1. 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 Office Hall of States, Room 333 444 North Capitol Street, N.W. Washington, DC 20001

2. 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)

3. 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

4. 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

5. 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

6. 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

7. 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 Jwest@aacte.org

8. 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

9. 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

10. 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

11. 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

12. 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

13. We must be the change we wish to see in the world. -Mahatma Gandhi

14. 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

15. 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 We have resources that we can build on

16. 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).

17. Importance of PSE Bureau of Labor Statistics (2004)

18. Historical Federal Focus on Education for Individuals with Disabilities 1975 – Access to Education: K-12 1986 – Early Intervention 1990 – Transition Services 1997 – Access to the General Curriculum 1999 – Demonstration Grants in Higher Education

19. Federal Investment in Education EI/Elem./Secondary State SE improvement grants IDEA state funds Demonstration Outreach/Replication Personnel Preparation Field Initiated Research Institutes Technical Assistance Post Secondary Demonstration Grants Vocational Rehabilitation

20. 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

21. What Parents Say Un 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.

22. University Centers for Excellence in Developmental Disabilities (UCEDDS)

23. 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

24. 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

25. 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

27. 8 Partnerships:  19 Public Schools  10 Institutes of Higher Education  112 Students

28. 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

29. 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

30. Upcoming Legislative Vehicles for Improving PSE Options Higher Education Act – need to reauthorize Workforce Investment Act Vocational Rehabilitation Developmental Disabilities Act - Possibly

31. 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

32. Thank You ? ’s Resources: http://www.aucd.org/template/page.cfm?id=509 http://www.aucd.org/template/page.cfm?id=509 http://www.aucd.org

33. 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)).

34. Overview 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

35. Importance 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

36. 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  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

37. 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. 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.

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

39. NTID graduates have higher lifetime employment rates

40. NTID graduates have higher lifetime earnings

41. NTID graduates have lower lifetime SSI participation rates

42. NTID graduates have lower lifetime SSDI participation rates

43. 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. 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.

44. SSI Children Study

45. 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. 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.

46. 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? 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?

47. 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%

48. SSI children have lower graduation rates NTID Graduation Rate SSI Child29.6% Not SSI Child47.2% Difference-17.6% Adjusted Difference-13.4%

49. 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

50. 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 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

51. 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. 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.

52. 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