Why Boards Are Cracking Down on “Cookie-Cutter” Accommodation Letters

A June 2025 Wall Street Journal article described law-school applicants buying boiler-plate ADHD letters to gain extra test time. Similar exposés in the Chronicle of Higher Education and New York Post show how shortcuts harm students with real disabilities.

Here’s what separates a legitimate evaluation from a quick letter-mill:

• Objective data: normed tests in at least two domains + effort metrics.

• Functional linkage: clear evidence that the impairment impacts timed exams.

• Rich History: examples of dysfunction provided by past teachers or relatives, and examples from today.

• Reviewer-ready formatting: AAMC/LSAC headings, raw-to-standard score tables, and DSM-5 reasoning.

• No promises: the evaluator does not guarantee a diagnosis or a “yes” from the board.

My practice follows all five principles, which is why universities like Pepperdine include me on their resource lists.

For the genuinely undiagnosed reader

If you’ve always felt that timed exams leave you gasping for mental air—but you’ve never had a formal diagnosis—don’t let the current crackdown keep you in the shadows. Comprehensive testing isn’t a gatekeeping ritual; it’s a data-driven way to pinpoint the specific cognitive or attentional bottlenecks that slow you down. Objective scores, validity checks, and real-world examples give review boards the evidence they need to say “yes.” In other words, the tougher standards protect you—because a rock-solid report stands out even more when flimsy ones get tossed.

For the “letter-shopping” reader

On the flip side, if you’re tempted to treat accommodations as a strategic advantage you can simply buy, know that reviewers now flag reports without effort testing or functional linkage within minutes. Paying top dollar for a two-page “diagnosis” not only risks a denial; it can also jeopardize future licensure when that shortcut appears in your record. Invest your resources where they count—objective assessment, evidence-based treatment, and skills that improve performance whether or not you receive extra time.