Transcript Slide 1

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 Office
Hall of States, Room 333
444 North Capitol Street, N.W.
Washington, DC 20001
Employment and Disability Institute
www.edi.cornell.edu
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 Disabilities
Washington, DC
• Mathematica Policy Research, Inc.
Princeton, NJ, Washington, DC, and Cambridge, MA
• Rutgers University, School of Management and
Labor Relations, Program for Disability Research
New 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-toWork: 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 Institute
Panel
• 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, 2007
Washington, DC
Jane E. West Ph.D.
American Association of Colleges for Teacher Education
[email protected]
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.D
Executive Director
Association of University Centers on Disabilities
July 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 disabilities
We have under-invested in making PSE
a real possibility for students with
disabilities
National Interest and working models
are increasing in number and quality
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 PSE
Bureau of Labor Statistics (2004)
Historical Federal Focus on Education
for Individuals with Disabilities
1975
1986
1990
1997
–
–
–
–
Access to Education: K-12
Early Intervention
Transition Services
Access to the General
Curriculum
1999 – Demonstration Grants in Higher
Education
Federal Investment in Education
EI/Elem./Secondary
State SE
improvement grants
IDEA state funds
Demonstration
Outreach/Replication
Personnel
Preparation
Field Initiated
Research
Institutes
Post Secondary
Demonstration
Grants
Vocational
Rehabilitation
Barriers to Post-Secondary
Education
Low high school expectations &
inadequate preparation
Lack of availability of supports and
services in Higher Education
Faculty Attitudes and Academic Culture
Knowledge and experience of higher
education faculty & teaching assistants
in accommodating diverse needs
Access to Financial Support
What Parents Say
Un of IOWA MARKETING STUDY FOR STUDENTS WITH DD & LD (2006)
Parents report an overwhelming enthusiasm for a postsecondary 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 training
Continuing Education
Community services that provide T&TA,
or model services & supports
Research: basic, applied & evaluation
Dissemination of information, research
findings and policy analysis
Why UCEDDs
Part of the University System – know
culture and process
Have extensive experience with wide
range of disabilities across the life span
Experience in training and technical
assistance
Have close ties with families and
community partners
Can serve as a network attune to
national trends yet responsive to local
state needs
Examples of Activities in UCEDD
Network
AUCD National Post-Secondary Workgroup
California Consortium on Post Secondary Education Options for
Young Adults with Intellectual & Developmental Disabilities- UCLA
University of Iowa Post-Secondary Certificate Program – Realizing
Educational and Career Hopes (REACH)
State wide higher education forums & planning meetings – SC, TN,
OH- UCEDDs & DDCs
Higher Education for students from Culturally and Linguistically
Different populations – HI-UCEDD
Universal Course Design – ME-UCEDD with 4 other Universities
Use of Assistive Technology in Higher Education – MS & PA–
UCEDDs
Faculty & 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
success
Being part of campus life, taking classes and learning to
navigate a world of high expectations leads to
development of skills needed for successful adult life
Gaining knowledge and work skills to pursue meaningful
and competitive work related to career goal
Policy Recommendations
Expand Demonstration Project Efforts
Expand financial support options for parents &
students
Provide training and TA to university faculty,
graduate assistants and administration
Conduct research to expand knowledge of what is
most successful
Fully exploit assistive and internet technologies
Engage 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
reauthorize
Workforce 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
?’s
Resources:
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 Weathers
Mathematica Policy Research, Inc.
July 27, 2007
This 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 Presentation

Importance of Outcomes Measurement

NTID-SSA Postsecondary Education Studies
– NTID Applicant Study
– SSI Children Study

Implications
Importance of Outcomes
Measurement

Increased emphasis on measuring
postsecondary education outcomes

Stimulate investment in programs

Competing demands for federal budget
Measuring 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
NTID-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.
Study Question

How is graduation from NTID related to longterm employment, earnings, SSI
participation, and SSDI participation?
NTID graduates have higher lifetime
employment rates
Percent Employed
90%
80%
70%
Bachleor
Associate
Withdrawn
Reject
60%
50%
40%
20
25
30
35
Age
40
45
50
NTID graduates have
higher lifetime earnings
$50,000
$40,000
$30,000
$20,000
Bachelor
Associate
Withdrawn
Reject
$10,000
$0
20
25
30
35
Age
40
45
50
NTID graduates have lower
lifetime SSI participation rates
70%
Bachelor
Associate
Withdrawn
Reject
Percent on SSI
60%
50%
40%
30%
20%
10%
0%
20
25
30
35
Age
40
45
50
NTID graduates have lower
lifetime SSDI participation rates
Percent on SSDI
40%
30%
20%
Bachelor
Associate
Withdrawn
Reject
10%
0%
20
25
30
35
Age
40
45
50
Summary

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 Study
SSI 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.
SSI 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?
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%
SSI children have
lower graduation rates
SSI Child
NTID Graduation Rate
29.6%
Not SSI Child
47.2%
Difference
-17.6%
Adjusted Difference
-13.4%
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
Conclusions

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
References
•
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-toWork: A Report on the Current System and Recent
Changes with Discussion on Implications for U.S.
Systems