Core Viewpoint - The article discusses the rising percentage of students at elite universities, particularly Stanford, who register as having disabilities, primarily for the purpose of receiving academic accommodations such as extended exam time. This trend raises concerns about the fairness and integrity of educational assessments in higher education institutions [2][11][15]. Group 1: Statistics and Trends - 38% of Stanford undergraduate students are registered as having disabilities, with 24% receiving academic or housing accommodations during the fall semester [2][3]. - Similar trends are observed at other elite institutions, with over 20% of undergraduates at Brown University and Harvard registered as disabled, and 34% at Amherst College [9]. - The number of students receiving accommodations due to disability at the University of Chicago has tripled over the past eight years, while at the University of California, Berkeley, it has increased more than fivefold over fifteen years [8]. Group 2: Systemic Issues and Exploitation - The process for obtaining disability certification has become easier, requiring only a basic doctor's note, leading to potential exploitation of the system [5][7]. - Wealthy families have been known to bribe doctors for disability diagnoses for their non-disabled children to gain academic advantages, as highlighted by the 2019 college admissions scandal [12][16]. - The article suggests that the current system disproportionately benefits affluent students while disadvantaging genuinely disabled students from lower-income backgrounds [16][17]. Group 3: Impact on Education and Resources - The increase in students with disability certifications has led to a significant rise in costs for universities, with Stanford's budget for accommodating these students tripling [25]. - The presence of a large number of students with disability accommodations can skew academic assessments, as those with accommodations often perform better on standardized tests compared to their peers without such accommodations [18][25]. - The trend of seeking disability status has become a social phenomenon among students, leading some to self-diagnose in response to peer pressure [20][21]. Group 4: Perspectives and Discussions - Some experts argue that the increase in accommodations is a sign of a functioning system that aims to support students with genuine learning disabilities [28]. - There is a call for a reevaluation of educational assessment standards to ensure fairness for all students, regardless of disability status [33]. - The article concludes with a discussion on the implications of these trends for educational equity and the potential need for systemic changes [36].