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

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College Bound Policy Recommendations for
Improving Long-Term Employment Outcomes by
Advancing Higher Education for Students with
Disabilities
A Public Policy ForumJuly 27, 2007Cornell
University Government Affairs Office Hall of
States, Room 333 444 North Capitol Street,
N.W. Washington, DC 20001
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• 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)

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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

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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

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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

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• 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

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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_at_aacte.org

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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

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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

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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

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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

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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

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

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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

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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

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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).

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Importance of PSEBureau of Labor Statistics
(2004)
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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

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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

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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

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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 respondents 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.

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University Centers for Excellence in
Developmental Disabilities (UCEDDS)
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Mandated Core Functions

• Interdisciplinary preservice training
• Continuing Education
• Community services that provide TTA, or model
  services supports
• Research basic, applied evaluation
• Dissemination of information, research findings
  and policy analysis

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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

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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

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(No Transcript)
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8 Partnerships

• 19 Public Schools
• 10 Institutes of Higher Education
• 112 Students

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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

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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

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Upcoming Legislative Vehicles for Improving PSE
Options

• Higher Education Act need to reauthorize
• Workforce Investment Act
• Vocational Rehabilitation
• Developmental Disabilities Act - Possibly

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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 dont think he has a disability, but he has
great joy
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Thank You ?s Resources http//www.aucd.org/templ
ate/page.cfm?id509 http//www.aucd.org
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Postsecondary Education OutcomesA 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)).
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Overview of Presentation

• Importance of Outcomes Measurement
• NTID-SSA Postsecondary Education Studies
• NTID Applicant Study
• SSI Children Study
• Implications

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Importance of Outcomes Measurement

• Increased emphasis on measuring postsecondary
  education outcomes
• Stimulate investment in programs
• Competing demands for federal budget

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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

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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.

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Study Question

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

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NTID graduates have higher lifetime employment
rates
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NTID graduates have higher lifetime earnings
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NTID graduates have lower lifetime SSI
participation rates
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NTID graduates have lower lifetime SSDI
participation rates
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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.

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SSI Children Study
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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.

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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?

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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

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SSI children have lower graduation rates
NTID Graduation Rate NTID Graduation Rate
SSI Child 29.6 29.6

Not SSI Child 47.2 47.2

Difference -17.6 -17.6

Adjusted Difference -13.4 -13.4
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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

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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 persons 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

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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.
  

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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