Elite Universities See Disability Registrations Surge, Raising Questions on Accommodation Policies

A significant rise in students registered as disabled at elite U.S. universities is prompting discussions about accommodation policies and their impact. Recent data indicates that the percentage of undergraduates registered with disabilities at some top institutions has reached unprecedented levels, with Stanford nearing 40%, Amherst over 30%, and Brown and Harvard exceeding 20%.

Journalist Derek Thompson highlighted this trend, stating in a recent tweet, "At Brown and Harvard, more than 20% of undergraduates are registered as disabled; At Amherst: more than 30 percent; At Stanford: nearly 40 percent." He further noted, "Soon, many of these schools 'may have more students receiving [disability] accommodations than not, a scenario that would have seemed absurd just a decade ago.'"

This surge is largely attributed to students and parents recognizing the benefits associated with disability claims, such as extended time on tests and housing accommodations. Thompson commented, "As students and their parents have recognized the benefits of claiming disability... the rates of disability at colleges, and especially at elite colleges, has exploded." He added, "America used to stigmatize disability too severely. Now elite institutions reward it too liberally."

National data from the National Center for Education Statistics (NCES) supports a broader trend, showing that 20.5% of undergraduates reported having a disability in 2019-2020, nearly doubling over two decades. Behavioral or emotional conditions, including depression and ADHD, account for a substantial portion of this growth, making up approximately 69% of reported disabilities in 2020.

While accommodations are crucial for ensuring equitable access, particularly for students with genuine needs, concerns have been raised about the disproportionate increase at prestigious institutions and the potential for exploiting the system. Experts suggest that accommodations like extended test time can provide an advantage, even for students without a disability, prompting a reevaluation of current practices and their intended outcomes.