIS 1716 (Cal. Ct. App. 2008).

Opinion

Opinion

NEEDHAM, J.

Individuals with learning disabilities and other conditions affecting their ability to read may, when taking a standardized test, seek *1404 reasonable testing accommodations under the Americans with Disabilities Act of 1990 (ADA). (42 U.S.C. §§ 12101 et seq., 12189.) This case presents the question of whether persons taking such tests in California are additionally entitled to accommodations under the state’s Unruh Civil Rights Act (the Act) and Disabled Persons Act (DPA). (Civ. Code, §§51, 54-55.) We conclude these state law provisions do not require testing accommodations for reading-related disabilities.

I. Background

The Association of American Medical Colleges (AAMC) is a nonprofit organization whose members include medical schools and teaching hospitals throughout the country. Its mission is to improve public health by enhancing the effectiveness of academic medicine. Among other things, AAMC develops and administers the Medical College Admission Test (MCAT), a nationwide standardized test designed to assess a medical school applicant’s knowledge of basic science concepts, writing skills and facility in problem solving and critical thinking. 1

The MCAT is designed to predict success during medical school. It consists of multiple-choice questions and a writing section and is assigned a scaled score when it is graded. The MCAT is useful to medical schools because it allows them to compare an applicant’s performance to that of others under standardized conditions. Admissions departments consider the MCAT along with other factors such as a student’s grades in undergraduate school when evaluating a medical school applicant. The spaces in medical schools are limited and the application process is highly competitive.

Although it is a timed examination, the MCAT is not designed to measure reading speed per se. The time limits on the MCAT have not been correlated with the reading or problem solving speed necessary for success in medical school or the practice of medicine. Applicants with reading-related learning disabilities such as dyslexia or conditions such as attention deficit hyperactivity disorder (ADHD) may have difficulty completing the test in the allotted time. In such cases, AAMC entertains requests for accommodations such as additional time to complete the examination or a separate room to minimize distractions. AAMC puts a notation or “flag” on any test taken under nonstandard conditions to alert medical schools that the score should carry less weight relative to other factors in the admissions process.

Individuals who have difficulty reading as a result of their disability may, nonetheless, possess superior intelligence and reasoning skills. The accommodation of applicants with learning and reading-related disabilities on a *1405 standardized test is designed to level the playing field, not to give those individuals an advantage. Nonetheless, accommodating such disabilities creates an inherent tension between the various interests at stake. On the one hand, when a test is not designed to measure reading speed, time limits can compromise its ability to accurately measure the skills and knowledge of applicants with such disabilities. In such cases, applicants may possess the ability to solve a particular problem, but be unable to do so because the time constraint placed by the testing agency does not allow them-sufficient time to decode the question asked. On the other hand, the value of standardized tests lies in the ability to compare the relative scores of different applicants. If accommodations alter what is being tested, the comparability of scores may be compromised and the person receiving the accommodations may receive a benefit not given to a person taking the test under standard conditions.

When AAMC is presented with a request for accommodations on the MCAT, it reviews that request under the standards set by the ADA. Under the ADA, a person claiming a right to reasonable accommodations for a disability must demonstrate “a physical or mental impairment that substantially limits one or more of the major life activities of such individual.” (42 U.S.C. § 12102(2)(A), italics added.) Thus, an MCAT applicant with a reading-related learning disability or ADHD would have to demonstrate that the disability or condition substantially limits the major life activities of reading or test taking.

Plaintiffs Andres Turner, Anne Cashmore, Brendan Pierce and David Lebovitz are California residents with reading-related learning disabilities and/or ADHD who applied to take the MCAT in California in 2004. They each requested more time and/or a private room in which to take the test. AAMC denied plaintiffs’ requests, after which they filed this class action lawsuit alleging state law violations of the Unruh Civil Rights Act and DPA. (Civ. Code, §§ 51, 54-55.) 2 The complaint alleged that plaintiffs’ requests for accommodations should have been considered under these state laws, which define “disability” more broadly than the ADA to include a mental, psychological or physical condition that “limits a major life activity,” i.e., that “makes the achievement of the major life activity difficult.” (Civ. Code, §§51, subd. (e)(1), 54, subd. (b)(1); Gov. Code, § 12926, subds. (i)(l)(B), (k)(l)(B)(ii).)

AAMC did not dispute that the California definition of disability as one that “limits” a major life activity by making it “difficult” is more inclusive *1406 than the ADA’s “substantially limits” standard. (See Colmenares v. Braemar Country Club, Inc. (2003) 29 Cal.4th 1019, 1026 [130 Cal.Rptr.2d 662, 63 P.3d 220].) Instead, AAMC took the position that application of the California standard was not appropriate because the MCAT was a nationwide test and accommodation requests had to be evaluated under the same standard throughout the country. As an affirmative defense, AAMC claimed the Unruh Civil Rights Act and DPA did not apply because the use of the state law standard of disability for California residents taking the MCAT in California would violate the commerce clause of the federal Constitution. AAMC also took the position that AAMC was not a “business establishment” within the meaning of the Unruh Civil Rights Act, that an Unruh Civil Rights Act claim could not succeed absent a showing of intentional discrimination, that the DPA only guaranteed access to physical facilities, and that neither the Unruh Civil Rights Act nor the DPA required reasonable accommodations on a standardized test.

The trial court granted plaintiffs’ motion for summary judgment on the commerce clause defense, concluding the application of the California standard of disability to MCAT applicants would not unduly burden interstate commerce relative to the important public interest served by the state civil rights statutes.

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Bluebook (online)
167 Cal. App. 4th 1401, 85 Cal. Rptr. 3d 94, 2008 Cal. App. LEXIS 1716, Counsel Stack Legal Research, https://law.counselstack.com/opinion/turner-v-association-of-american-medical-colleges-calctapp-2008.