More students are reporting disabilities and getting A’s
Colleges and universities are seeing a steady rise in the number of students who register with disability services, and many of those students are earning top marks. That shift has drawn attention because it pairs increased disability reporting with noticeable grade trends. The change raises questions about access, integrity, and how colleges support diverse learners.
Part of the increase comes from better awareness and reduced stigma around disabilities, especially mental health and learning differences. More students recognize that formal supports can unlock success instead of marking them as less capable. Schools have also broadened the definitions of disability to include more cognitive and psychiatric conditions.
Another factor is expanded screening and diagnostic access; high school identification and online testing have brought more students into the fold earlier. When diagnoses occur sooner, students arrive on campus with documentation and plans that help them navigate coursework. That preparedness can translate into more consistent performance and higher grades.
Accommodations vary widely, from extended test time and quiet rooms to note-taking services and format conversions. Those adjustments are designed to level the playing field, not to give unfair advantage, and they often address specific barriers that would otherwise depress performance. Properly matched supports let students demonstrate true mastery of material.
At the same time, observers point to concurrent changes in teaching and assessment that affect grades across the board. Remote learning, open-book exams, and more flexible grading policies have changed how knowledge is measured. When assessment methods shift, grade distributions can move upward for many students, not just those who receive accommodations.
That combination has sparked a debate about fairness and academic standards, with legitimate concerns on both sides. Some worry that generous accommodations or looser assessments could erode rigor, while others emphasize that equity requires removing barriers so grades reflect ability rather than disability. Institutions face the hard task of balancing trust, verification, and reasonable expectations.
Administratively, disability services offices are busier and more stretched than before, handling more documentation, case management, and communication with faculty. Colleges have invested in training faculty to implement accommodations and in systems to track requests, but resources vary widely. Understaffed programs can struggle to ensure consistent implementation across departments.
For students, access to accommodations often changes the college experience for the better, improving retention and graduation prospects for those with genuine needs. Still, there are cases where policy gaps invite exploitation, and campuses are trying to tighten documentation standards without creating new barriers. The challenge is to protect both access and credibility.
Policy responses range from clearer documentation guidelines to stronger faculty training on how to apply accommodations without altering learning outcomes. Some schools review grading policies and assessment formats to make them more resilient to manipulation while still fair to students with disabilities. The debate is ongoing as institutions adapt to evolving needs and expectations.
The landscape of higher education is shifting in ways that force a rethink of accommodations, assessment, and equity. Colleges will continue to adjust processes and policies as data and experience accumulate. The conversation will stay active because it touches on fairness, student success, and what grades are really meant to measure.