Employment and Disability Institute www.edi.cornell.edu

College Bound: Policy Recommendations for Improving Long-Term Employment Outcomes by Advancing Higher Education for Students with Disabilities

A Public Policy Forum

July 27, 2007

Cornell University Government Affairs OfficeHall of States, Room 333444 North Capitol Street, N.W.Washington, DC 20001

Rehabilitation Research and Training Center on Employment Policy for

Persons with Disabilities

Funded by the U.S. Department of Education National Institute on Disability and Rehabilitation

Research (Grant Number H133B040013)

Cornell University Partners

• Employment and Disability Institute, ILR School, Ithaca, NY

• Institute for Policy Research, Washington, D.C.

College of Human Ecology, Ithaca, New York

• Dept. of Policy Analysis and Management College of Human Ecology, Ithaca, New York

Collaborating Partners

• American Association of People with DisabilitiesWashington, DC

• Mathematica Policy Research, Inc.Princeton, NJ, Washington, DC, and Cambridge, MA

• Rutgers University, School of Management and Labor Relations, Program for Disability ResearchNew Brunswick, NJ

Upcoming Policy Forums

• Friday, September 7, 2007 (Hall of States)Social Security Demonstrations: Reports on New Approaches

• Friday, November 9, 2007 (Hall of States)Disability System Changes in the UK in Return-to-Work: A Report on the Current System and Recent Changes with Discussion on Implications for U.S. Systems

Facilitator• Andrew Imparato, President/CEO, American Association of People

with Disabilities Welcome & Introductions• Susanne Bruyere, Director, Cornell University – Employment and

Disability InstitutePanel• Jane West, Ph.D., American Association of Colleges for Teacher

Education• George Jesien, Ph.D., Association of University Centers on

Disabilities• Robert Weathers, Ph.D., Mathematica Policy Research, Inc.Reactions• Stacey Millbern, Student at Methodist University, Mitsubishi Electric

America/AAPD Congressional Intern• Arisa Nakamori, Student at UC Davis, Mitsubishi Electric

America/AAPD Congressional Intern

College Bound: Policy Recommendations for Improving Long-Term Employment Outcomes by Advancing Higher

Education for Students with Disabilities

July 27, 2007Washington, DC

Jane E. West Ph.D.American Association of Colleges for Teacher EducationJwest@aacte.org

The Good News

A college education is the great equalizer for employment

The number of students with disabilities attending college has steadily increased

The Senate Higher Education Act reauthorization bill includes some excellent new provisions

Provisions in the Senate Higher Education Act Reauthorization Bill

Strengthening projects for students with disabilities – retention, transition, distance learning

New authority for model programs for students with intellectual disabilities

Landmark provisions to allow students with intellectual disabilities -- Access to Pell Grants, SEOGs and Work-Study funds

The Not-So-Good News

The participation and retention rate of students with disabilities continues to lag

High profile debate on access and affordability of college – students with disabilities not part of the discussion

Think Tank reports on every group except students with disabilities

Higher Education has not embraced educating students with disabilities as a mission

The Not-So-Good News Continued…

House and Senate have spent many hours debating higher education bills in the last month – service providers and special education teachers were part of the debate, but very little on access to higher education for students with disabilities

A minor advocacy presence

The Path Forward

Support students with disabilities in organizing a strong advocacy voice

High visibility national study

Develop a campaign and materials to make the case

We must be the change we wish to see in the world.

-Mahatma Gandhi

College Bound: Policy Recommendations for Improving Long-Term Employment Outcomes by Advancing Higher Education for Students with Disabilities

George Jesien, Ph.DExecutive DirectorAssociation of University Centers on DisabilitiesJuly 27, 2007

Points to be covered…

Post-Secondary Education (PSE) is the critical next frontier we must address to improve the quality of life for people with disabilitiesWe have under-invested in making PSE a real possibility for students with disabilitiesNational Interest and working models are increasing in number and qualityWe have resources that we can build on

Clear Link between Education & Employment

The gap in employment rate between people with and without disabilities ranged from 24.2% in Utah to 45.3% in Kentucky, with a national average of 37%.(American Community Survey, 2005)People with disabilities with even less than four years of postsecondary education are employed at double the rate of those with just a high school diploma (Getzel, Stodden and Briel, 1999). Employment rates for people with disabilities demonstrate a stronger positive correlation between level of education and rate of employment than appears in statistical trends for the general population (Stodden, 1998).Graduates of post-secondary education institutions can expect to earn at least $250,000 to $600,000 more over their lifetime than high

school graduates (High Hopes, 1998).

Importance of PSEBureau of Labor Statistics (2004)

Historical Federal Focus on Education for Individuals with Disabilities1975 – Access to Education: K-121986 – Early Intervention1990 – Transition Services1997 – Access to the General

Curriculum1999 – Demonstration Grants in Higher Education

Federal Investment in EducationEI/Elem./Secondary

State SE improvement grantsIDEA state fundsDemonstrationOutreach/Replication Personnel PreparationField Initiated ResearchInstitutesTechnical Assistance

Post SecondaryDemonstration Grants Vocational Rehabilitation

Barriers to Post-Secondary Education

Low high school expectations & inadequate preparationLack of availability of supports and services in Higher EducationFaculty Attitudes and Academic CultureKnowledge and experience of higher education faculty & teaching assistants in accommodating diverse needsAccess to Financial Support

What Parents SayUn of IOWA MARKETING STUDY FOR STUDENTS WITH DD & LD (2006)

Parents report an overwhelming enthusiasm for a post-secondary program on a university campus.Proximity to home or within the respondent’s home state is a significant influencing factor in choosing a program.Approximately two-thirds of the parents have considered some form of post-secondary education program, but only 20% of the sample report that they have enrolled their child. Respondents show a preference for a program that is balanced equally between job training and life skills instruction. The more inclusive the educational program, the higher the interest level of the parents. They preferred some participation in college courses, living on campus, and, as noted, a balance of career training and life skills instruction.

University Centers for Excellence in Developmental Disabilities (UCEDDS)

Mandated Core Functions

Interdisciplinary preservice trainingContinuing EducationCommunity services that provide T&TA, or model services & supportsResearch: basic, applied & evaluationDissemination of information, research findings and policy analysis

Why UCEDDsPart of the University System – know culture and processHave extensive experience with wide range of disabilities across the life spanExperience in training and technical assistanceHave close ties with families and community partnersCan serve as a network attune to national trends yet responsive to local state needs

Examples of Activities in UCEDD Network

AUCD National Post-Secondary WorkgroupCalifornia Consortium on Post Secondary Education Options for Young Adults with Intellectual & Developmental Disabilities- UCLAUniversity of Iowa Post-Secondary Certificate Program – Realizing Educational and Career Hopes (REACH)State wide higher education forums & planning meetings – SC, TN, OH- UCEDDs & DDCsHigher Education for students from Culturally and Linguistically Different populations – HI-UCEDDUniversal Course Design – ME-UCEDD with 4 other UniversitiesUse of Assistive Technology in Higher Education – MS & PA– UCEDDsFaculty & Administrator Modules – OH - Nisonger College Career Connection- Use of IDEA funding for college experiences & dual enrollment- MA-ICI

8 Partnerships:

19 Public Schools 10 Institutes of Higher

Education 112 Students

Bottom Line…..

Higher education plays a critical role in improving the outcomes of students with disabilities and even more so for students with severe disabilities.Keeping college in the mix of possibilities as students with severe disabilities explore which steps to take after high school says that we believe in their potential for successBeing part of campus life, taking classes and learning to navigate a world of high expectations leads to development of skills needed for successful adult lifeGaining knowledge and work skills to pursue meaningful and competitive work related to career goal

Policy RecommendationsExpand Demonstration Project EffortsExpand financial support options for parents & studentsProvide training and TA to university faculty, graduate assistants and administrationConduct research to expand knowledge of what is most successfulFully exploit assistive and internet technologiesEngage Higher Education Leadership – Deans, Presidents, etc.Build on existing disability infrastructure – UCEDDs, DD Councils, Disability Organizations

Upcoming Legislative Vehicles for Improving PSE Options

Higher Education Act – need to reauthorizeWorkforce Investment Act

Vocational Rehabilitation

Developmental Disabilities Act - Possibly

Steve Harper Graduating from Shoreline Community College (WA). Steve has CP.

Alicia Vitiello walks at the Hanover Park High School (NJ). Alicia has Down syndrome

I don’t think he has a disability, but he has great joy

Thank You

?’sResources: http

://www.aucd.org/template/page.cfm?id=509

http://www.aucd.org

Postsecondary Education Outcomes:A Case Study of the

National Technical Institute for the Deaf (NTID)

Robert WeathersMathematica Policy Research, Inc.

July 27, 2007This project is funded by the U.S. Department of Education, National Institute on Disability and Rehabilitation Research (No. H133B040013 ). The contents of this presentation do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government (Edgar,75.620 (b)).

Overview of PresentationOverview of Presentation

Importance of Outcomes Measurement

NTID-SSA Postsecondary Education Studies– NTID Applicant Study– SSI Children Study

Implications

Importance of Outcomes Measurement

NTID-SSA Postsecondary Education Studies– NTID Applicant Study– SSI Children Study

Implications

Importance of Outcomes MeasurementImportance of Outcomes Measurement

Increased emphasis on measuring postsecondary education outcomes

Stimulate investment in programs

Competing demands for federal budget

Increased emphasis on measuring postsecondary education outcomes

Stimulate investment in programs

Competing demands for federal budget

Measuring OutcomesMeasuring Outcomes

Most postsecondary education studies focus on short-term outcomes

Problem: availability of data on long-term outcomes

Postsecondary education has lifetime benefits, long-term outcomes are important

Most postsecondary education studies focus on short-term outcomes

Problem: availability of data on long-term outcomes

Postsecondary education has lifetime benefits, long-term outcomes are important

NTID-SSA Outcomes StudyNTID-SSA Outcomes Study

NTID is one of two federally funded postsecondary schools that serve the deaf population.

In 2004, NTID initiated a study to track long term outcomes of its applicants since it opened in 1968.

– Under contract with SSA and subject to privacy protection laws, NTID data is linked to SSA administrative data on earnings and program participation for research purposes only.

– SSA, NTID and Cornell University collaboration.

NTID is one of two federally funded postsecondary schools that serve the deaf population.

In 2004, NTID initiated a study to track long term outcomes of its applicants since it opened in 1968.

– Under contract with SSA and subject to privacy protection laws, NTID data is linked to SSA administrative data on earnings and program participation for research purposes only.

– SSA, NTID and Cornell University collaboration.

Study QuestionStudy Question

How is graduation from NTID related to long-term employment, earnings, SSI participation, and SSDI participation?

How is graduation from NTID related to long-term employment, earnings, SSI participation, and SSDI participation?

NTID graduates have higher lifetime employment rates

40%

50%

60%

70%

80%

90%

20 25 30 35 40 45 50Age

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NTID graduates have higher lifetime earnings

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$10,000

$20,000

$30,000

$40,000

$50,000

20 25 30 35 40 45 50Age

Bachelor

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Withdrawn

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NTID graduates have lower lifetime SSI participation rates

0%

10%

20%

30%

40%

50%

60%

70%

20 25 30 35 40 45 50

Age

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NTID graduates have lower lifetime SSDI participation rates

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10%

20%

30%

40%

20 25 30 35 40 45 50Age

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Bachelor

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SummarySummary

NTID graduates illustrate potential for postsecondary education to increase employment and reduce participation in disability programs over lifetime.

Short term postsecondary outcome measures can provide a misleading picture.

Long term measures illustrate lifetime benefits of postsecondary education.

NTID graduates illustrate potential for postsecondary education to increase employment and reduce participation in disability programs over lifetime.

Short term postsecondary outcome measures can provide a misleading picture.

Long term measures illustrate lifetime benefits of postsecondary education.

SSI Children StudySSI Children Study

SSI Program TrendsSSI Program Trends

Children with disabilities qualify for SSI if they live in families with low income and few resources

Rapid growth in number of SSI children – Number has tripled over the last 15 years– Over 1 million SSI children in 2006

Children are likely to participate in the SSI program for a majority of their lifetime

Policymakers examining ways to promote independence from SSI program.

Children with disabilities qualify for SSI if they live in families with low income and few resources

Rapid growth in number of SSI children – Number has tripled over the last 15 years– Over 1 million SSI children in 2006

Children are likely to participate in the SSI program for a majority of their lifetime

Policymakers examining ways to promote independence from SSI program.

SSI Study QuestionsSSI Study Questions

Do SSI children with hearing impairments make up a large share of NTID applicants and how has the share changed over time?

Do SSI children graduate at the same rate as deaf students who did not participate in the SSI program as children?

Do SSI children who graduate from NTID have better labor market outcomes and spend less time on the SSI program?

Do SSI children with hearing impairments make up a large share of NTID applicants and how has the share changed over time?

Do SSI children graduate at the same rate as deaf students who did not participate in the SSI program as children?

Do SSI children who graduate from NTID have better labor market outcomes and spend less time on the SSI program?

SSI children are a large and growing share of NTID population

SSI children are a large and growing share of NTID population

Between 1983 and 1999, the number of

– NTID applicants grew from 10% to 42%

– NTID graduates grew from 8% to 28%

Between 1983 and 1999, the number of

– NTID applicants grew from 10% to 42%

– NTID graduates grew from 8% to 28%

SSI children have lower graduation rates

SSI children have lower graduation rates

NTID Graduation Rate

SSI Child 29.6%

Not SSI Child 47.2%

Difference -17.6%

Adjusted Difference -13.4%

SSI children who graduate have better earnings and program outcomes

SSI children who graduate have better earnings and program outcomes

• They experience greater lifetime earnings

- By age 30 earnings are 68% higher than those who withdraw

• They spend less time on the SSI program

- They leave the SSI program almost 1.5 years sooner than those who do not graduate

- Their risk of re-entry is cut in half compared to those who do not graduate

• They experience greater lifetime earnings

- By age 30 earnings are 68% higher than those who withdraw

• They spend less time on the SSI program

- They leave the SSI program almost 1.5 years sooner than those who do not graduate

- Their risk of re-entry is cut in half compared to those who do not graduate

ConclusionsConclusions

Post-secondary education can improve labor market outcomes and reduce SSI adult participation for SSI children.

Long term outcome measures show that potential effects persist over person’s lifetime

Need more concerted effort to promote postsecondary education for people with disabilities

– Make greater use of current programs

– Examine new ways to expand postsecondary education opportunities

Post-secondary education can improve labor market outcomes and reduce SSI adult participation for SSI children.

Long term outcome measures show that potential effects persist over person’s lifetime

Need more concerted effort to promote postsecondary education for people with disabilities

– Make greater use of current programs

– Examine new ways to expand postsecondary education opportunities

ReferencesReferences

• Weathers, Robert, Gerard Walter, Sara Schley, John Hennessey, Jeffrey Hemmeter and Richard V. Burkhauser. Forthcoming. “How Post-Secondary Education Improves Adult Outcomes for Supplemental Security Income Children with Severe Hearing Impairments.” Social Security Bulletin.

• Rupp, Kalman and Charlie Scott. 1995. “Length of Stay on the Supplemental Security Income Program,” Social Security Bulletin, 58(1): 29-47.

• Weathers, Robert, Gerard Walter, Sara Schley, John Hennessey, Jeffrey Hemmeter and Richard V. Burkhauser. Forthcoming. “How Post-Secondary Education Improves Adult Outcomes for Supplemental Security Income Children with Severe Hearing Impairments.” Social Security Bulletin.

• Rupp, Kalman and Charlie Scott. 1995. “Length of Stay on the Supplemental Security Income Program,” Social Security Bulletin, 58(1): 29-47.

Upcoming Policy Forums

• Friday, September 7, 2007 (Hall of States)Social Security Demonstrations: Reports on New Approaches

• Friday, November 9, 2007 (Hall of States)Disability System Changes in the UK in Return-to-Work: A Report on the Current System and Recent Changes with Discussion on Implications for U.S. Systems