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DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICFS, EDUCATION, AND RELATED AGENCIFS

APPROPRIATIONS FOR 1998

HEARINGS BEFORE A

srBCO:\UlITTEE OF THE

COMl\IIITTEE ON APPROPRIATIONS HOUSE OF REPRESENTATIVES

ONE HUNDRED FIFTH CONGRESS FIRST SESSION

SUBCOMMITTEE ON THE DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, EDUCATION, AND RELATED AGENCIES

JOHN EDWARD PORTE~ Illinois, Chairman C. W. P.ILL YOUNG, Florida HENRY BONILLA, Texas ERNEST J. ISTOOK, JR., Oklahoma DAN MILLER, Florida JAY DICKEY, Arkansas ROGER F. WICKER. Mississippi ANNE M. NORTHUP, Kentucky

DAVID R. OBEY, Wisconsin LOUIS STOKES, Ohio STENY H. HOYER. Maryland NANCY PELOSI, California NITA M. LOWEY, New York ROSA L. DELAURO, Connecticut

NOTE: Under Committee Rules, Mr. Llvlngsttlll, ae Chairman of the Full Committee, and Mr. Obey, as Ranking Minority Member of the Full Committee, ate authoriied 1,o &it as Members ol all Subcommittees.

S. ANTHONY McCANN, RoBERT L. KNISELY, SUSAN E. QUANTIUS, MICHAEL K. MYERS, and FRANCINE MACK, Subcommittee Staff

PART5

DEPARTMENT OF EDUCATION Page

Secretary of Education .................................................................................... 1 Elementary and Secondary Education, Bilingual Education ................ 139 Postsecondary Education ................................................................................ 243 Educational Research and Improvement .................................................... 399 Office of the Inspector General ..................................................................... 443 Special hmitutions for Persons With Disabilities .................................... 471

American Printing House for the Blind Gallaudet University National Technical Institute for the Deaf

Howard University ............................................................................................ 593 Vocational an 1. Adult Education ................................................................... 665 Special Education and Rehabilitation Services and Disability

8-arch ·········································································································· 703 Budget Justlfleatlons ....................................................................................... 753

Printed for the use of the Committee 011 Appropriations

U.S. GOVERNMENT PRINTING OFFICE

WASIUNGTON' 1997 !-111 I- ~3 Nr sale by the U.S. Govc:rnmenl Printing Office

Superimendent of Documents. Coopmional Saks Office. Washington. DC 20402 ISBN 0·16·055047-5

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COMMITTEE ON APPROPRIATIONS BOB LMNGSTON, Louisiana, Chairman

JOSEPH M. McDADE, Pennsylvania C. W. BILL YOUNG, Florida RALPH REGULA, Ohio JERRY LEWIS, California JOHN EDWARD PORTER, Illinois HAROW ROGERS, Kentucky JOE SKEEN, New Mexico FRANK R. WOLF, Virginia TOM DELAY, Texas JIM KOLBE, Arizona RON PACKARD, California SONNY CALLAHAN, Al•bama JA.'>IES T. WALSH, New York CHARLES H. TAYLOR, North Carolina DAVID L. HOBSON, Ohio ERNEST J. ISTOOK, JR., Oklahoma HENRY BONILLA, Texas JOE KNOLLENBERG, Michigan DAN MILLER, Florida JAY DICKEY, Arkansas JACK KINGSTON, Georgia MIKE PAR,KgR, Mississippi RODNEY P. FRELINGHUYSEN, New Jersey ROGER F. WICKER, Mississippi MICHAEL P. FORBES, New York GEORGE R. NETHERCUTT, JR., WashingU>n MARK W. NEUMANN, Wisconsin RANDY "DUKE" CUNNINGHAM, California TODD TIAHRT, Kanaas ZACH WAMP, Tennessee TOM LATHAM, Iowa ANNE M. NORTHUP, Kentucky ROBERT B. ADERHOLT, Alabama

DAVID R. OBEY, Wisconsin SIDNEY R. YATES, Illinois LOUIS STOKES, Ohio JOHN P. MURTHA. Pennsylvania NORMAN D. DICKS, Washington MARTIN OLAV SABO, Minnesota JULIAN C. DIXON, California VIC FAZIO, Califomia W. G. (BILLI HEFNER, ~J .... ~h Carolina STENY H. HOYER, Maryland ALAN B. MOLLOHAN, West Virginia MARCY KAPTUR, Ohio DAVID E. SKAGGS, Colorado NANCY PELOSI, California PETER J. VISCLOSKY, Indiana THOMAS M. FOGLIE'ITA, Pennsylvania ESTEBAN EDWARD TORRES. California NIT-'\. M. WWEY, New York JOSE E. SERRANO, New York ROSA L. DELAURO, Connecticut JAMES P. MORAN, Virginia JOHN W. OLVER, Massachusetts ED PASTOR, Arizona CARRIE P. MEEK, Florida DAVID E. PRICE, North Carolina CHET EDWARDS, Tuaa

JAMES W. DYER, Clerk and Staff Director

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DEPARTMENTS OF LABOR, HEALTH AND HUMAN SERVICES, EDUCATION, AND RE­LATED AGENCIES APPROPRIATIONS FOR 1998

Tt!ESDAY, MARcH 11, 1997.

SECRETARY OF EDUCATION

WITNESSES

HON. RICHARD W. RILEY, SECRETARY OF EDUCATION MARSHALL S. SMITH, UNDER SECRETARY moMAS P. SKELLY, DIRECTOR, BUDGET SERVICE

INTRODUCTION OF WITNESSES

Mr. PORTER. The subcommittee will come to order. We're very pleased to welcome today Secretary Richard Riley, the

Secretary of Education, to begin our hearings on the Department of Education's budget.

Mr. Secretary, I want to welcome you to your fifth appearance before this subcommittee. I would particularly like to thank you and your fine staff, including Tom Skelly, your recently-appointed Deputy Assistant Secretary for Budget, for providing the sub­committee with complete budget justifications within a short period of time of the arrival of the President's budget.

OPENING REMARKs OF THE CHAIRMAN

Mr. Secretary, I believe that the Administration's approach of simply adding funds to the education accounts with no real under­standini:c of tlieir effectiveness is both imprudent and harms rather than helps them.

We give the illusion of assisting and caring, but in reality some of the funds go to programs of dubious effectiveness, overhead ex­penses, or narrow categorical programs of interest only to policy in­siders.

We need a far better understanding of the impact of programs on the children.

rm disappointed that the consultation with the subcommittee over the implementation of the Government Performance and Re­sults Act has begun so late in the cycle. Moreover, new proposals such as technology, school construction, national testing, after­school centers, and others are presented to Congress with no per· formance measures and seem to have been created without any consideration of them.

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TmrnsoAY, MARcH 13, 1997.

SPECIAL INSTITUTIONS FOR l'ERSONS WITH DISABll.ITIES

WITNESSES

JUDITH E. BEUMttNN, ASSISTANT SECRETARY, SPECIAL EDUCATION AND REHABILITATIVE SERVICES

TUCK 1'.tNSl£Y JU; PRESIDENT;lWERICA:N-PRINTINGHOUSE-FOR THE -BLIND

L KING JORDAN, PRESIDENT, GALI.AUDET llNIVERSlTY ROBERT R. DAVILA, VICE PRESIDENT, NATIONAL TECHNICAL INSTl­

Tl11'E FOR THE DEAF, ROCHESTER INSTITl1l'E OF TECHNOLOGY WENDELL S. mOMPSON, ASSOCIATE DIRECTOR, NATIONAL TECH·

NICAL INSTITl1l'E FOR THE DEAF, ROCHESTER INSTITl1l'E OF TECH­NOLOGY

RAMON F. RODWGUEZ, LWSON OFFICER, OFFICE OF SPECIAL INSTl­TIJTIONS, OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

THOMAS P. SKEU.Y, DIRECTOR, BUDGET SERVICE, OFFICE OF THE UNDER SECRETARY

CAROL A. CICHOWlJKJ, DIRECTOR, DMSION OF SPECIAL EDUCATION, REllABlLITATION, AND RESEARCH ANALYSIS, BUDGET SERVICE, OF. FICE OF THE UNDER SECRETARY

Mr. Pol\TER. The subcommittee will come to order. We are delighted to welcome the representatives of Special Insti­

tutions for Persons with Disa!>ilil;!es, and to welcome &ack Judith Hemnann, the Assistant Secretary for Special Education and Reha­bilitative Services.

Ms. Heumann,~am Ing to call on you for two introductions in a moment. We e Mrs. Northup to be here, and she is unable to be here; and . LaHood was going to be here, and he is in the chair on the floor acting as Speaker right now; he's a new member of the Board of Directors at G&llaudet.

But we are delighted to be joined on the dais by Louise Slaughter of New York, our good friend and colleague in the Congress, and she is going to present the first of our three panelists.

RnfARKs FRoM THE HONORABLE LoUISE M. SLAUGHTER

Ms. SLAUGH'J.'U. Thank you very much1 Mr. Chairman. It is al· ways a pleasure to be here with you ana my colleagues from the House. rm alwll!B pleased to aee the representatives of colleges; Dr. Jorian and I have been friends for many years.

But I am really ~Y delhzhted to Introduce to )'OU today _my coostituellts &om the National 'l'echnical Institute for the Deaf in Rochester, and I wanted to thank you agajn, give you my profound thanks, becaU88 y.ru've always been woilderliil in the past in sup­portbis NTID, arid Wflre very happy to hear that.

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Dr. Robert Davila is the esteemed new Vice President of the Na­tional Technical Institute for the Deaf, and we have also with us, I think, in the audience, Mr. Gus Thompson. He is also visiting this committee-there he is. I guess that window threw me. [Laughter.]

Okay. That's Wendell Thompson, not Gus; I made that up. But Dr. Davila, I know, has been before this committee and testi­

fied either as an Assistant Secretary of the Office of Special Edu­cation and Rehabilitative Services from 1989 to 1993, or earlier, in the 1980s, as the Vice President of Gallaudet.

We feel very fortunate to have Dr. Davila in Rochester. He has spent nearly 40 years in education as a high school math teacher, as an assistant principal, a K-12 superintendent, a college profes­

----.or; a -college administrator,- a university vice president; anQ-,,U .. of----­these have prepared him well for his new role, not to mention his four years as the Assistant Secretary.

He also has a wonderful sense of humor. He is now in his ninth month at NTID, and I am sure that his vision for NTID is begin­ning to take shape.

I think all of you on this committee know how proud I am of NTID because of its services and the wonderful success that it has had in prepa$g deaf people to enter society and the workplace, and to compete on a par with their hearing peers.

NTID grsd1111tes earn 93 percent of what their hearing peers earn, which is significantly above the 70 percent national average for disabled Americans. NTID gradliates pay back the Federal Gov­ernment for their education at least three times in the taxes that they pay. Furthermore, the employment rates among NTID grad­uates are exceptionally high, with 95 percent becoming employed shortly after graduation, and these good jobs are commensurate with the education Bild training received.

1n- addition, more than 70 percent of them are employed in busi­ness or industry. Clearly, that's an impressive record of-success.

In recent years, NTID has responded to the same needs and re­quirements that all Government institutions are facing, the need to improve efficiency and the need to do more with Iese. They have restructured; they have streamlined their administration; they have reallocated resources to direct more services to the students, . and in addition, they have reduced their workforce by nearly 20 percent.

Mr. Chairman, I know that you are as impressed with NTID as I am, and I hope you will look favorably upon them in this appro­priations cycle. They have PQBitioned themselves to live with the aame level ~for three years in a row; that's no small feat, CODllidering the · tionary incre88ea that they have faced. 'n- pntlemen will give you all the details, and I am pleased

to tum tlli8 over to ti.m. And I want to thenk you again, Mr. Chairmen, for allowing me

to _., here today. Thank you all. Jlr. Poat&. I.oaise,· thank you 'V8l')' much. We'd be delighted if

you - a_. ottbialiUbeommittee. Ms. 8LAummllL So would I. I would like that a great deal. It

would be a pleaaure to work with you.

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REMARKS F'RoM THE HONORABLE ANNE M. NORTHUP

Mr. PoRTER. Thank you for joining us. Mrs. Northup has been able to return. She had to go to one of

her other subcommittee assignments, and we are delighted that she could return. She would like to make an introduction, as well.

Mrs. NORTHUP. Yes. This gives me great pleasure, Mr. Chair­man, to introduce to you and the other members of the committee representatives who are here today from the American Printing House for the Blind.

As a State Representative, I have had a very close worldng rela­tionship· with the Department of the Blind in KentuckY, and the School for the Blind and the Printing House for the Blind. Further-

J!"ch~:1'~rfu!'t~f ;%.m:;:.r.!:!':'}~;h:.~u,,~ --which is being privatized by the Commonwealth of Kentucky-very successfully, by the way.

So I have had an opportunity, and my family has, In two dif­ferent ways to work very closely with the blind community In Lou­isville, Kentucky. It's a very strong community and they do serve a very national purpose, and in particular, the American Printing House for the Blind.

With us today is Mr. Tuck Tinsley. He is the President of the American Printing House for the Blind. He was educated at Florida State University, got his Bachelor of Science and his M.S. and a degree in education at the University of Florida.

He came to Kentucky and the Printing House for the Blind after being the Principal at the Florida School for the Deaf and Blind in Augustine, Florida. He was the interim President of the Florida School for the Deaf and the Blind, and is somebody that is greatly admired in our State.

I would also like to introduce Gary Mudd, who is here from the American Printing House for the Blind.

I know that as we consider this appropriation it is important to recognize that this is the Institution that produces and distributes educational materials that are adopted for students that are legally blind and enrolled in formal educational programs below college

·level. These materials are _produced and sent around this country, and th91 are provided to the entire blind community in this coun­try. It JS the main source of braille-related materials and large print materials that are used in-these institutions. It is very impor­tant to your constituents, Mr. Chairman, and to the other constitu­ents of all of us and to mine in Louisville, Kentucky.

So it's a small world. It's very nice, Tuck, to welcome you before the committee today and to have you with us.

Dr. TINBLEY. Thank you.

•. INTlloDUCTION OF WlTNEssES 1i,; Mr. Polml:IL And ftnally, I will call on Secretary Heumann to

. · make the l1naI introduclioll. As I said, ~ LaHood want· ed to be here, but is in the chair on the floor of the House.

Ml. H:&uMANN. I would like to introduce Dr. I. Kina Jordan who, aa you know, is the Preaident of Gellaudet Univeni~; and to my left is Mr. Ramon Roclriguez, who is the Liaison Oftl.cer in my of-

474

lice; and to my far right is Mr. Tom Skelly, who is the Director of the Budget Service, and Ms. Carol Cichowski, who is Director of the Division of Special Education.

Is there anyone here who has not been introduced? Ms. HEUMANN. Everyone has been introduced. Mr. PORTER. Thank /ou, Ms. Heumann. And we welcome Dr.

Davila, Dr. Tinsley, an Dr. Jordan. We welcome Wendell Thomp­son, Ramon Rodriguez, and, of course, Tom Skelly and Carol, who are with us often these days.

Why don't we proceed with opening statements. Ms. Heumann, do you have an opening statement?

Ms. HEUMANN. Yes. Mr. PORTER. All right. Why don't you start, and we'll call on each

oftliemm-oi'der? - - -

OPENING STATEMENT-JUDITH E. HEUMANN

Ms. HEUMANN. Thank you, Mr. Chairman. Mr. Chairman and other members of the committee, it is my

pleasure to appear before you on behalf of the Special Institutions for Persons with Disabilities, which includes the American Printing House for the Blind, the National Technical Institute for the Deaf, and Gallaudet University. These_ institutions provide specialized programs and services to students with disabilities. The Depart­ment helps ensure that each institution provides services and pro­grams in compliance with the requirements of its respective au­thorizing legislation1 and that these activities meet the needs of the students for whom tney are intended.

I am pleased to present the Department's testimony on behalf of the President's lisc8l year 1998 budget for these three institutions. I would like to take a few minutes to summarize the b~t re­quest and comment on several key issues, then representatives of each of the institutions will provide specific testimony in support of their budget request.

BUDGET REQUEST-£PECJAL INSTITUTIONS

The total bu.W.t request for the .SJN!cial Institutions is $128.9 million. This inCludes a request of $6. 7 million for the American Printing House for the Blind; $43 million for the National Tech­niad Institute of the Deaf; and $79.2 million for Gallaudet Univer-sity. -

The requests for the three institutions maintain overall funding at their t1scal year 1977 levels. Again, our requests consolidate the ~t lines for Gallaudet University and the National-Technical Institute fur the Deaf, and J1l"!ide the institutions llexiblllty-to di­rect fnnding toward their highest priorities. The Department is ~ to be able to provide support for these important P.rograms, and fur the children and adults with disabilities who will benefit from their servi-.

ENllOWMEHT <l1IANT PROGRAMS

The DeJ>artment haa not included a aeparate request for the En­dowment Grant Protrams for either NTID or Galla:udet University. lnet.ea<I, our reqlieata would provide NTID and Gallaudet Univer-

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475

sity the flexibility to use current-year program funds for their re­spective Endowment Grant Programs. The Department believes these funds help promote the financial independence of these insti­tutions and provide a permanent and increasing source of funds for special projects. We understand that Gallaudet University plans to use an additional $500,000 of its fiscal year 1997 appropriation for matching purposes under the Endowment Grant Program above the $1 million it has already claimed as match. We are pleased to see the University take the initiative to enhance its financial inde­pendence.

GOVERNMENT PERFORMANCE AND RESULTS AC:r (GPRA) ACTMTIES

The Department is working with all three of the Special Institu-- ·--iiDns_to_meet· the-reqtifrelnentsof -ihe Govermnent·Peno-rman:ce·- -

and Results Act of 1998. We have provided guidance to the institu­tions on the requirements of GPRA related to developing an appro­priate system of strategic objectives and performance indicators that could be used to help measure the effectiveness of their pro­grams.

Both Gallaudet University and the National Technical Institute for the Deaf have recently undergone strategic planning processes, and the American Printing House for the Blind initiated its strate­gic planning procesa in 1996. Each of the institutions has submit­ted draft plans that identify their individual institution's primary objectives based on their respective strategic plans. The Depart­ment is planning a series of meetings and/Of teleconferences with the institutions to ensure that their annual performance plans in­clude appropriate objectives, indicators, and data sources for each of the three institutions.

MONITORING FOR GALLAUDET'S ELEMENTARY AND SECONDARY EDUCATION PROGRAMS

To follow up on our report to you last year, the Department and Gallaudet University have worked closely over the past several years to ensure effective implementation of the requirements of the EDA, and incorporated provisions of the Individuals With Di~abil­ities Education Act as they relate to students who have been II~ in Gallf!,udet University's elementary and secondary education pro­grams l)y their parents. As a part of this procesa, the Department conducted an on-site monitoring visit to KDES and MSSD to re­view the schools' progresa in implementing these requirements. OSERS submitted a report of finding11 from the on-site visit to the University, and the University subsequently submitted its correc­tive action plan to us. The couective action plan was reviewed and approyed by OSERS on December 23rd, 1996. The Department pl8na to conduct a follow-up visit during achoo! year 1997-1998.

In 6-1 year 1998, the Department plans to continue to work cloMly with all three &ecial fnatitutiona for Penons with Diaabil· itiea to easure that Federal l\mda are being uaed eftlciently and ef· -~ ~ upand educational opporttmilitea for individuals who • .,,.. .,... hard of hearing, and inilividuals who are blind

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476

I am sorry, to the interpreter, that my Brooklyn speed and the beepers made me read too fast. [Laughter.]

We are available for questions. [The prepared statement and biography of Judith Heumann

follows:]

477

DEPARTMENT OF EDUCATION

Statement by

Judith E. Heumann Assistant Secretary

Special Education and Rehabilitative Services

on

Fiscal Year 1998 Budget Request for Special Institutions for Persons with Disabilities

Mr. CbainnanandMembers .. ofthe Committee: ...

It is my pleasure to appear before you on behalf of the Special Institutions for Persons with Disabilities, which include the American Printing House for the Blind (APH), the National Technical Institute for the Deaf(NTID), and Gallaudet University. These Institutions provide specialized programs and services to students with disabilities. The Department helps ensure that each institution provides services and programs in compliance with the requirements of its respective authorizing legislation and that these activities meet the needs of the students for whom they are intended.

I am pleased to present the Department's testimony on behalf of the President's fiscal year 1998 budget for these three institutions. I would like to take a few minutes to summariu the budget request and comment on several key issues. 'Ihen representatives of each of the Institutions will provide specific testimony in support of the budget request for their respective programs.

BUDGET REQUEST

The total budget request for the Special Institutions is $128.9 million. This includes a request of$6.7 million for the American Printing House for the Blind, $43 million for the National Technical Institute fOr the Deaf. and $79 .2 million for Gallaudet University. The requests for each of the three Institutions maintain overall funding at the fiscal year 1997 levels. The Department is pl~ to be able to provide support for these important programs, and for the children and adults with disabilities who will benefit from their services.

OPERATIONS AND lNITIA TIVES

The Oepartmeot's request of $6. 7 million for the American Printing House fur the Blind is the same as the fiscal year 1997 appropriation level. The request maintains the funding level for bosU: operations at the 1997 level and lncludes $5.9 million for

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educational materials; S 175,000 for advisory services; and $410,000 for educational and technicaJ research. In addition to flUlding for operations, the request includes funds to cantinue the copyright initiative at a reduced funding level of $15,000. It also includes $170,000 for a new initiative to upgrade APH's on-line database. We believe the database initiative will improve services provided by APH b)' expanding access 10

infurmation on its database to students, the ultimate consumers of the materials. It will also increase the efficiency of APH' s catalog operation. Funding for these initiatives is offset by decreases in other special project areas.

Our request of $43 million for the National Technkal Institute for the Deaf is the same as the fiscal year 1997 appropriation. The request provides the Institute the flexibility to establish priorities for the use of funds among the categories of salaries and

J1enefits,._suppott.sencices,._ auxiliacy_setvkes andJ:rth~.- __ .. __

For Gallaudet University, our requested level of $79.2 million is the same as the fiscal year 1997 appropriation. This request provides funding for Univetsity level programs, the Model Secondary School f0< the Deaf(MSSD), and the Kendall Demonstration Elementary School (KOES). Our request llgain combines the funds for the university, elementary, and ~ndazy education programs in order to provide flexibility to the University to determine the approp. iatt: mix of funding among these programs.

ENDOWMENT GRANT PROGRAMS

2

The Department bas not included a separate request for the endowment grant programs for either the National Technical Institute for the Deaf or forGaUaudet University. lnstead. our request wou1clprovide NTID and GalJaudet the flexibility to use current-year program funds for their res.Pective endowment grant programs. The Department believes these funds help promote the financial independence of these Institutions and provide a permanent and increasing souree of funds for special projects. We understand that OaUaudet University plans to use 8D additional SS00,000 of its fiscal year 1997 appropriation for matching purposes under the Endowment Grant program above the $1 million it has already daimed as matched. We arc plcaxd to see the University take the initia~,ve to enhance its financial independence.

MAJOR ACTIVITIES

The Depanment is working with all Wee of the SJJ"ial Institutions to mW. the n:quimnents of the Gomnmcnt Performance and R<sults Act of 1993 (GPRA). The Oc.pmtment bu provided guidance to the Institutions on the requirements: ofGPRA <Ow.cf to doYdoping on oppropriate system of a"'1tegi<: obje<ti"°' and performance indicaton that could be used to help measure the effectiveness' of their programs. Both Gallaudet Univenit)' lbd NflD have recently undftaone strategic planning processes and

479

3

the American Printing House initiated its strategic planning process in 1996. Each of the Institutions has submitted draft plans that identify their individua1 institution's primary objectives based on their respective strategic plans. The Department is planning a series of meetings/teleconferences with the Institutions to ensure that their annual performance plans include appropriate objectives. indicators, and data sources for each of the three Institutions.

To follow up on our report to you last year, the Department and Gallaudet University have worked closely over the past several years to ensure effective implementation of the requirements of the EDA and the incorporated provisions of the Individuals with Disabilities Education Act {IDEA) as they relate to srudents who have been placed in Gallaudet's elementary and secondary education programs by their ~._.As~_Qf_~-~ ~-~--~-~~anon-site monitoring visit to KOES and MSSD to review the schools' progress in impieiDCriti08-thCSC -ieqlliiemCrits. -OSERS submitted a report of findings from the on-site visit to the University. and the Univetsity subsequently submitted its corrective action plan to OSERS. The corrective action plan was reviewed and approved by OSERS on December 23, 1996. The Department plans to conduct a follow~ visit during school year 1997-98.

In fiscal year 1998. the Department plans to continue to work closely with all three Special Institutions for Persons with Disabililics to ensure that Federal funds are being mcd clli<:lcntly and effectively to expand educational opportunities for individuals who are deaf or bard of hearing and individuals who are blind.

My colleagues and I will be happy to respond to any questions you may have.

480

DEPARTMENT OF EDUCATION

Office of Special Education and Rehabilitative Services

Biographical Sketch

NAME : Judith E. Heumann

POSmON : Assistant Secretary for Specia1 Education and Rehabilitative Services

BIRTHPLACE : Philadelphia, Pennsylvania

EDUCATION : Long Island University, BA. University of Ca1ifomia at Berkeley, M.P .H.

EXPERIENCE

1993-present : Assistant Secretary for Special Education and Rehabilitative Services, [)epartment of Education

1983-1993 : Vice President. World Institute on Disability (WID)

1982-1983 : Special Assistant to the Executive Directer, California State Department of Rehabilitation

1975-1982 : Senior Deputy Director, Center for Independent Living, Berkeley, California

1974-1975 : Legislative Assistant to Chairperson, Senate Committee on Labor and Public Welfare

1970-1973: : Primary School Teacher, New York City Public Schools

HONORS AND AWARDS 'HauyB.e.tt.Awud, 1990

Disability Rights Education and Defense Fund, Edward M. Kennedy Life Achievement Award, 1990

();..mgu;shed S..Vi<e Awud, ,,.....,...i by-George Bush, 1991

N. Neal Pike Prize for Service to People with Disabilities., ptetented by the Boston Univcnity School of Law, 1996

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Mr. PoRTER. Thank you, Secretary Heumann. I understand that each of you has a short opening statement; am

I correct? Ms. HEUMANN. Yes, they do. Mr. PORTER. Dr. Jordan, why don't we start with you?

OPENING STATEMENT-I. KING JORDAN

Dr. JORDAN. Thank you, Mr. Chairman. In the interest of time, sir, I will submit my __ opening statement, the written one, for the record, but I would like t.o add a few comments at this time, if I may.

· I would like t.o begin by saying that exactly nine years ago today, , March 13th, 1988, I was a pointed President of Gallaudet Univer- ' sityt fu:t was a very si · cant time in my life and a very aignifi- :

-----·can ~-ein e ves o -dear people-arotifiilcthe UniteOStateS. Elf:- - --, actly one week later, I sat in this chair and testified before this committee; I am sure that .You can imagine that one week after be­coming President, I was more than a little bit nervous about ap­pearl!>g before the subcommittee. But thanks in large measure t.o two legends of this subcommittee, Chairman Nat.Cher and Mr. Conte, I was very warmly received when I came here. They made that first experience a very positive one. Interestingly1 it has con-tinued t.o be a very positive experience and one that I iook forward t.o every year in tlie spring. -

I mentioned my appointment as President becauae I think it was very important. It followed a significant revolution among deaf pea: pie that t.iiok place not only at Gallaudet University, but all around the United States. Following that revolution, a great many changes happened in the Jives of deaf people, and probably among the most sigllilicant of those changes was the change in attitude that the American people have t.oward people witli disabilities. I believe that attitudes have changed in a very positive way since that time.

Thanks t.o Congress and President Bush, the Americans With Disabilities Act is now law. Congress has also passed many signifi­cant laws during that time that have enhanced access of deaf peo­ple t.o telecommunications, t.o television, and t.o other aspects of so­ciety. Deaf students at Gallaudet University, as well as deaf stu­dents in other places, postsecondary programs all over the country1 see themselves ditrerently now than deaf students did eight ana ten years !If«>· Now deaf students correctly realize that they can be­come anything they aspire t.o become. If I can be so bold, I can point to the gentleman sitting next to

me who, as Conitresswoman Slaughter said, after he gi-aduated from Gallaudet Vniversity went through many, many advance­ments ·in life until finall · beco · Assistant Secretary in the De­partment of Education f~ :e'\ush Administration. He is cur­rently tl!e fitSt cleat~ President for the National Technical Insti­tute lor the Deaf at the Roc:heater lnatitute of Tecbnoloa.

I think the by here is that .it is not only Dr. DaV!la who has achieved the American dream; it is~~ all over the country. ~ of cleat Americans are · the American dream, thank• direefu' to ·the education that they received at Gallaudet Uniwrllty. Gtr.duates ot Gallaudtt Uni"8nity are ~nall, -'iYW, and ~. and haw hlgh-technolojry jObe, and they

J

...... ------------------~~~~~~

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482

can point directly to the education they received at Gallaudet Uni­versity with thanks.

For almost 133 years, Gallaudet University has been a national university, serving a national need. It has provided high quality education tQ deaf people during that time, and will continue to do so, with your support.

I want to thank you for your support, and thank the Committee, the Congress, and the Department of Education for continuing to support high qualicy education for people who are deaf. But par­ticularly I want to thank this committee for every year giving me a very good and very just he~.

One 1inal comment, I would like to follow up on your comment about Congressman LaHood. We are delil!hted that he has become a member of our Board of Trustees. The ll!inois School for the Deaf

···-iii·i~~~~'':r1Pku~t!ii~t1WJ!~£;:iie\~~~it~n=: I am disappointed that he is not here, I understand that presiding over the House is quite an honor, and I'm glad that he has the op­portunity to do that.

Mr. Chairman, thank you for giving me this opportunity to come before you again, and I look forward to your questions, sir.

[The prepared statement and biography of I. King Jordan fol­lows:)

--.-·-~ i

488

DEPARTMENT OF EDUCATION

Statement by

I. King Jordan President

Gallaudet lJniversity

on

Fiscal Year 1998 Budget Request for Gallaudet University

Mr. Chairman and Members of the Committee:

I am pleased to testify before you today in support of the Administration's Fiscal Year 1998 budget request for Gallaudet University. Today marks the ninth anniversary of the successful conclusion ofthe Deaf President Now revolution at Gallaudet, the day nine years ago on which I became the first deaf president of the world's only university for deaf students. This also marks my tenth appearance before this subcommittee to request continued Federal support for Gallaudet University-support that has continued unbroken for 133 years and that reaffirms each year the Nation's commitment to higher education for its deaf citizens. Each year, I am grateful to have the chance to discuss with you the opportunities that are open to American deaf people because of Gallaudet University_

Deaf people are able to participate more fully in the American dream because of Gallaudet University. According to recent surveys, compared to national nonns fur fonner college students, high percentages ofGallaudet alumni hold executive, professional, and manageriJJ jobs, and the salaries ofGaUaudet alumni compare favorably with those of college educated people generally. Approximately half of Gallaudet's undergraduates go on to earn advanced degrees, and the vast majority will be productively employed during their postgraduate years. In addition, for more than a century, Gallaudet has provided educated leadership for an American deaf community that functions with an effectiveness generally unknown in the rest of the world.

However, while I have previously presented to you facts concerning Gallaudet's impact on American deaf people, I would also like to point out that the University now plays a highly significant role in the lives of deaf people throughout the world. During recent years, we have been mindful of the fact that there are limitations on the extent to which Congress can provide resources for even the most worthwhile of programs and activities. Consequently, we have sought increasing support from the private sector for these activities. In connection with Gallaudet's role outside ofihe United States, I am particularly proud to inform you that we have just received a $3 million endowment gift

484

ffom the Nippon Foundation vi Japan that will suppon development and training activities for deaf people in developing countries Income from this endowment will allow us to apply our con.<>iderable expertise to the problem of increasing the educational opportunities for deaf people in these countries_ The first countries to receive support from this endowment wi!l be Thailand and South Africa.

As I reported to you last year, we are continuing to examine closely and review all of our academic programs with the intent to make them more effective and efficient We have also reduced the size of our workforce. Since we began a voluntary program of downsizing in 1989, we have reduced our staffing levels by approximately 15°/o. We have accomplished this reduction in our workforce with a minimum of disruption to our programs. Indeed, in several areas our programs have become even stronger as a result of !he administrative efficiencies we have been able 10 put inlo effect.

When I came before you last year, we had just gone through a period of unprecedented disruption in Federal funding and Federal operations. Fortunately, during this year a sense of stability has returned, and I want to express my appreciation to Congress and th.e Department of Education for this_ l am confident that with the continued support of Congress and the Department, we can continue to accomplish our mission of providing educational services of the highest quality to deaf students from preschool to the doctoral level.

UNIVERSITY PROGRAMS

During the past two years, we have been rwrganizing our university programs so as to make optimal use of resources. Restructuring has been focused in two major areas: the first two years of our undergraduate program and our deafness oriented research efforts. With respect to the first of these areas, we have created a School of Undergraduate Studies that has the goal of improving student success prior to the selection of a major. Included in this effort are deve!opmental programs and an integrated program offirst year studies. In addition, we have expanded our academic technology activities and increased resources devoted to assessment and faculty development

The restructuring ufresearch at Gallaudet has been completed. The major outcomes of this effort were the following: dissolving many small theme-based centers, infusing research a11d theme-based researchers into academic departments so that students may benefit from direct contact with active researchers, encouraging directed and special project research by faculty and students with funds freed up by the reorganization, strengthening the support for .1niversity-\\-1.de research provided by the Gallaudet Research Institute, and reallocating funds to other university programs and for an internal research grant program. In addition, excellent collaboration is occurring between the university and Pre-College National Mission Programs on several critical

2

485

fronts_ The Gallaudet University Regional Centers have been restructured to include Pre-College emphases and to expand opportunities for professional studies and conferences

PRE-COLLEGE NATIONAL rvDSSION PROGRAMS

The Pre-College National Mission Programs at Gallaudet consist ofthe Kendall Demonstration Elementary School (KDES), the Model Secondary School for the Deaf (MSSD), and the research, evaluation, and outreach activities associated with these schools- Last year I described to you the process we have implemented to obtain public advice in the establishment of priorities for research, development, and demonstration, a process that is required by the Education ofthe Deaf Act (EDA) Amendments of 1992 We have now completed that process and have published priorities for distribution to the field of deaf education. These priorities are as follows: (I) Improvement of the literacy skills of deaf and hard of hearing students; (2) Improved education for the families of deaf and hard of hearing students; and, (3) Improved programs to facilitate the transition of deaf and hard of hearing

students from secondary school to '""ork or funher education.

We have been testing and disseminating a program that addresses the first two of these priorities-literacy and the education of families. The project shows hearing parents how best to read to their children in American Sign Language by using direct tutoring and videotapes. Through this technique, the amount and quality of parental reading to deaf children can be greatly increased. Many research studies have sho .. vn that levels of literacy achieved by children are highly correlated \vi th the amount of reading their parents have done with them. During the past year, Pre·College National Mission Programs conducted a highly successful teleconference to disseminate this program to the general public, and more are planned.

ENDOWMENT GRANT PROGRAM

3

We have already claimed $1 million in Federal matching funds for our endowment in fiscaJ year 1997, and for the first time for this program, we plan to claim this year an additional $500,000 in Federal matching funds under the two dollars for one plan established in the EDA Amendments of 1992. This is in accord with our overall co1nmitment to invest in the future of Gallaudet by controlling current expenses. I am confident that we also can continue to successfully match Federal endowment funds in fiscal year 1998. I cannot overestimate the imponance of this program to the success of our overall fundraising efforts. As l testify before you today, the total value of our endowment stands at $65 million. When the Federal matching program was first funded in fiscal year 1988, it was less than $10 million.

486

FISCAL YEAR 1998 BUDGET

The budget request for Gallaudet University for fiscal year 1998 is $79, 182,000, the same as the amount that \Vas appropriated in fiscal year 1997 The University \Viii apportion these funds to the three programs described above according to plans submitted to the Department. At this level of funding, the University can continue operations at the same level as in 1997 and can continue to invest in the Endowment Grant program

Thank you for the opportunity to come before you today. I would be happy to respond to any questions you may have.

4

NAME

POSITION

BIRTHPLACE AND DATE

EDUCATION

EXPERIENCE

487

DEPARTMEN·r OF EDUCATION

Gallaudet University

Biographical Sketch

I. King Jordan

President, GaHaudet University

Glen Riddle, PA· June 16, 1943

lJniversity of Tennessee, 1973. Ph.D. Psychology University of Tennessee, 1971, M.A. Psychology Gallaudet College, 1970, B.A. Psychology

Present President, Gallaudet Unlversily, Washington, D.C.

1986-1988 Dean, College of Arts and Sciences

1983-1986 Chair, Department of Psychology

J 973-1988 Assistant to Professor of Psychology

PROFESSIONAL ACTIVITIES· Vice Chair, Committee on Employment of People with Disabilities

Chair, Washington Research Library Consortium Board of Directors, 199 I

HONORS AND

Director, Marriott Foundation for People with Disabilities Advisory Board, 199 t

A WARDS Honorary Doctor of Humane Letters, Flagler State College, 1993 Honorary Doctor of Hum5'1le Letters, Bridgewater State College,

1993 Honorary Doctor of Laws, Saini Michael's College, 1992 Honorary Doctor of Humane Leners, Western Maryland College,

1991 Honorary Doctor ofHwnane Letters, Utah State University, : 991 Honorary Doctor of Public Service, Edinboro lJniversity of

Pennsylvania, 1991 Honorary Doctor of Laws, New England College, 1990 Honorary Doctor of Humane Letters, Towson State University,

1989

488

Mr. PORTER. Thank you, Dr. Jordan. It will be necessary for the subcommittee to stand in recess until

we can vote, so we will return briefly. [Recess.] Mr. PoRTER. There is likely to be another vote, so we will ask

Dr. Davila for his statement, and then Dr. Tinsley, and after that we'll get to questions.

Please.

OPENING STATEMENT-ROBERT R. DAVILA

Dr. DAVILA. Thank you very much, Mr. Chairman. It is good to be back before this committee. As Ms. Slaughter said, I have been here in every form and shape over the years, but it is always good to be here.

I want to begin by thanking Ms. Slaughter for her very nice, kind, and generous introduction. In the short time I have been in Rochester, I have come to appreciate the treatment and good will that she has built throughout the entire community and all the support that she gives to her constituents. She is also a member of our National Advisory Group, and has done a tremendous amount of good work for NTID. Consequently, I want to thank her on the record, and will thank her personally, as well.

I am pleased to be back in the postsecondary ranks with respon­sibility for a college program, and it is indeed an honor to be at NTID. As you know, NTID has a national and international reputa­tion for the work that it has done to prepare young people who are deaf for the world of work. I intend to continue that tradition to the best of my ability.

BUDGET REQUES'I'-NTID

Our request for fiscal year 1998 is $43,041,000 for operations. This is the same amount that we received in fiscal year 1997. As a matter of fact, it is the same amount that we received for oper­ations in 1995.

As the Chief Executive Officer for NTID, it would be difficult for me to support this level of funding if I had not inherited such a healthy-fiscally healthy-institution. As this committee knows, my predecessor, Dr. James DeCaro, went through some very pain­ful but necessary steps to reduce spending and the workforce at NTID. In fact, he reduced our staff positions by 19 percent and eliminated almost $6 million from the base operating budget. These actions allowed NTID to operate with level funding for three years in a row, and has made possible implementation of our strategic plan at no extra cost to the taxpayers. That is a promise that NTID made, and we are keeping that promise.

During this time, we have also implemented, or will implement, six new academic programs. We have renovated space within our main academic building at NTID to construct a 5,400-square-foot learning center that also includes a modem state-of-the-art smart classroom for distance learning and for multimedia applications. We have hard-wired the dormitories for computer access, funded annual salary and benefits increases for faculty and staff, replaced

489

a roof on one of our dormitories, and made a host of other smaller maintenance repairs.

NTID ADMISSIONS

I am pleased to report that new admissions in all areas over this past year, starting last September, continue to be positive. They to­taled 371. That is the same number that we had last year; how­ever, it represents an 18.5 percent increase over 1995. This also has resulted in an upward trend in enrollment of students who are deaf. In addition, NTID enrolled 72 students in its interpreter training program, and 16 students in its Masters in Secondary Education program. This past winter quarter, we had 53 more stu­dents than we had at this time last year. This is primarily due to improved retention of freshmen. Retention remains a very high pri­ority for NTID.

Total enrollment is up nearly 5 percent, and admissions for the fall of 1997 are ahead of last year. Our projection is that we will see an increase in our enrollment for school year 1997-98.

These are positive developments that have led us to the conclu­sion that it will not be necessary for us to increase tuition for 1998, assuming that these projections remain true and we expect they will. Since students and parents shared in the pain of tight budgets over the last few years, I want them also to benefit from good man­agement.

BENEFITS OF AN NTID EDUCATION

For the past 27 years, nearly 95 percent of NTID's 3,700 grad­uates have been successfully placed in jobs commensurate with their training and preparation. Seventy percent are e.mployed in business and industry, with 36 percent of that 70 percent in i'eience and engineering careers.

Research conducted by NTID and the Internal Revenue Service, IRS, shows that our deaf graduates with BA degrees earn 93 per­cent of what their hearing peers earn. As Ms. Slaughter pointed out, that is a much higher success rate than is generally known for people with disabilities.

In addition, deaf RIT graduates with a BS degree will pay back in their lifetime over three times the cost of their education to the Federal Treasury in taxes.

Mr. Chairman, I am happy to respond to any questions you may have for me. Thank you.

[The prepared statement and biography of Robert Davila follows:]

~~~----------------

490

DEPARTh1ENT OF EDUCATION

Statement by

Robert R. Davila Vice President

National Technical Institute for the Deaf Rochester Institute of Technology

00

Fiscal Year 1998 Budget Request for the National Technical lnstituie for the Deaf

Mr. Chairman and Members of the Committee:

I am pleased to present the President's fiscal year 1998 budget request for the National Teclmical Institute for the Deaf.

The National Technical Institute for the Deaf{NTID), one of seven co!Jeges on the campus of the Rochester lnstitu1e of Technology (RIT), provides a continuum of learning and living options for 1,085 students who are deaf on a campus of approximately 13,000 students. NTID was created by Congress to provide postsecondary technical education for the Nation's youth who are deaf to prepare them for successful employment in the economic mainstream of America. NTID lw fulfilled this mandate with distinction and extremely positive results for the past 30 years.

NTID also conducts research into educational achievement, cognition, communication, personal/social interaction, and economic and employ1nent issues related to people who are deaf and trains professionals to serve the Nation's deaf population. The President's 1998 request for the National Technical Institu1e for the Deaf is $43,041,000. The specifics of the fiscal year 1998 request are as follows.

OPERATIONS

The fiscal year 1998 request of$43,04l,OOO for operations is the same amount as the fiscal year 1997 appropriation. Funds that will be received by NTID for tuition, room and board, and fees are not expected to generate additional income in 1998 above the tolal expected in 1997 due to a decision NTID has made not to increase tuition charges for the next academic year. Room, board and fees will increase, but only to cover increased costs. Therefore, no additional income will be available from this source for other purposes. We estimate that the Federal appropriation for NTID will constitute approximately 80 percent of total funding in 1998.

In 1990, NTID undertook a strategic planning process to create a vision, and plan of action, to carry it into the 21st century. While many institutions undertake strategic

491

2

planning to resolve a crisis, this was not the case at NTID. We wanted to ensure that we allocated our resources to the areas of greatest need in the most efficient and effective way. Given the many changes occurring in the work place, we felt the time had come for a comprehensive review of our academic enterprise. The strategic plan is a blueprint for NTID's future. It focused Olli' available resources on studen•s, called for a complete reorganiution of the institution, and prescribed a comprehensive and coordinated assessment and revitalization ofNTID's academic programs and curriculum. NTID's strategic plan appropriately complements the RIT strategic plan, which was also recently completed.

We promised the Department and Congress that we would implement our plan at no extra cost to the taxpayers by reallocating existing resources. At the time, we did not expect that we would end up delivering on our promise without increases in Federal funding during fiscal years 1995 to 1998, but as circumstances developed, we did. Fwiding for this 3-year period actually represents a decrease because of our need to absorb increased costs due to inflation. However, our strategic plan provided us with a map for making reductions to balance our annual budgets and still achieve the fundamental change prescribed.

We stand before this Committee, a fiscally healthy, and vibrant academic institution. We are well positioned for the year 2000 and beyond, and support the appropriation level requested by the President for 1998. We can do this in the face of major change because we anticipated the current fiscal climate and initiated significant reductions in a measured way, while preserving our academic mission. These actions are worth enumerating for the Committee and are as follows:

I. In 1993, as the result of our strategic planning effort, we reorganized, 1;ombining 13 administrative units into 7 and reallocated the staff and other resources of those eliminated units (35 employees) to direct services to students.

2. At the beginning of fiscal year 1995, we reduced supplies, travel. and summer contracts by $700.000 and put a freeze on hiring, saving another $500.000. These funds were reallocated to our strategic planning efforts.

3. On April 20. 1995, we completed a reduction-in-force totaling 67 positions. These reductions yielded $2. 7 million in savings during the fiscal year 1996.

4. At the beginning of fiscal year 1996, we eliminated 7 more positions, saving $275,000, and reduced other controllable expenditures by $175,000.

5. Early in 19%, as a result of a 6-month fonnal Middle States Association Self Study. we initiated steps to eliminate 4 academic programs and downsize nearly every administrative program for a savings of $2.1 million in fiscal year 1997 and $1.7 million within the next 2 to 3 years. On April 22. 1996, we completed the $2.1 million reduction, eliminating 43 positions and reducing other expenses by

J

. reductions that wi\\ occur . . I 1 million v.·ill come trom

•oo ooo. The rcn\au11ng $ . $~ · , 10 three ,·cars. . 0,.cr the nci;.t iv.o - \ 1 bv our strategic lish the glia s se . . .

. h d orarcabouttoaccomp . d 'n•wv<ithl\7{cv.er

'v..'c \~ave ~:comp~~i;ul~ tinaocial circum~tanccs a:'d ~: ~~a:ed that we ha\'C . plan \n spite ol ~.'wne. d a 19 pen:cnt reducuon. While

1 . Ph ut ne"ativelv i1npact1n)!.

. 1

d statl j')l's1t1ons, . · penditures Wll o " · It ta1:u t)' an d ha significant reduction u1 ex . ous institutional energy. ai;comp\1she such. did not occur without expending en~rm the ... ,,., of our faculty. on our students. t is d .11 .. .,,51 and cooperauon on P""'

d"n~"' goo w1 , .. ~ · has required extra.or 1 ~, stall and administration. . . uld have spent on our strategic plan

These efforts have taken their toll. Time\ w;Nc~JD dropped but as the new Vice · t reductions Mora ea ' · the was spent focuftlng on cos · .

1. 0 ale and refocus our energies on

., fNT\D lam anxious to rev1ta ize m r ' \'rest en\ o ' important wo•k of educating deaf students.

. . d NTlD on its actions to control costs. l ThisCommitteehaspubhc\ycomphmente . d h. fNTID. Now

ft: rt · crease vour confidence in our stewar s 1p 0

hope our most recent e o s in · forward with a new sense of purpose and h t , have reduced our costs, ·we can move f \ d ta we . b . fNTID educatingdeafstudentsforsuccessu an refocus on the serious us1ness o ,

re\varding careers.

STUDENT ACCOMPLISHMENTS

New admissions of deaf students for the fall of 1996 (fiscal year i 997) totaled 371. the same number as in fiscal year 1996, but J 8.5 percent higher than in 1995. It has resulted in a \.I percent increase in the total enrollment of deaf students. For the fall of 1997 {fiscal year 1998), NTID is on schedule to admit approximately 375 nev.· de~f students, which will increase enrollment to approximately \,100 students. Jn addition, NTID enrolled 72 students in its educational interpreter training program and 16 students in its master's in secondary education program for the fall of 1997.

Nearly 95 percent ofNTID's 3,700 graduates have been successfully placed in jobs commensurate with their training for the past 27 years. Seventy percent are employed in business and industry. Research conducted by NTID and the Internal Revenue Service (IRS) shows that our deaf graduates with bachelor degrees earn 93 percent nfwhat their hearing peers earn. National statistics indicate that disabled workers earn only 70°/o of what their non-disabled peers in general earn. In addition, a deaf RIT graduate with a bachelor's degree, in his or her lifetime, will pay back over three times the cost of his or her education to the Federal Treasury in taxes alone.

CAREER DEVELOPMENT

NTID has maintained a balanced array of services that are responsive to the needs of students from various educational settings--public high schools, as well as residential

'1

I

\

\ I

492

$~00,000. The ren1aining $1.7 million v.-ill c01nc from reductions thal \\'ill occur over the next two to three years.

'V.'c have accon1plished, or are about to accomplish, the goals set by our strategic plan in spite of so1ne difficul! financial circumstances and are doing so with l l 7 fe,•.-cr facuhr and stall positions, a 19 percent reduction. While I'm pleased that v.·e ha,·e accomplished such a significant reduction in expenditures without negati\'e!y in1pactin!!­on our students. this did not occur without expending enonnous institutional energ)·. It has required extraordinary good will, trust, and cooperation on the part of our faculty. statT and administration.

J

These efforts have taken their toll. Time we could ha\·e spent on our stra!cgic plan \\'US spent focusing on cost reductions. Morale at NTJD dropped, but as the ne1.1.· Viet' President ofNTID. I am anxious to revitalize morale and refocus our energies on the imponant work of educating deaf students.

This Committee has publicly con1plimented NTID on its actions to control costs. hope our most recent efforts increase your confidence in our stewardship ofNTJD. Now that we have reduced our costs, we can move forward with a new sense of purpose and refocus on the serioll.'l bll.'liness ofNTID, educating deaf students for successful and rewarding c~crs.

STUDENT ACCOMPLISHMENTS

New admissions of deaf students for the fall of 1996 (fiscal year 1997) totaled 371. the same number as in fiscal year 1996, but 18.5 percent higher than in 1995. It has resulted in a I.! percent increase in the total enrollment of deaf studen!s. For the fall of !997 (fiscal year 1998), NTJD is on schedule to admit approximately 375 ne1.1.· deaf students, which will increase enrollment to approximately 1.100 students. In addition, NTID enrolled 72 students in its educational interpreter training program and 16 students in its master's in secondary education program for the fall of 1997.

Nearly 95 percent ofNTID's 3,700 graduates have been successfully placed in jobs commensurate with their training for the past 27 years. Seventy percent are employed in business and industry. Research conducted by NTID and the Internal Revenue Service (IRS) shows that our deaf graduates with bachelor degrees earn 93 percent ofwbat their hearing peers earn. National statistics indicate that disabled workers earn only 70o/o of what their non-disabled peers in general earn. In addition, a deafRIT graduate with a bachelor's degree, in his or her lifetime, will pay back over three times the cost of his or her education to the Federal Treasury in taxes alone.

CAREER DEVELOPMENT

NTID has maintained a balanced array of services that are responsive to the needs of students from various educational scttings--public high schools. as wi:ll as residential

49S

schoels ond day programs for individuals who are deaf. Student-centered and outcome­oriented curricula. programs and services thal lead students to successful careers are the

4

rule at NTlD. A student who haS the ability and desire can enroll in haccalaureate. master's or doctoral degree programs with hearing peers in the other colleges of RIT. through in\D. Last year approximately 39 percent of our students were cross-registered or fully mauiculated in the other colleges of RIT. They received 8 I .000 hours of interpreting. and 42,000 hours of notetaking. and I 5,000 hours of tutoring. as well as counseling. edvising, and other profossional services. For students with other talents and interests. there are associate degrees and diplomas offered at NTID in classes wholly comprised of their peers who are deaf. Associate of applied science students complete their liberal arts

requirements in the RIT College of Liberal ArtS and their physical education requirements are met through R\Ts Physical Education Department. in courses with both deafanJ hearing S(Udents. In total. nearly 900 ofNTID's 1,085 deaf students have ongomg contact with hearing peers through coursework and other activities in the other

collegesofRIT.

inte\lelcntualaddditionlto the various learning environments that provide for students' eve opment. there are av . t rr . . and social development of deaf stude ~el o •vtng opt>Ons that provide for the personal

floors comprised predominately of thn.s.d :; example, students can hve on dormitory their hearing pee<S. or on floors wher:·~: peers, on floors comprised predominately of hvmg mangements provide students th y may sekct to be the only deaf person. These m '."' envirorunenl that expands their : opponumty lo develop their interpersonal skills hvmg envirorunenl al RIT and NT!Di:;' sonal development. Thus, the learning and prepared to live and work in the . osters well rounded graduates who are well

mainstream of society.

RESEARCH

Studies performed thr are deaf throughout the co::i.: N.;D's efforts benefit NTID's students and ad Its h ::::::: a~cording ~o five gen~ral p~:~:""! program and agenda are guided ':nd w o

and insti:~~~:~~=i:de~:~n1·l ~al skill~ co:~;~~:~~~::~~~:~al~io~a\ • ua ion. and change. • tve instruction;

OliTREACH

. . NTID's educational outreach . m1ss1on and strategic plan. The effo~ will continue in accordan . deaf adults, teachers of deaf X are des.>gned lo address the n d ce Wlth the lnstilute's secondary school students s~ en ts, employers, vocational re~:b~t ~lumni and other ' an parents of deaf children. I 1tat1on personnel. deaf

We are reaching out to th . amping program for high schooljun':rs ~~r:sdsu~h as Explore Your Future ea. Last year, 166 students, a careers r ese audiences · h

----------------------~---

493

schools and day programs for individuals who are deaf. Student-centered and outcome­oriented curricula, programs and services that lead students to successful careers are the rule at NTID.

4

A student who has the ability and desire can enroll in baccalaureate, master's or doctoral degree programs with hearing peers in the other colleges of RIT. through NTID. Last year approximately 39 percent of our students were cross-registered or fully matriculated in the other colleges of RIT. They received 81,000 hours of interpreting, and 42,000 hours ofnotetaking. and 15,000 hours of tutoring, as well as counseling. advising, and other professional services. For students with other talents and interests, there are associate degrees and diplomas offered at NTID in classes wholly comprised of their peers who are deaf. Associate of applied science students complete their liberal arts requirements in the RlT College of Liberal Arts and their physical education requirements are met through RIT's Physical Education Department, in courses \.11ith both deaf and hearing students. In total, nearly 900 ofNTID's 1,085 deaf students have ongoing contact with hearing peers through coursework and other activities in the other colleges ofRIT.

In additi"n to the various learning environments that provide for students' intellectual development, there are a variety of living options that provide for the personal and social development of deaf students. For example, students can live on dormitory floors comprised predominately of their deaf peers, on floors comprised predominately of their hearing peers, or on floors where they may select to be the only deaf person_ These living arrangements provide students the opportunity to develop their interpersonal skills in an environment that expands their personal development. Thus, the learning and living environment at RIT and NTID fosters well rounded graduates who are well prepared to live and work in the mainstream of society.

RESEARCH

Studies performed through NTID's efforts benefit NTID's students and adults who are deaf throughout the country. The research program and agenda are guided and organized according to five general priority areas: economic and occupational assimilation; academic and technical skills; communication skills; effective instruction; and institutional planning, evaluation, and change.

OlJTREACH

NTID's educational outreach efforts will continue in accordance with the lnstitute's mission and strategic plan. They are designed to address the needs of alumni and other deaf adults, teachers of deaf students, employers, vocational rehabilitation personnel. deaf secondary school students, and parents of deaf children.

We are reaching out to these audiences with programs such as Explore Your Future, a career sampling program for high school juniors who are deaf. Last year, 166 students

494

participated in this program. ln addition, a Summer Institute for deaf alumni and other deaf adults addresses topics such as computer skills. small business opportunities, and net~vorking for career mobility and enhancement. Workshops and tra.ining sessions also were offered to over 100 employer representatives and school personnel last year. Through these and a variety of other outreach efforts, we work to expand opportunities for people who are deaf.

ENDOWMENT GRANT

5

No specific amount is requested for this program. However, the Budge1 Request gives us the flexibility to set a<;ide operational dollars that could be used to match privately raised funds. The endowment matching fund was established as an inducement to help NTID raise private funds and to reduce NTID's dependence on Federal appropriations. NTID is engaged in its first major capital campaign, which seeks to attract $10 million to support its endowment, the acquisition of technology, and instruction, outreach and research projects. Our priority is to develop ongoing revenue streams to supplement NTlD's operating budget Commitments totaling $6.6 million have been received to date. The campaign v.ill not only attract funds for current institutional needs, but build relation.'>hips that will support future fund raising efforts by the college. The current market value ofNTID's total endowment stands at over $11 million.

SUMMARY

The 1998 request will allow NTID to continue its mission of preparing deaf people to enter the workplace and society and compete on equal terms v.rith their peers who hear. In the lnstitute's brief history, our alumni have demonstrated that they can be outstanding, contributing members of society and that they can improve their quality of life as a result of the postsecondary education we provide. Collaborative research between NTID and the Internal Revenue Service indicates that, on average, NTID graduates pay back the cost of their education in 10 to 13 years, and have lifetime earnings that are two to three times greater than deaf people without a college degree. Initial analysis of recent collaborative work with the Statistics and Research Division of the Social Security Administration indicates that education significantly reduces the percentage of individuals receiving Supplemental Security Income.

Mr. Chainnan, my colleagues and I will be pleased to respond to your questions.

NAME

POSITION (NTID)

BIRTHPLACE AND DATE

EDUCATION

EXPERIENCE

1996 - Present

1992-1996

1989 - 1992

1972-1989

1953 - 1968

495

DEPARTMENT OF EDUCATION

National Technical Institute for the Deaf

Biographical Sketch

ROBERT R. DAVILA

Vice President. National Technical Institute for the Deaf at Rochester Institute of Technology (RIT)

San Diego, California, July 19, 1932

Gal1audet University, 1953. 8.A. Hunter College, 1963, M.A. Syracuse University, 1972, Ph.D.

\'ice President, NTID at RIT

Head Master, New York School for the Deaf

Assistant Secretary for Special Education and Rehat:iililative Services

Vice President for Pre-College Programs and Professor, Gallaudet University

Teacher, New York School for the Deaf

HONORS AND AWARDS

Inducted to Alumni Hall of Fame, Hunter College, 1988.

Inducted to National Hall of Fame for Persons with Disabilities, Columbus, Ohio, 1987.

Alumnus of the Year, School of Education, Syracuse University, Syracuse, New York, 1986.

Past President's Award, Convention of American Instructors of the Deaf, 1978.

---------------

496

Mr. PORTER. Thank you, Dr. Davila. Dr. Tinsley.

OPENING STATEMENT-TuCK TINSLEY III

Dr. TINSLEY. Mr. Chairman, I would like to open by thanking Congresswoman Northup for that most generous introduction, and I would like to express how fortunate we feel to have her represent­ing the great Commonwealth of Kentucky in Congress.

It is a ~least:re for me to appear before you today to present the Presidents fiscal year 1998 budget request for the American Print­ing House for the Blind, APH. I have submitted a written state­ment for the record and will just make brief comments regarding the opening statement.

BUDGET REQUEST FOR APH PROGRAMS

The total request for funding the Act to Promote the Education of the Blind, administered by APH, for fiscal year 1998 is $6.68 million, maintaining funding at the same appropriation level as fis­cal years 1995, 1996, and 1997. Funding is requested for three areas: educational materials, advisory services, and educational re­search.

The request for fiscal year 1998 includes $5.91 million, the same as 1997, to supply special educational materials to an estimated 57 ,008 legally blind pre-college-level students. The number of stu­dents has increased by 2 percent, 1,118, since 1997, so the result­ing per capita or per student allotment for 1998 will be $103.67 at this appropriation level, a decrease of $2.07 or 2 percent from the 1997 appropriation level.

The 1998 request maintains funding for advisory services at the 1997 level of $175,000. The appropriation for advisory services sup­ports a variety of activities necessary to administer the Act. These activities include an annual census of blind students; meetings of two standing advisory committees, and ad hoc committees as nec­essary; the production of catalogs of edu:::ational materials; and field services, such as consultation, in-service training, and work­shops.

The request includes $15,000 to continue a special copyright ini­tiative, funded at $60,000 in 1997, to augment APH's efforts to ob­tain copyright permissions from publishers. The Copyright Act was amended in September of this past year, and now 8llows nonprofit organizations like the American Printing House for the Blind to produce, reproduce, and distribute braille, recorded, and digital books for use by the blind without going through the time-consum­ing process of obtaining permissions from the publishers.

However, large-type materials are not covered by this amend­ment, and with approximately 26 percent of the school-age blind population usi!l(l large-type materials, the request of $15,000 would cover the additfonal work necessary to get permissions for those materials.

The request also includes $170,000 to support the completion of a special initiative to upgrade the American Printing House for the Blind's CARL ET ALL database. This system is an on-line database that lists educational materials in formats accessible to people who

497

are visually impaired. It contains bibliographic and location infor­mation for over 120,000 titles of books and materials available in braille, large type, recorded, computer disk, and tactile graphic for­mat.

With the Internet playing an increasing role in education, the upgrade of the system will enhance the APH Internet Web Site by putting CARL ET AL, audio clips, library abstracts, and other in­formation within easy reach of computer users. Blind students using speech access software can then go directly to the Web site and explore available materials.

The request for educational research is at the 1997 level of $410,000. These funds provide the base for APH to develop needed educational materials addressing areas such as braille reading and writing; low vision assessment and training; microcomp11ter appli­cations; and products for special groups, such as visually-impaired infants and pre-schoolers and visually-impaired students with addi­tional handicapping conditions.

MANAGEMENT INITIATIVES

APH has placed great emphasis on assuring optimum efficiency and effectiveness in the organization's administrative and manufac­turing processes. Three elements in this effort are a comprehensive strategic planning process; participation in the Center for Quality of Management; and selection as a project company by the Toyota Motor Corporation.

APH's long-range planning process and resulting strategic plan for 1997 are deeply rooted in the voices of our customers. APH has been invited to become the seventh member of the Louisville chap­ter of the Center for Quality of Management, CQM, on April lat of this year. Other members include Ford Motor Company's Ken­tucky Truck Plant, Hillerich & Bradsby Company, which produces the Louisville Slugger, and SerVend International. CQM is a non­profit consortium of companies dedicated to integration, implemen­tation, and diffusion of the best proven management practices available. Perhaps most significantly, APH was recently selected by Toyota as a project company. Toyota began working with APH this Tuesday, March 11th, on a pro bono basis to improve plant produc­tivity and reduce costs.

The Act to Promote the Education of the Blind is a program that works. It was good in 1879; it is even better in 1997. The key is continuous advice from direct service providers at the State and local levels, with all the obvious benefits of grass roots involve­ment.

The appropriation for the Act makes a strong statement that our Federal Government recognizes that the education of our country's blind pre-college-level student population is critical, and we thank you for that investment.

Mr. Chairman and Congresswoman Northup, I'd be pleased to answer any questions you might have.

[The prepared statement and biograpby of Tuck Tinsley follows:]

498

DEPARTMENT OF EDUCATION

Statemen1 by

Tuck Tinsley Ill, Ed.D. President

American Printing House for the Blind Louisville, Kentucky

Fiscal Year 1998 Request for the American Printing House for the Blind

Mr. Chairman and Members of the Conunittee:

It is a pleasure for me to present the President's fiSl:al year 1998 budget request for the American Printing House for the Blind (APH). In 1879, Congress passed the Act to Promote the Education of the Blind, which mandates that APH, a nonprofit agen(y, produce and distribute specially designed and adapted educational materials necessary for precollege level blind students to have an equal opportunity to participate in their educational programs. Availability of these materials is essential in the States' provision ofa public education to blind students. Thus, the Act to Promote the Education of the Blind serves a Federal responsibility by facilitating the Federal mandate that all children receive a free appropriate public education as required by the lndividuals with Disabilities Education Act (IDEA).

The Act to Promote the Education of the Blind designates a Board of Ex Officio Trustees, currently 160 professionals. who assure that funding for the Act is used to produce and distribute specially designed educational materials which are not otherwise available. The Ex Officio Trustees are composed primarily of representatives of State departments of education. superintendents of residential schools for the blind, and directors of instructional materials resource centers. These direct service providers assure that APH receives ongoing State and local advice on the needs of blind students. Their approval is necessary for decisions ranging from the research to be undertaken to the materials to be produced by APH.

By approving the expenditure of appropriated funds for only unique educational materials designed for blind students, the Ex Officio Trustees ensure that this program does not duplicate other programs.

The total request for funding the Act to Promote the Education of the Blind for fiscal year 1998 is $6.68 million, maintaining funding at the same appropriation level as fiscal years 1995, 1996,and 1997.

499

EDUCATIONAL MATERIALS

The request for fiscal year 1998 includes $5.91 million to supply special educational materials to an estimated 57,008 legally blind students. An appropriation at this level maintains funding fo; educa1ional materials at the 1997 level. The number of students to be served represents an increase of I, 118 or 2 percent over the number registered for fiscal year 1997. The resulting per capita allotment for 1998 would be $103.67, a decrease of$2.07 or 2 percent from the 1997 appropriation level.

These funds are used to produce and distribute textbooks in braille and large type, tangible teaching devices, educational tests, and special instructional aids, tools, and materials adapted for students who are legally blind. While the States are required to provide a free appropriate public education to all students with disabilities under IDEA, this appropriation ensures that a minimum level ofmateiials is made available to the States on an annual basis to assist in the education of students who are blind. This activity helps promote achievement of the National Education Goals by providing the special education materials these students need to succeed in academic settings.

2

These educational materials are distributed free on a national basis to programs serving the blind through proportional allotments based on the number of blind students in each State. An annual census is conducted by APH to identify legally blind students in each State and allotments are provided in the form of credit . Materials are selected and ordered at the local level based upon student need. Most States have developed instructional materials resourc~ centers which act as lending libraries; thus, the materials can be reused ye&" after year. The Individuals with Disabilities Education Act requires States to provide a free appropriate public education to students who are blind. The Act to Promote the Education of the Blind helps States to address this requirement on a :iationwide basis.

ADVISORY SERVICES

The 1998 request maintains funding for Advisory Services at the 1997 level of SI 75,000. The appropriation for Advisory Services supports a variety of activities necessary to administer the Act. These activities include the annual census of blind students; meetings of two advisory committees, the Educational Research Advisory Com­mittee and the Publications Advisory Committee; a required Annual Meeting of Ex Officio Trustees; the production of catalogs of educational materials produced through the Act; and field services such as consultation, in-service training, and workshops. These Advisory Services activities help to ensure that the research and development undertaken, and the special materials produced and distributed, address current and future needs of blind students. The activities also focus on ensuring that schools and educational personnel are aware of the materials available and have the knowledge necessary to use them.

500

3

The request includes $\5,000 to continue a special copyright initiative to augn1ent APH's efforts to obtain copyright permissions. This initiative was established to address issues related to difficulties in obtaining permissions for the reproduction in alternative formats of textbooks required for legally blind students. Authors have become increasingly concerned about the protection of their intellectual properties and have been demanding contracts that are much more restrictive for publishers. These contracts severely limit the ability of publishers to grant pennission for reproduction of works \vithout the express permission of the authors and each individual contributing to the text A major breakttu-ough octuned when the Copyright Act was amended in September 1996. The amendment allows nonprofit organizations like APH 10 reproduce and distribute braille, recorded, and digital books for use by the blind v.ithout going through time-consuming negotiations with each publisher. However, large type materials are not covered by the amendment. The amount requested will support APH's efforts to address the needs of students who primarily relY on large type materials and who constitute approximately 26o/o of the legally blind studenl population. APH pcrfonns this activity on its own behalf and also negotiates to have eKtensions of permission it obtains fur use by States and other nonprofit organizations reproducing these materials for blind students.

The request also includes $170,000 to support an initiative to continue the upgrade of APH's CARL ET AL database. This system is an on-line database that lists educational materials in fonnats accessible to people who are visually impaired. It contains bibliographic and location information for over 120,000 titles of books and materials available in braille, large type, recorded form, oomputer disk, and tactile graphics. Titles include teKtbooks, teaching materials. oomputer instruction manuals, music, and recreational reading in many fields of study. The current system is functioning adequately for administrators and educators who need to access books and materials in alternative formats. However, it is difficult for students, who are the ultimaie consumers of the materials, to access the database. In addilion, use of the Internet is increasingly becoming part of the everyday routine for many Americans. The upgrade to the system would enhance the APH web site by putting CARL ET AL, audio clips, library abstracts, and other infonnalion within easy reach of computer users. Students would be able to go directly to the web site and explore available materials. They could then make suggestions to their teachers regarding the materials they would like to use. This would increase the independence of students and increase the relevance of materials used in teaching these students.

EDUCATIONAL AND TECHNICAL RESEARCH

The request for educational and technical research is at the 1997 level of$4J0,000. These funds provide a base to enable APH to develap needed educational materials addressing areas such as braille reading and writing; low vision assessment and training: microcomputer applications; and products for special groups such as visually impaired

501

infants lllld preschoolers and visually impaired students with additional handicapping conditions.

Research and development efforts reflect the advice and reeommendations fro1n educators and consun1ers that is actively wlicited on a national basis. During fiscal year 1996, 68 agencies and I !2 consultants participated in APH research activities. These included activities suth as res,.arching and determining optimal reading features of large type, setting standards for production of large type materials, and researching and detennining optimal readability features of tactile graphics necessary to set standards for tactile graphic production.

In providing needed materials fOr a very !ow incidence population, the Act is structured and administered to maximize Federal resources in the service of local needs:

4

\) needs are identified at the local level; 2) exp..'lts in the field who serve as project consultants and evaluators are

identified; 3) research is conducted to identify the most effective methods of addressing

the needs; 4) prototype aids/materials are developed with teaching materials from the

field often evaluated for potential usefulness; 5) extensive pilot and field testing are conducted; 6) aids/materials are manufactured and disseminated; and 7) product review and revision, if necessary, is conducted periodically.

EFFICIENCY EFFORTS

APH has placed great emphasis on assuring optimum efficiency and effectiveness in the organization's administrative and manufacturing processes. Three key elements in this effort are: (I) a comprehensive strategic planning process; (2) membership in the Center for Quality of Management; and (3) selection as a project company by the Toyota Motor Corporation.

APH's long range planning process and resulting Strategic Plan for 1997 are deeply rooted in "voices of our customers." This process, first involved identifying major customer requirements and measures of progress toward meeting those requirements. Objectives were then formulated from the measures, strategies were identified to meet the objectives, and an action plan was developed and implemented for each of the strategies. The strength of this process is the fact that it is based on the needs of APH's customers.

APH management has participated in several workshops conducted by the Center for Quality of Management (CQM). Subsequently, APH has been invited to become the seventh member of the Louisville Chapter of CQM on April I , 1997. Other members

----------------------------------------------

502

5

include the Ford Motor Company {Kentucky Tnwk Plant), Hillerich & Bradsby Company (producer of the Louisville Slugger), and SerVend In1emational. CQM is a nonprofit consortiwn of companies dedicated to the integration. implementation, and diffusion of the best, proven management practices available.

Perhaps most significantly, APH was recently selected by Toyota a.s a "project company." Toyota will begin working with APH on a pro bono basis in April 1997 to improve plant productivity and reduce costs through the adapr.ation of the Toyota Production System in the unique manufacturing applications at APH.

The American Printing House for the Blind continues to be committed to meeting the needs of blind students through the research, development, and provision of unique educational materials necessary for them to have an equal opportunity to benefit from their educational programs. The Act to Promote the Education of the Blind is a program that works. It was good in 1879; it is even better in 1997! The key is continuous advice from diiei.:t service providers at the State and local levels, with all the obvious benefits of grass roots' involvement.

t.ir. Chainnan, I will be pleased to respond 10 any questions you may have concerning our fiscal year 1998 budget request.

NAME

POSITION

BIRTHPLACE AND DATE

EDUCATION

EXPERIENCE

19&9-PRESENT

1980-1989

1981 (6 months)

1979-1980

1978-1979

1968-1979

PUBLICATIONS

PROFESSIONAL AFFILIATIONS

503

DEPARTMENT OF EDUCATION

American Printing House for the Blind

Biographical Sketch

Tuck Tinsley !II

President A1nerican Printing House for the Blind

Jenkins, Kentucky, July 30, 1946

Florida State University, B.S, Florida State University, M.S. University of Florida, Ed.D.

President, American Printing House for the Blind, Louisville, Kentucky

Principal. Florida School for the Deaf and the Blind, St. Augustine, Florida

Interim President, Florida School fo1 the Deaf and the Blind. St. Augustine. Florida

Assistant Principal. Florida School for the Deaf and Blind. St. Augustine. Florida

Acting Assistant Principal, Florida School for the Deaf and the Blind, St. Augustine, Florida

Mathematics Teacher, Florida School for the Deaf and the Blind, St. Augustine, Florida

Seventeen professional monographs and articles regarding 1he blind and visually impaired

President, Kentucky School for the Blind Charitable Foundation Member, Board of Directors, Association of Education and

Rehabilitation of the Blind andVisually Impaired/Chairman of the Division on Administration

504

Pt~'ORMANCE MEASUREB-GALLAUDET UNIVERSITY

Mr. PoR'l'llR. Let me thank all four of you for your very fine statements.

Let me start with a general comment. On this subcommittee our focus is making Government work for people, and that means 'that we have to change the focus from inputs, like how much we are spending Cit how many people we are serving, to outcomes and re­sults, for eJ<ample, how students are improving their academic achievement and obtaining meaningful employment.

I believe that the Government Performance and Results Act (GPRA) is an important tool in shifting our focus to effectiveness and outco111es. I want to start by asking each one of you about how you are im_plementing GPRA.

Dr. Jordall, the budget justification indicates that Gallaudet is working with the Department to meet the requirements of GPRA. The Univel"Sity's draft plan identifies three goals, the first of which is that Gallaudet students are achieving their academic goals and attaining productive employment.

I commend you for focusing on the students, but these goals are rather fuzzy, considering that the fiscal year 1999 budiret process begins in two months. Sj)ecific indicators have not been Chosen, and no submission has been made to OMB for approval.

On this flrst goal, can you tell us specifically what the indicators will be for academic achievement, whether they will be student re­tention rates or 111"aduation rates, and how will you define produc­tive emploYJllent? Please provide a comprehensive, specific, and de~ tailed answer for the record.

Dr. JORDAN. May I also comment now? I will be happy to provide a comprehensive and detailed answer for the record, but currently we have already developed supporting objectives for all three pn­mary objectives and aisO identified the indicators and data sources that we will use to measure those things.

For the llrst, for example, obtaining productive employment and achieving academic goals, there are 10 supporting objectives. These supporting objectives were developed through a process that in­volved the entire Gallaudet University community. We set up a very represe0tative task force that then invited contributions from thrOughout the campus.

It was interesting to me that we began our strategic planning a few years ago and the template-the blueprint-that we used turned out to be emctly the same as that which GPRA is using. I believe it will be very easy for us to be in compliance with the law. In fact, I think we would be ahead of the law. If we submited the detail that we have now, I believe that we would be in compli­ance for 1999.

I will sub1t1it that Information to you for the record. [The infOI'!llation follows:)

fRRFORMNACE MEASURES FOR GALI.AUDET UNIVERSITY

Folio~ is the draft performance plan the University submitted to the Depart· ment of Education DUl'81l8llt to the ftqUirements of the Government Performance and Results Aot of 1993. The Uniwl'Bity submitted a very good plan that contains many aDUromiate and 1ignificant performance measures. However, some areas need to be ni6nei! or ~et! and a number of chanl!es are needed to make the plan conform with general GPRA requirements. As suCh, the plan has not yet been ap-

505

proved by the Department or the Office of Ma~ment and Budget. We anticipate that the final plan will differ somewhat from this draft. llowever, the draft provides a strong indication of the measures being considered by the University and the De­partment.

Slrateglc Obfective 1

GU etudenta •re challenged to •chleve

their academic gCMils and attain produeUve employment.

Gallaudet University Strategic Objectives

1996-2005

Vision Statement·

Strategic Objective 2

GU sets the national standard for best practlcee In education

for deaf and hard of hearing people.

~ Strategic Objective 3

GU establishes sustainable resource base.

·.-----

s-·--1c ...... ecttvM

S01 GU students are challenged to achieve academic goals and attain productive employment

802 GU sets the national standard for bHt praclicel In education for deaf and hard of --· S03 GU establiahes sustainable rnource base.

ILLUSTRATIVE PERFORMANCE MEASUREMENT MATRIX GALLAlJDET UNIVERSITY

STRATEGIC OBJECTIVES 1996-2005

lndlcMora Datt; Sourc:n

- Graduation rates annuaUy - Registrar (undergraduate, graduate) - Reaearch on employment

- % of graduates emplayed "Alumni Survey

~""" •Career eemer - % of graduates enrolled in

graduate programs - # of student. who graduate with

"""°" - Number and quality of - GUNRE.C records, Pre-College

c;urriculum programs deVeloped. records - Number and quality of outreach - GUNREC, EROC. Pre-college

programs operating ""'"" - GU perepectlve appears ln - Survey of pUbllcations, national publications, conference publications, media conferences, etc. ---

- Operating expenae by year - Flnancial re'pcrts and records - % of funding from govemment

and non-government sources by

'"'· - Overall revenue by year. - % of fuOO. going to long term

investment

Assum,.tlons

- Job market has sllfficierrt opportunities for employment of graduates.

- Students enrolled have sufficient ability and skills to meet graduation requirements_

- Graduates seeking graduate education are able to compete for admission to - -- rams

- Consumer constituencies understand and value GU's role

- Funding sourcee conlinue to support GU's national role.

§ - Potential peel of sludents

sufficient to meet enrollment targets.

- GaRaudet wiU continue to be funded primarily by the federal government.

- Non-government sources continue to support mission and program.

- Faculty/staff are committed to improving opera!iol'\ill efficiency of UniverSa.;_

_____ ,

Strat&ttle Obhtellv•s

501 GU students are challenged to achieve academic goals and attain IJR)ductive employment

S02 GU 51tls the national standard for be.st pracliccs in education fer deaf and hard of hearing people.

803 GU establishes wstalriabJe resource base.

ILLUSTRATIVE PERFORMANCE MEASUREMENT MATRIX GALLAUDET VNIVERSITY

STRATEGIC OBJECTIVES J996.200S

Indicator-. Data Sources

- Graduation rates annually - Registrar (undergradllate, graduate) - Researeh Cln employment

- % of graduates employed "Alumni Survey annually "Career Center

- % of graduates ervolled Ill graduate programs

- # of students who graduate with hoo~

- Number and quality of - GUNREC reeord11, Pre.College curriculum programs devaloped. reeords

- Number and quarrty of oull'eac::h - GUNREC, EROC, Pre-college programs operating -- GU perspective appears in - Survey of publications. national publlc::ations, conference publlc:atlons. media eonferences etc. --- Operating expense by year - Financial reports and reeords

- % of funding from government and nor111ovemment sources by ,..,.

- Overall revenue by year. - % of fund$ going to long term

investment

Assumotlons

- Job market has sufficient opportunltles for employmont of graduates.

- Students enrolled hava 11ufflelent ability and llkffls to meet graduation requirements.

- Graduates seeking graduate education are able to compete for admission to ~~rams.

- Consumer eonstltuencin understand and value Glfs role

- Funding sources continue to support GU's national role.

i - Potential pool of students

suffieient to meet enronment targets.

- Gallaudet will continue to be funded primarily by the federal government.

- Non-go\lemmenl sources continue to support mission and program.

- Faculty/staff are committed to Improving operational efficiency of Universilv.

509

-1 ' -

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if ii i~~j 1 ~

ii If iii ·~ 11 = • i ~

Ii II •

3 if f • .. ~

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1 • ~ .

! • ••

li1 il1 f)it f J • 1 s

~ ~ I ·11 11• 1 •· . fl 1 IJ- lti ~f 11 lf ti e •

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l ll1 !l1 I [l 11 l!lf .,,

0

!i ·& ~ii ,•·i " -'. ~ '---'- .

510

Gallaudct University Suaiqic Objci;tivc I

supporting Objectives Performance Measurcmem Matrix

SOl: GU students arc challenged IO athicve their academic 1oals md attlin productive cmploymcnl.

SapporCiq, Obj«tivet Pcrformuce lbbl Sourca Auuaptiou Illdkaton

I.I Student<lOIDlnunication• -Annual English tests --- - Students have and litegcy skills support

"""" PCNMP """"" sufficient 1-ckgrow.ci their academic achievement. through Univmity. - PCNMP Annual and ability to develop

- Communication - necessary slalJs. skills performance - Communication Arts -Testing~

0 ConumlDicllloa is defined to n::views. """""""""""" content can accurately Include:~.~ - Sign communication measure student skill u ~II• sipCOlllllWllicMion. proficiency mcasum. levels.

1.2 Gallaudct University - List of courses or - Catalogs and -A-oft'm studcnU at every level programs offered. cuniculum descriptions program is needed IO

effective educational - Student course _.........,..,,,.,,

support best practice .......... ........... - Student surveys idenlification. for

-°""""'"""" -- natiooal mission. . obtained by OU lnfunnation on mike- - GU bu fuwicia1 and

graduates. up of community pedlaogica! reaources to - Acmditations of -Alumni surYC)'I offer ranee of programs. scltool/progzams. - Course completion - Fac:ult¥ and teachers .... IR leldy 10 modify

CUlricula and pedagogy IS required.

I J State-of.tbwrt quality - List of instructional - Dcputment and -Im""""......., ili$tructlOll supports srudcnt changes over last S school class records results in improved - ,..,.. - Registrar records student performance.

- Numbers of faculty - Student evaluation - FICU!ty aod leachcls usingSOA ...... arc willing to adopt instructional - PW" review results instructiona.J best . techniques increases. practices as nccdcd. - Student performaDce - Faculty and teachers results by class, have access to SOA department, special materials and ,....... .... information on their

"""""""' disciplines. improvements. - Swdmt evaluations of instruction show pofitivc ratings.

1.4 Curriculum & Co- - Employment - Raearch studies on - SIUdenb roUowing Cunic:u1at activities pcepme statistics for OU and IWUS ot' pduaT.eS' university curriculum students to meet the lklll PCNMP-. --" ....... still> ""' requiremenls of the - Numbenlkinds of .......... , lcnoWkdp neceswy to workplKe and/or continue

_ .... -.... ..,., ....,.,. ........... their studies. - .....-<""""' ................. ~ """"-..... - Students have

suficient information about the workpl.:e to make informed

-curriculum dtclsions.

511

Supporting Objectivet Perform•aee D•I• Sources A•suQlptioos lodlcalon

I .S Cuniculum &. Co- - List ofmulti-culnual - Cwriculum and - Studying other Curricular activities promote student activities at GU syllabus infonnation cultures and widerstanding and and in the Consortium. - Calendar of student participating in diverse appreciation of cultural - List ofmulti-cuilutal activities cultural experiences and diversity. coune offerings. - Training reoords • studying different

·- Number of ~pie on NCBI, other culrurcs pr<>mores campus who receive human understanding. fonnal training.

-1.6 Sign commwllcation - Sign cOmmunicati-On - Surveys of - Resources are ability ofiea.::bers, faculty ratings of all faculty/ oommwiication skills available to enhance and staff meets educational ...... ""°""'. faculty/staff needs of Gallaudct students. - SIUdcnt course communication skills.

evaluations. - Faculty/statl7teachcrs -Student satisfaction arc willi~ to upgrade sUJVey (staff). their communication

skills as nceQM.

1.7 University and PK- - Demographic - Office of Enrollment - Enrolhncitt ca11 be College enrollment information for each Services maintained withu111 maintained at an appropriate segment of student - CADS m:ords recruiting additional level of students with bodies. -PCNMP~rds numbers of sn.idcrts diversity and quality. - Math & English tes1 - English & Math who do not mccl OU

=~. department records admWion - Numbers of studen1 requirements. served in each of the - Appropriate numbers categories required by of students arc available the Edueation of the for all i;pecial caiegories Deaf Act (EDA) specified by the EDA Amendments (1992). Amendments (!992).

- GU is competitive with other post-setOndary programs. - Critical mass of Pre-college students can be maintained In order to support a viable school.

1.8 Technology supports - List of effective uses - Office of Technology - Technologies exist atudcnts acquisition of skills of available "°""" which can be adapfed and knowledge. technology. - Surveys of students for classroom and

- Student/faculty/ - Survey of faculty/ 1caming needs of teacher/staff """""""" '""""" satisfaction surveys. - Faculty/teachers

support transitiom to new technologies.

1.9 Research supporu - List of effective - Faculty surveys - Applied research can slUdent achievement and research projects & - Student surveys be used to enhance program excellence. actual or potential student achievement.

applications. -Resources to suppon research efforts are available. - Faculty/staf"Uteachers are willing to increase research efforts aimed at classroom and co-curricular appliCJ1tions as needed.

512

Suppordna: Objectives Performaact Data Sources As1umptioa1 lndkaton

I 10 All srudem suppon - Srudent (faculty. - A&B commissioned - Resources arc at a services, adminisin.tive teacher, staff) surveys and bench level wlllch will services, and co-curricular utisfaclion surveys. marking studies support aspects of activities conuibuic direc1ly - AA surveys personal and academic to academic achievement - PCNMP surveys development or and quality or student life. - Designation & use of students.

private support - GU service providers uc open to customer feedback.

513

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G.llaudel Universil)' Strategic Objective 2

Supporting Objectives Pcrfonnance Measucement Matrix

S02: GU sets the national sllndard for best practices in educiiion for deaf and hard of bearing people.

Supporting Objectives ... _

Daia Sources Assumptions

2 .1 Rcsmdl coWuctcd - Number and kind - Department records - Sufficient faculty and corunDuccs to quality or research projects - Research at Oallaudet """"" -... Sf.lie-Of-the-art conducted each year. - PCNMP Annual interested iD and capable educational services for - Proportion of a.pon of doing leSCUCh linked deaf and bard of hearing research projects in - Special surveys as 10 education practice. individuals. which researchers """"' - Funds ace available 10

and practitioners support research work. collaboratc. - Proportion of researeb funds that suppon studies in which researchers and practitioners collaborate.

2.2 Pre-College Natioual - Number and lypc of - Public lllplll - Increased availability of Mission Programs works Pre-College pmjecrs - PCNMP tteords Pre-College fimds for in partnership with and programs being documenting numbers national role is others 10 develop, and developed and and types of pro.Jeers mainWned. disseminate educational evaluated annually. and the audicuce$ - Demand for innovations programs and materials - Number and cypc of """" and collaborations for deaf and hard of PCNMP collabontivc - Evaluations or remains steady or grows. hearing students. projects annually. selected projccls, - Other schools/programs

- Number and type of materials, and who want to form participating '""""" pattnc:rship with a programs in statewide - Surveys of impact on netwO!'k of exemplary

"""""' programs/ instilUtions programs and - Number of - Count of ~source- of professionals. programs and curricula, materials, institutions tlW adopt do. our \nnovative curricula, en:., or modify their strategies u a result or our leaderslli".

515

Supporting Objcclives Performance Daia Soun:cs Assumptions •-·-=-a·--

2.3 Outreach programs" - Numbers and kinds - outreach program - Demand for outreach contribute to the of programs delivered records documenting services remains sleady continuing education and annuaUy. the nwnbers and types or grows. professional development - Number and types of programs and - Resources to support of the diverse of audiences audiences served services are available. constituencies within the participating in - Evaluation of selected - National suppon for deaf and hard of bearing outreach programs. outreach programs information and cduca1ion communities. - Quality of outreach - Publk: input services remaiN steady

programs developed - Special surveys as or grows. and oonducccd """"' - Funds to suppon annually. - Marketing programs are available. - Number of information - Users cominue 10 oced coordination dissemination the kind of infonnation /information - Research information and services lhat GU programs operaled at disscmilllltion provides.

"GU outreleb programs are GaUaudct University - Publications maimaincd in 11114Y Wliu (e.g. and PCNMP. dissemination CCE, NICO, OndU41e -- Numbers of people - Alumni relations Scbool , h\structiol:lll Dqlls ' • eic.) served by programs educational outreach

2.4 University - Proceedings and - Special surveys of - GU maintains its paniclpalcs in national travel records that personnel and students. position as an institution forums and colloquia on show Gallaudet - Analysis of travel thal iniliales and is deaf ml. hard of bearing University attendance ""'""· invited lo dlCSe kinds of education 11 every level and participation in - Analysis of social meetings, etc. and influences content forums and colloquia. sciences ciiation index - GU community wants and rcsul11 or the debate. -OU personnel and IO determine how often to give the time to this

publications cited in Gallaudel Universily kind of panicipation. national and faculcy, staff, and - Resoun:es for intemational students are cited in attendance are available. periodicals, cti= other publica1ioos. dealing with - School reports of education issues. faculty, staff, and - Numbers and typcS student of contributions made accomplishmettts. during forums and colloquia by Gall1ude1 University faculty, staff, and students.

2.5 University 11 every - Procecdiags of - Special surveys of - GU mainlains ii.s level influences travel roconb that personnel and SIUdcnts po11ition as an institution intemaitional fol'Ullll and show GU attendance - Analysis oftravel that initiltcs and is colloquia on deaf and and participation in ""'"'' invited lo tbcsc kinds of hard of bearina forums and colloquia. - Analysis of .......... education. - GU personnel and publications and - GU community wants

publicallom cited in proceedings from lo give lhc time to atteod national and "'"°""""' this kind of participation. ._,,._

international forums - Rcsoun:cs for pcriodicab, etc., - School reports of aru::rdancc ll't available. dealing with faculty. suff. and educationa) issues. -- Numbers and type accomplishments of contnbutlons llJlde during forums and colloquia by GU faculty' ttaff, ml

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Ga11audet University Strategic Objective 3

SUpponing Objeclives ~rfonna.nce Measurement Mllrix

503; GU establishes wsW»ble resource bue.

.,_ I ' 3.1 Non-Ceder.II support is - Amount of funding - A&B university - Then: is pocctllial to growing segment or GU received from non· flllallCUI records ~rcasc non-government

'"°"""· government sources - IA Records fuuding above cum:nt annually. levels. - Amount or rcsourees - Federal support may received ftom federal fluctuate in coming years. sources annually.

3.2 Endowment income - Total amount or - A&B university - GU will be able to make grows at a rllC in excess endowment by year, finaoctat records tbc BOT ma.Ddated of the general inflation in - Additions lO lhe - IA Records transfers annually as the economy. endowment annually foreseen.

from both GU aod - Opponuoities exist to ootsidc sources. increase outside givilla; 10

the endowment. - FUllDCial managemenl of endowment fuDd leads to c.ontirwc:d growth.

3.3 Fees for services and - Revenue .amounts for - A&.B university - Costs of providing use of facilities increase al use of services and financial records servic.es aod using a rate in ~ccss of the facilities increase -A&B facilitit!s does nor exceed general inflation in lhc annually. commissioned revenue obtained from e<:onomy, and program - Revenue amounts for benclunar\cing """'· fees charged by the fees compam;l to costs comparisons - Service users will pay University arc sufficicru to of scrv~ provided real costs for services cover costs. annuallv. nrovidcd.

3.4 Sponsored program - Research funds - Research lnstituic - Reseatc:h funds are funds incrcasc at a rate obtained fr.om OlllSidc ""'"'' available which have not greater than general sources increas.c - Academic been tapped. infla1ion in lhe economy. IMUlll)I. dcpartmenl RCOrds - Facu\cy researchers want

- A&B unlversicy to find more ouiside financial records research funds.

518

· r"·'ective< 'carors 1•--s

J.S Private glving - Amounts of funding - A&B financial - SupPJy of privatc giving increases at a rate in obtained from private records sources remains adequaie excess of general inflaiion sources arurually. to penni1 increases in in the economy. amouots obtained.

- current sources of private giving remain interested in CODtinuing their sunnnrt for GU.

3.6 University tuilion is - Tuition is compared -A&ll - Land grant universi1ies

' consistent with land grant regularly wilh averages conuni~ioncd £Cmain reliable ir.stitutioos. from selected land grant comparisoo studies comparison point for GU

universities. 10 use.

3.7 Operating expense - Operating expense - A&B universil}' - GU community COO[('O]s lead 10 grcatcr amounts by yeu show financial re<:ords continues lO look for ways efficiencies in campus reductions in operating IO cut operating expense operations. expense in rel:t1ion to and promote efficiency.

services provided. - Basic costs of expendable items do not experience sudden

"""""'· 3:8 University costs are - GU costs are -A&B - Pttr institutions selected consistent with selected compared regularly with commissioned arc considered comparable peer in.stitutioos. . those of selected peer bc:nchmarking to GU in program delivery

institutioos. comn~1'l•nos aod size.

3.9 Faculty, teachers, & - Faculty/teacher/ - AA records - Campus $uppons staff levels arc optimal for student ratios measured - A&B records decisions on optimal class effectlve service delivery aMua!ly. - PCNMP records sizes aod number of and internal efficiency. - Staffing levels · Special 5urveys as employees w;eded for

~ea"'ped a-oua!lv ic o ..

519

PERFORMANCE MEASURES-NTID

Mr. PORTER. Thank you, Dr. Jordan. Dr. Davila, your predecessor, Dr. DeCaro, did an absolutely out­

standing job at NTID, and we know that you are going to do just as outstanding a job as his successor.

The last time you were here, you were sitting in Secretary Heumann'• chair as the Assistant Secretary, and we're delighted to have you back once again.

I want to ask you about GPRA also, but I think, in fairness, we ought to allow you to expand on your opening statement to tell us your vision for NTID and your highest priorities.

Dr. DAVILA. Let me first speak to my vision. I believe that we have an outstanding track record of success; however, only 52 per­cent of our freshmen get their degrees, and it's a national concern that many young people attending two- and four-year colleges do not finish a program and get a degree. That is not to say that they don't get any benefit from that experience, but we have docu­mented evidence that a person with a degree in hand is better off financially and economically, and enjoys a better quality of life.

For that reason, we need to stress the importance of improving our ability to retain students. We have given high priority to a number of activities, programs, and measures that we will take to try to see an increase from that 52 percent. We would like to see every student coming to NTID complete the program, because we know that completing the program and getting the training that they require is crucial to successful employment. That is part of my vision, to make our program-which is outstanding-tlven better. If that is possible, I will try to find a way to do that.

Mr. PORTER. Now, as to GPRA, Dr. Davila, the budget justifica­tion indicates that your GPRA proposal does not include any out­come-based measures of student performance. To date, NTID has provided very convincing evidence of the value of its degrees. Why isn't NTID developing GPRA measures for retention, graduation, and employment? We believe these are the most important meas­ures, and we encourage you to include them in your submission to OMB.

Dr. DAVILA. Yes, sir, we are in the process of doing just that. We have more long-term documentation of success, but we also need to be more specific in terms of outcomes. We are working on that. We are working on developing and identifying outcomes for academic achievement, related to eventual employment aft.er graduation. We are also looking at outcome measures in the area of research to sat­isfy ourselves that in fact, research evidence, documentation, and data that we receive are helping us to improve our programs. We are also doing the same thing in the area of public service to en­sure that the technical assistance that we provide to external groups helps them benefit from programs we develop and experi­ence.

We also have outcome measures related to our efforts to improve our non-Federal revenue and fundraising efforts. We will eventu­ally have outcomes for all four of these areas.

Mr. PORTER. Thank you very much, Dr. Davila.

520

That was our second bell; unfortunately we are going to have to stand in recess once again, until we vote on final passage, so the subcommittee will stand in recess until I return.

[Recess.) Mr. PoRTER. The subcommittee will come to order. There will be another vote, but it will probably be in about an

hour. Dr. Tinsley, I have a question that rm going to ask you, then rm

going to ask Mrs. Northup to take the Chair. I will put the remain­der of my questions in the record and ask you to answer each of them, if you will.

PERFORMANCE MEASURES-APH

Mr. PORTER. Dr. Tinsley, your budget justification indicates that APH has chosen the following GPRA goals: increasing efficiency of production; increasing market share; conducting research that is responsive to APirs customer base; and increasing APH's revenue base, which we presume means non-Federal support.

These are important goals. We are particularly interested that you increase the efficiency of production and broaden your non-Fed­eral revenue base. But these goals do not relate to the real purpose for APH improving the academic achievement of visually-impaired students. Why isn't APH focusing its GPRA objectives on students and how they improve their academic achievement as a result of APH's Federal funding? ·

Dr. TINSLEY. Yes, sir. Subsequent to the provision of that infor­mation, we have conducted an extensive strategic planning process in which we visited customers, visited consumers; we had them identify their needs, and thus their requirements; and from their requirements we identified measurements of how we would meet their requirements. Once the measurements were identified, then we developed objectives based upon those measurements, BO we knew that they were definitely measurable.

Strategies, and then action plans for those strategies-the 10 ob­jectives that resulted from that process addressed all 85 customer requirements, and those objectives deal with on-time delivery; in­creasing development funds; decreasing returns for repair; the pro­vision of materials in a timely manner, and BO forth.

The piece that we're working with OMB on now is determining how best we can measure the outcomes. As far as students are con­cerned, it is graduation rates and transition to employment, and we're going to have to incorporate the involve of all 160 ex officio trustees, which would represent all 50 States, all of our posses­sions, Guam, Puerto Rico·, American Samoa, t.o determine a method of evaluating the outcomes as far as it relates to students. And that's where we are at this point.

Mr. PoRTER. Well, let me thank each of you again for your fine opening statements and for answering my questions and Mrs. Northup'• questions. You are each doing a fine job and we very much appreciate the work that you do, and thank you for your ap­pearance here this afternoon.

Mrs. Northup, would you take the Chair, please?

521

BRAILLE LITERACY

Mrs. NORTHUP [assuming Chair). Thank you, Mr. Chairman. I appreciate you all being here today; after having an opportunity

to work in Kentucky with the communities that you serve, I feel like you are the examples, the inspiration of a lot of those unsung, unrecognized heroes in our society and our communities today, and I would like to think that we can work together to ensure that their possibilities and their futures are expanded and their hori­zons are inspired. I know that that's what you are about every day, so I consider it a real privilege to be with you today and to have this opportunity.

I am going to concentrate a couple of my questions on the Amer­ican Printing House. First of all I would like to ask you, I have talked to many in the blind community that are very concerned about the decreasing number of blind children that are being taught braille. They feel like with the advent of computers and the adaptation of their opportunities to use computers, that there is so much more emphasis on that, and yet children that are totally blind, obviously, have to learn braille. And if there is a decreasing number of teachers, if there is a decreasing number of schools that are promoting that learning, their concern is that the braille lan­guage will be decreasingly important, and yet absolutely essential for a considerable number of people in this country.

I don't know whether your research is involved in that, but I did notice you moved the microphone back to Dr. Heumann, so who­ever wants to answer that question may do so.

Dr. TINSLEY. I'd be glad to. Of the 57,000 legally blind students we serve, only approximately

5,000 are braille readers. They are registered as that being their preferred means of reading. We don't evaluate if any of them can read efficiently. We do know, though, that the teacher training pro­grams-we only have 26 now in the education of the visually im­paired; therefore, many of them are one-person programs, and as they move out of the system, they're not being reinstated. They're moving to elementary education and so forth; the deans of the Col­leges of Education are not replacing them. Therefore we do know that there is a real lack of trained teachers of the blind, and if a child is in a public school program, which 90 percent of them are, there's a good chance that he's not going to have the braille train­ing he needs.

So the funding of the discretionary programs, the teacher prep within IDEA, is very key to that effort.

Mrs. NORTHUP. Are you already seeing this ch~ reflected in the publications that are being requested at the Printing House?

Dr. TINSLEY. For the last six or seven years, the number has been pretty level as far as the number of students who are reg­istered as braille readers.

Ms. HEuMANN. If I could, Madam Chair, tbis has been a concern for the Department, also. As we have been working on the reau­thorization of the IDEA, we have addressed it in two ways. One is under the IEP, the Individualized Educational Plan, and our dis­cussions are currently looking at language which would stipulate

522

that braille would have to be considered as an appropriate method of teaching blind students.

We also have under our Professional Developmentr-we are very concemed about exactly what Tuck is talking about, the need to continue to produce instructors who are capable of working with the blind and low-vision students, and deaf and hard of hearing students also, and the need for those instructors to able to be pro­ficient in braille. We have certainly heard from a lot of the blind o~anizations about their concern in that area, so we are hopeful that the provisions that will come out of the reauthorization will have stronger language in both those areas.

BUDGET REQUEST-APH

Mrs. NORTHUP. Okay. I would also like to ask you about the American Printing House

for the Blind. I notice that your funding has been on a flat basis over the last couple of years, and I wondered if that reflects also the number of re'luests you nave for materials that are produced at American Printing House. In other words, you're going to spend the same amount of money; is that because the amount of mate­rials being requested remains the same?

Dr. TINSLEY. Well, when the appropriation is made~ the money is allotted to the school programs. So if a program has '1'10,000 allo­cated, that's all the materials they can draw.

The flat funding has provided less funds for the l?opulation to use, so they are ordering only what the allocation provides.

Mrs. NORTHUP. Tell me something about your request to the De­partment of Education. What was your request for the budget?

Dr. TINSLEY. Our request was 22 percent above the $6.68 million. It was $8,186,000, and it was based upon the 1983 per capita of $122, feeling that if we could reestablish what we liad 15 years aEO, $122 per student, that would be better than where we are, al­though we realize that $122 of 1983 money will buy about $50 worth of materials today.

MANAGEMENT INITIATIVES AT APH

Mrs. NORTHUP. Okay. You also mentioned the partnership that ;)'OU have with Toyota

Motor Company. I wondered if you would tell me a little bit more about this partnership and what this means for services for the blind community.

Dr. TINsLEY. I appreciate your askiiu! that, Congresswoman Northup. We are very excited about this. 'l'ayota has a huge plant in Georgetown, Kentucky, and they are moving their North Amer­ican headquarters to northern Kentucky. So last year the General Manager of Toyota-well, four years ago Toyota brought in a Toy­ota Supply and Support Center, which consisted of consultants from Japan who went into the Toyota suppliers-the companies that make cupholders for the Camry and the Avalon, and they taught them the Toyota production system and they taught them to become more efficient and effective, so that ultimately it reduced the cost to Toyota and the cost of the cars.

The General Manager of the Toyota Supply and Support Center came to the Printing House last year, and subsequently Toyota se-

523

lected APH as a project company. They have never worked with a nonprofit company before. They came in for the first time this past Tuesday, and the_y are workinz with us to reduce inventory, work­ing with us on efficiencies, and working with us on production proc­esses, so we're really excited about it. It actually began this Tues­day, with Toyota people working side-by-side with APH employees, and maybe side-by-side with us for over a year or more, at no cost to APH or the Government. We're pleased with that.

ASSESSING THE NEEDS 0~' BLIND STUDENTS

Mrs. NORTHUP. Let me ask you another question. The Chairman sort of touched on this. How do you determine what products the blind community most needs?

Dr. TINSLEY. The identification of those needs is determined at the local level. The Act provides for ex officio trustees to APH that represent all States. They are the chief state school officers, the vi­sion consultants, the 48 residential school superintendents, and the heads of the instructional materials centers-they identify the needs at the local level. They come to the Printing House; there is a Publication Committee and a Research and Development Com­mittee that speak for the trustees, and annually the trustees vote on approvi~ different things. The committees work on approving the way we re going to address the needs by the research done; they do that. Then they approve-the work with the field testing and the pilot testing, and they approve the prototypes for produc­tion. They are the ones that actually purchase the materials for the students, so the needs are identified at a local level.

BUDGET REQUEST-NTID

Mrs. NORTHUP. Okay. Dr. Davila, fd like to ask you the same question about your

funding for this year. It is also flat, if I remember? Dr. DAVILA. Yes. Our funding has been that way for three years

now. Mrs. NORTHUP. Yes. The demand for what you do, I assume, has increased? I think

you said there are more students-Dr. DAVILA. Yes, as I tried to explain in my brief statement, we

have reduced our staffing by almost 20 percent1• and the funds that were freed through that exercise have been reauocated to other im­portant program activities. We have been able to sustain program Quality, which is becoming more difficult to do, but we have been able to do that.

Mrs. NORTHUP. What was your request to the Department of Education?

Dr. DAVILA. We asked for $1 million above level funding, but we received level funding. We did not get that extra $1 million.

Mrs. NORTHUP. Can you tell me a little bit about the technology initiative that I guess is what was cut because of the $1 million cut?

Dr. DAVILA. That is correct. RIT has begun a $14 million upgrade of its computer networking technology, on campus and access to the Internet. This will require hard-wiring of all of the learning and living spaces at NTID and RIT. That includes the dormitories,

.. ·--------~

524

classrooms, and offices. Our share of that $14 million is $2.6 mil­lion. We were able to provide $1.6 million of that amount through reallocation of our resources. There is a $1 million amount that we need to obtain in order to complete the project.

We developed a partnership, proposed a partnership with the De­partment, where we would provide the $1.6 million, with an extra $1 million from them, through the budget process so that we could complete the project. That is not forthcoming, so we are looking at other things. We may have to revisit that tuition increase area. We had decided not to increase tuition, and we still want to avoid that. We will look at other possible efficiencies in the use of our re­sources so that we can come up with an additional $1 million, be­cause-and if I may say also, that is not $1 million now by any calculations; it may be about $800,000. We need about $800,000 more, not $1 million. So we will try to do that, because we feel it is very important that we complete that project. For example, it would be very much more expensive if it was postponed, and then we did it again, separately from RIT.

Computer access and the applications of the computer are really very important for deaf students. I am biased, but I suspect they are more important for deaf students than they are for hearing stu­dents, because it levels the playing field. So we are dead set on try­ing to accomplish this project.

BUDGET REQUEST--GALLAUDET UNIVERSITY

Mrs. NORTHUP. Thank you very much. Dr. Jordan, I believe that your funding has remained flat, also.

Can you tell us what your request was to the Department ot Edu­cation?

Dr. JORDAN. Thank you very much for your question. The request was for 3 percent more than we received in 1995. In 1995, we re­ceived $80 million. The current budget is for $79,182,000. We re­quested an inflationary increase of 3 percent when the budget pa­pers were developed.

fd like to talk a little bit about what we would do with the-­Mrs. NORTHUP. Please. That was my next question. Dr. JORDAN. Ptobably the three most important areas that we

would focus on are compensation, the upgrading of the computer technology at Gallaudet University, and maintaining the campus. That means renovation or maintenance of the facilities. We have a very large campus, 100 acres, with more than $100 million worth of bUildings, including seven dormitories, and you are probably aware that dormitories take a lot of abuse from the students.

Mrs. NORTHUP. Yes. Dr. JORDAN. They need regular maintenance. The computer equipment that we have now, the mainframe com­

puting equipment, was boll(lht with a great deal of support from this subcommittee, but now ts dated. We are right now studying re­placement and upgrading of that equipment, and estimate that it will cost up to $3 million just for the hardware and soll;ware to support a new integrated information system for financial manage­ment, human resource management, and the student database.

Every_ year we spend about $1 million on computing equipment, especially desktop computers. That won't become less; it will be-

525

come more, if anything, as we upgrade our technology. And these numbers don't include anything related to academic technology and "smart classrooms" and the need for enhancing what we do for view ual communications for deaf people.

The final area is compensation. I listened with interest to the Howard University discussion about faculty compensation. We face exactly the same issue. We must be aggressive in compensating, correctly, the faculty and the staff people who work at Gallaudet. We have downsized significantly over the last several years, and as we downsize, we are asking the fewer people who remain to do even more. We need to make sure that we fairly compensate them.

Thank you. Mrs. NORTHUP. Thank you. Since there are no other people here to ask questions, I want to

thank you again, Judith Heumann and the panel that was here. You have provided us with a lot of information. Personally, since I am here, I will make a personal remark. We can't do everything in Government, but we have to look at essential services. I think you represent a lot of the essential services that we have to pro­vide, and I thank you for making that case so well.

This subcommittee is adjourned until Tuesday at 10:00 o'clock. [The following questions were submitted to be answered for the

record:]

526

GAO ISSUES AT NTID YET TO BE RESOLVED

Mr. Poner: Dr. Davila last year in response to a question posed by this Comn1ittee about NTID's fund raising plans, Ms. Cicho\vski from the f)epartn1ent provided the following con1ment as an addendum to )Our response:

Fund raising v.·as one of the areas of concern highlighted in the General Accounting ()ffice revie\V ofN.fID in J 993. We believe the Institute has made considerable progress since then. Hov<ever. this is one of the areas the Department intends 10

look into more closely when we negotiate with the l~ochcster Institute of Teclmology to develop a revised agreement for the operation ofNTID.

Please review fur the record \Vhat the substance of the concern \•;as in the GAO rev[C\\' and what the Institute has done to rectify it.

Dr. Davila: ·rhe GAO in its December !993 Report to Congress stated the

following:

"NTID's endo\\ment fund·raising is costly. In 3 out of the 5 fiscal years since 1987 when the Federal endowment program began and for the entire 5 year period, RIT charged NTID more for fund-raising expenses than it raised for NTID."

This finding .,,,.as certainly true. Howe.,·er, during this period, NTID fund·raising efforts were still in the start·up phase. From 1993 to 1996. NTID has raised over $7 million while paying just under $2 million to RIT. As such, NTID received 3.5 times as much as it paid. During this timefran1e. NTID has not shared in any unrestricted funds given to RlT, v.·hich the Committee established by President Simone to review charges to NTID by RIT felt it should. The Conunittee has recommended to the Vice President of NTIU and RIT's Vice President of Finance and Administration that NTID share in Wlrestricted giving in the future on a proportional basis related to the amount that it pays of the general fundraising expense. The two Vice presidents have advanced this concept to the President ofRlT, and we expect to have resolution of this issue very soon. The methodology to accomplish this, and the proportion to be shared, is yet to be finalized. However, we feel the final solution will meet the tests of reasonableness when reviewed by the Department of Education as a part of the renegotiation of the Agreement for the operation ofNTID. If we share in the unrestricted funds raised by RIT and continue to improve fundraising results. we feel confident that in the end we will have an acceptable cost/benefit ratio.

Ms. Cichowski: We were concerned about the level offundraising at NTID long before GAO identified the cost issue. We are pleased to see the improvement in NTID's fundraising efforts, but are still concerned that NTJD is shouldering nlore than its fair share of the expense and plan to continue to monitor NTID's fundraising and Rrr's charges to NTID.

527

PERFORMANCE MEASURES· GALLAUDET lJNl\i'ERSITY

rvtr. Porter: Dr. Jordan, v.·hen \>.:ill Gallaudet make its fom·.al GPRA suhn1issillO to ()MB?

Dr. Jordan: 'V./c have undergone an extensive strategic planning proces~ involving all segments of the Gal\audet co1nmunity. An initial draft of a plan meeting the UPRA requirements has been submitted to the IJepartment as part of the budget process. It contains three principal objecti\•es and a nun1ber of supporting objectives, performance indicators, data sources, and assumptions. We haYe now completed our inten1al process and a revised plan \vas submitted to and approved by our Board of'frustees. A copy of that plan has been included as an insert to the hearing transcript. It is our understanding that the Depart1nent is conducting a reviev.· of the plan. We expect that it will be

submitted to OMB in the near future.

CREATING A SUSTAINABLE RESOURCE BASE AT GALLAUDET

Mr. Porter: Another ofGallaudefs GPRA goals is establishment of a sustainable resource base. The justification indicates that this subcommittee's appropriation represents about 72°/o of Gallaudet's total annual operating budget. 1-lov.·ever. that figure does not include other Federal assistance such as $7 million in vocational rehabilitation assistance paid in the fonn of tuition and fees. Please provide a ten-year table indicating the subcommittee appropriation, total Federal revenue. total revenue and the pen:entage of total revenue represented by total Federal revenue and by the subcommittee appropriation. Please tell us now. how Ga\laudet will measure this particular GPRA

goal?

Dr. Jordan: We have attached a ten year table showing our total current fund revenues by source and the percentage of the total due to the Federal appropriation. During this period, the Federal appropriation has declined as a percent of the total fron1 77 percent to 71 percent. The congressional justification sho\ved the percent as 72 percent. The difference is due in part to a difference between estimated and actual revenues. It is also partly due to a change in accounting practices whereby unrealized gains in investment are deducted from the re\·enue figure. This change is being made in accordance with the Financial Accounting Standards Board.

We have also provided detail from our fiscal year 1996 report required by OMB Circular A-133 showing total Federal funding associated with Ga!laudet by source according to the accounting principles and reporting format required by OMB. The total of these funds. including the appropriation was $88, 772,694 in fiscal year 1996. It is important to note that not all of the Federal assistance received by our students is paid to the University. For example, Vocational Rehabilitation funding is controlled by the States and can be used to support student costs other than tuition such as books or living expenses. This is also true of other Federal student aid programs. In addition, some of

528

the financial aid received by our students is in the form of loans that are paid back to the

Federal Government.

With respect to our income front tuition and fees, excluding international students who are not eligible for Federal financial aid, a high proportion 1s supponed by Federal student aid programs. We expect that Federal financial aid will continue to support a large proportion of our tuition and fee income. In addition, almost all of our funding from governmental grants and contracts comes from competitive Federal programs open to all colleges and universities in the United States.

We believe the issue of Vocational Rehabilitation and other Federal financial aid for our students is separate from the issue of appropriated funding. These student financial aid programs are open to all deaf Americans, if they meet the need.based eligibility requirements, whether they come to Gallaudet or go to any other higher education institution. The~ programs have nothing to do with Gallaudet. per se, and we do not set the eligibility requirements. Any deaf student who goes to NTID, Harvard, or the University of Maryland is just as much entitled to participate in these programs as he or she would have been by going to Gallaudet.

With respect to measuring our success in achieving our goal of a sustainable resource base, it is not our goal to reduce Federal support for those things to which Gallaudet students are entitled according to public law. Our success will be measured by our ability to increase our sources of support other than those provided by the Federal Government. This includes, especially, support for our endowment and the income that we derive from it. In this regard, we are achieving, and expect to continue achieving, success at a very high level.

GALLAUOET UNIVERSITY {including the University, Mode! Secondary School for the Deaf and the Kendall Demonstration Elementary School)

STATEMENT OF CURRENT FUND REVENUES FOR FISCAL YEARS 1987 THROUGH 1996

FY 1987 FY 1988 FY 1989 FY 1990 FY 1991 FY 1992 FY 1993 FY 1994 FY 1995 FY1"6 -

REVENUES: Student tuition and Fees 5,340 5,981 6,547 6,745 8.985 8.423 9,871 10.106 11.331 11,958

Governmental appropriations 62.000 61.238 65.010 66,657 68,845 73.040 74,152 76.435 79.030 76.629

Governmental grant$ and contracts 2.962 3,896 4,424 '·""' 3,576 4,714 4,556 4.863 4.398 4.140

Gifts and private grants "' 672 U>M 1,254 "' 665 6'5 830 3.654 • "' Endowment income :m "' 963 1.225 1,012 925 1,174 1.452 1,608 2.095 •••

Otflef interest income 396 379 292 m '°' 329 "' "' aa5 0 OtRersou~ 1,465 2.048 3,227 2.281 1,661 1,630 1.386 1.062 1,534 1.734

Auxiliary enterprises 7,039 7.404 8,360 8.495 S.900 9,219 10.420 9.597 9.651 10.898

Total 1'9Ve11U11$ eo.oza e2.1to 89.867 91,032 93,692 98.945 102,691 10/1,083 112.091 108,271

Appropriation n % of Total Revenun n% 75% 72~. 13-t. 73% 1'% 72% 73% 7'% 71%

Dollllni In thousands

"Includes $3 million Swindel!s bequest to support coostruction of conference center. &g

-Not 1ncludmg newly added category of net investment gains. so as to allow comparability with previous years

-·Endowment and other interest !l'ICOme are combined In new accounting format. Endowment income Includes interest generated from the Federal Endowment Grant program.

530

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PERFORMANCE MEASURES - APH

Mr. Porter: When will APH's GPRA goals be finalized, and when will a fonnal submission be made to OMB for approval?

Dr. Tinsley: The Printing House has submitted a draft performance plan to the Department and is working with Department staff on developing appropriate goals, objectives, and indicators. The plan will be officially submilted to the Office of Management and Budget (OMB) in September as part of the Department's fiscal year 1999 budget submission. However, we anticipate that a draft of lhe plan will be shared with OMB later this spring.

PERFORMANCE MEASURES- NTID

Mr. Porter: Dr. Davila, when will NTID make its GPRA submission to OMB, and will it be approved in time to be fully integrated into the fiscal year 1999 budget process as required by the law?

Dr. Davila: NTID went through an extensive process in developing its Strategic Plan. This document forms the basis for our GPRA submission to the Department. An initial draft of the plan which meets the GPRA requirements has been submitted to the Department. The plan will be officially submitted to the Office of Management and Budget (OMB) in September as part of the Department's fiscal year 1999 budget submission. The Department is working with NTID on revising some of the goals, objectives, and indicators. We anticipate that a draft of the plan will be shared with OMB later this spring.

SUPPLEMENTAL SOCIAL SECURITY RESEARCH CONDUCTED BY NTID

Mr. Porter: Dr. Davila, your predecessor presented the preliminary results of a study this subcommittee is very interested in. He indicated that individuals who receive a baccalaureate degree r.-om NTID participated in the SSI social welfare progran1 at a rate of only Jo/o. For sub-baccalaureate degree holders the rate was 9 percent, and for NTID drop-outs and hearing-impaired high school graduates, the rate was 27 percent. That is powerful evidence of the effectiveness ot an NTID degree. Dr. DeCaro indicted that NTID would have an update this year with a more in-depth aJlalysis of this survey data. wonder if you would bring us up to date?

Dr. Davila: NTID engaged in a joint research project with the Social Security Administration (SSA) to determine the effect postsecondary education has on reducing dependency on social welfare (Supplemental Security Income (SSl)) payments by deaf persons. The project assessed the impact that educational level, age, and gender have on receipt of SSI payments.

533

SSA n1atched a data file of 7, 196 deaf and hard-of-hearing individuals provided by NTID to national records of individuals receiving SSI benefits in October 1995. SSA then developed data tables for use by NTID. Data released by the SSA followed strict confidentiality guidelines. No data for individuals who made up the pool of subjects were reported. and the SSA provided only aggregated tabular infonnation to NTID. Individuals were not required to furnish any infonnation and no personal information \)I individuals by way ofnaine or address was used in the data file analysis.

First. the study found, overall. that 20 pen:ent of the individuals in the study group received SS!. and th~· average benefit was $342 in October 1995. Second, the more education an individual has, the less likely she or he will draw on SSI. Twenty-eight percent of persons with only a high 51.:hool degree, eight percent of sub-bachelor graduates and only three percent of bachelor graduates received SSI benefits. Third, 20 percent of individuals who attend college and subsequently drop out received SS! benefits. Fourth. one's educational level and age have a significant impact on receipt of SSI benefits. The more education an individual has and the older the person, the less likely she or he will draw on SSI benefits. Finally, a significantly larger percentage of females than males received SS! benefits at all age levels. In summary, postsec.1ndary education serves to reduce the levels of dependency on social welfare (SS!) by deaf and hard of hearing persons.

We have recently signed another contract with the SSA to provide us information on our students. We want to know how many come to NTID on SSI or Supplemental Security Disability Income (SSDI). We have access to information on other Federal sources of support our students access, but we have little knowledge about SSI and SSDI benefits received. In the end, we will be in a better position to measure the total Federal investment in our students. We hope to complete this work within calendar year 1997.

The source for this information is: Clarcq, J. R. & Walter, G.G. (1997) Effect of Postsecondary Education on Reducjng Supplementazy Security Income Payments to Deaf and Hard=0f-Hearing Persons, Rochester Institute of Technology: Rochester, NY.

PERSISTENCE TO GRADUATION - NTID

Mr. Porter: Dr. Davila, based on the evidence we just discussed and NTID's assertion during the FY97 hearings that the average annual Federal investment per NTID student is $42,000, what is NTID doing to improve the graduation rate of its students to limit the Federal investment in non-graduates and to maximize student achievement and employability? Will these actions be measured and included in GPRA?

Dr. Davila: Ar a result of implementation of its Strategic Plan, NTID has taken a number of actions t.i increase persistence of students to graduations. During the past two years, NT[D has sponsored professional development colloquia for the purpose of training staff about available strategies for improving retention. These colloquia were led by Dr. Lee Noel and Dr. John Gardner, each a leading authority on retention of college

534

students. In the future. NTID believes it will be able to do a better job in screening applicants. As a result of research conducted over the past year, NTID is in the process of implementing the American College Test (ACT) for use as a tool in the admission process. Evidence indicates that this test is a far better indicator of college success than the Stanford Achievement Tests (for hearing impaired students) which \Ve now use. In addition, the ACT will pennit better initial placement of students in programs and, hopefully, increasing persistence rate during the first year.

Beginning with the Fail of 1997, NTID will initiate a First Year Experiences program for newly admitted students. The goal of the program is to maximize the success of first·year students and ensure they have the advice, support, courses. and cocurricular activities to make a successful transition to college. NTID is also making significant modifications to 1echnical curricula so that programs of study are streamlined to include courses which directly focus on the technical skills needed for success in the workplace. We hope that these changes will result in a reduction of the time it takes deaf students to achieve a degree. Finally, we have restructured counseling/advising services so that the major priority is retention of students. Counselors and academic advisors are now using an early alert system which is initiated during a student's first term at NTID. Based on selected criteria such as academic preparedness, socialization, and study skills, students are identified as potential early dropouts. If a student is so identified, interventions are initiated immediately by the student's assigned counselor.

Of the initiatives described above, all but the First Year Experiences have been initiated. The initiatives. so far implemented, seem to be having some positive effects. Below is a list of the first year persistence rates for newly admitted students for each of the past five years.

Entry Year First '{ear Persistence Rate

91 700/o 92 71% 93 6~-0

94 73o/o 95 72°/o

Seventy·two percent of students who entered for the first time in ! 995 enrolled for their second year. This is one percent below the previous year, but overall, rates over the past two years are higher than for the years 1991 through i 993. We believe that the initiatives described above. taken together, are improving our first year persistence rates. These initiatives should also translate into a higher percentage of graduates.

It is difficult to measure the effects of any one of these interventions in isolation. hut v.·e will, as we have in the past. continue to repon on changes that occur in persistence of

586

students to graduation. Persistence will definitely be one of our performance measures in response to GPRA.

APH'S STEPS TO INCREASE NON-FEDERAL REVENUES

Mr. Porter: Dr. Tinsley, would you please tell us what steps APH has taken to increase its non-Federal sources of revenue, and how will these actions be measured for the purposes ofGPRA? Please provide a IO-year table of non-Federal revenues.

Dr. Tinsley: A major focus of AP H's strategic plan is to increase sources of revenue in addition to the appropriation. Strategies have been developed and action plans implemented regarding the following: I) private sector business sales, 2) competitive bidding for government and other contract projects, 3) sales to State and local school districts, 4) sales to individuals, including identification of new growth segments such as older adults with vision loss, and 5) sales to both domestic and foreign wholesale customers. We plan to increase our efforts in these areas during fiscal 1998 and beyond.

We are in the process of working with the Department of Education to develop appropriate objectives, indicators, data sources and strategies related to establishing a sustainable resource base.

1987 1988 1989 1990 1991 1992 1993 1994 1995 1996

NON-FEDERAL REVENUE

11,987,697 11,331,653 13,170,675 15,495,928 13,146,668 14,933,650 13,514,321 12,254,117 15,019.365 12,656,014

APPROPRIATION AS A PERCENT OF GALLAUDET'S REVENUE

Mr. Porter: Dr. Jordan, according to infonnation provided in the budget justification and the 1997 hearing record, the Gallaudet appropriation as a percentage of total revenue for the University is about the same as it was in fiscal year 1989. This tends to suggest that Gallaudet has not been making great progress in achieving its goal of gaining greater independence and establishing a sustainable revenue base. Why hasn't that number decreased over the last seven years, and what actions is Gal\audet taking to increase non-appropriated and non-Federal revenues?

536

Dr. Jordan: I want to indicate, first, that our dependence on Federal appropriations has declined dramatically, from 83 percent of total revenues in 1980 to about 71 percent in 1996. * This has been accomplished by two primary means-a large increase in student tuition and steady increases in private giving, especially to our endowment. This year, in particular, we will be using an additional $500,000 from the appropriation above the $1 million we matched last year under the FederaJ Endowment Grant program. We plan to use these funds for our endowment, rather than spending it for current operations. This $1.5 million will be matched against $2 million of privately raised money. Endowment growth is an investment in the future, so it does not represent money that is immediately available for use to offset the decline in our FederaJ support. While I have been President of Gallaudet, the market value of our endowment has increased from about S 11 million to about $65 million, but even growth such as this will not provide enough immediate income to offset our Federal appropriation, which must remain an important part of our resource base. Because of the way that growth in income from the endowment occurs, progress in achieving this goal must be measured within a fairly long time frame.

In this regard, I would like to remind the committee of the things that the Federal appropriation supports beyond our undergraduate and graduate programs. It supports an elementary and a secondary school for deaf children which are operated like public schools, without tuition. These schools offer public education for the deaf children of the District of Colwnbia., and they must provide a Free Appropriate Public Education (F APE) as defined in the Individuals with Disabilities Education Act to all the deaf children who attend them. The appropriation supports the national mission activities of these schools which are designed to improve the education of all deaf students in the United States, as prescribed in the Education of the Deaf Act. These programs receive virtually all of their fi.mding from the Federal Appropriation. If we consider only the University program and exclude the Precollege programs, the appropriation accounted for only 63o/o of support for the University in fiscal year I 9%. In addition, the appropriation supports University research, continuing education, outreach efforts, and community programs. The research results in comprehensive data bases concerning the educational status of all deaf children in the United States, as well as the development of tests to measure their educational progress. All of these are activities that wou1d have to cease in the absence of direct appropriations.

Finally, with regard to the proportion of our income that comes from the Federal appropriation, I wou1d like to alert the subcommittee to changes in financial reporting requirements for all private higher education institutions that have been promulgated by the Financial Accounting Standards Board (FASS). Under these new requirements, Gallaudet's financial report more closely resembles that of a private business. According to these requirements, in addition to Income from dividends and interest, we mu.st report items such as growth in our investments that we were not previously entitled to report as income. Under these new reporting requirements, the Federal appropriation as a percentage of our total income in fiscal year 1996 would have been reestimated to be

537

68 percent. In future years, we \Viii have to change our method of reporting to the Department to reflect this change.

• NOTE: Gallaudet includes Federal grants and contracts and interest from the Federal Endowment Grant Program as part of the base in calculating the percent the appropriation comprises oftotal revenue.

GALLAUDET'S VISION IMPLEMENTATION PLAN

Mr. Porter: Dr. Jordan, last year you described your efforts to streamline University operations through the_ Vision Implementation Plan (VIP) to reduce costs and achieve greater efficiency. I want to commend you for engaging in this strategic planning process. Please give us a short update on implementation of the VIP and provide for the record a table of actions taken as a result of the VIP, and the month and year each action was taken. Please indicate estimated annual savings to Gal!audet as a result of those actions.

Dr. Jordan: The Vision Implementation Plan resulted in significant changes in the Division of Academic Affairs. Total funds saved and subsequently reallocated to other programs are estimated to be approximately S3.2 million. An additional $I million in savings from the VIP was used to offset the reduction in Federal appropriations in fiscal year 1996. In addition, as part of the institution's commitment to offer the faculty a competitive compensation package some of the savings were applied to improved faculty merit awards.

Other programmatic changes, some of which were made possible through reallocation of funds realized from the Vision Implementation Plan, are listed below. The month and year each action was taken are not indicated because many actions were phased-in or achieved in incremental steps. These steps sometime went through or over fiscal years and include early retirements and buyouts, which realize savings over time, and elimination of programs which are finally completed only after the last students graduate. We have divided the actions by fiscal year based on when they were initiated.

Fiscal Year 1996

I. Established a center for communications training by reassigning staff. 2. Provided additional funding and positions to the English, Math, PE, Biology and

Communication Arts Programs in order that they might accommodate the influx of freshman students expected as the result of the closure of the School of Preparatory Studies

3. Relocated Academic Computing under the Library and redefined it as Academic Technology

4. Established the School of Undergraduate Studies

538

a. The new School includes the following functions: programs designed specifically 10 improve retention, conduct assessment of student outcomes, Faculty de\•elopment, curriculum development, First Year Seminars, Nev.· Student Orientation Program and the Honors Program.

b. The Division of Academic Support and Student Development was reorganized and Academic Support Functions such as Career Center, Academic Advising, Tutorial Services, New Student Orientation and New Signers Program were transferred to the new School of Undergraduate Studies.

c. Following the reorganization of the School: o Conducted program reviey,• of functions reassigned o Redefined functions o Merged Academic Advising and Career Center o Consolidated Tutorial Services

5. The Student Development Functions previously organized under the Division of Academic Support and Student Development were assigned to report to the Vice President for Academic Affairs. Following the reorganization:

o a program review was conducted for student development functions o the Student Counseling Center was transferred and merged with the

Community Mental Health Center o a Leaming Disabilities Diagnostician was added.

6. Redefined the role of Graduate Dean and Graduate Council on Education 7. Eliminated majors in: German, Russian, International Studies, Religion, Social

Philosophy, General Studies and Physics 8. Eliminated Associate's Degree in Office Systems 9. Merged small departments (Government and History, Physics and Chemistry.

Educational Technology and TV, Film and Photography) I 0. Merged the College for Continuing Education's (CCE) Hearing,l\'ision Impaired

Program with the Office of Students with Disabilities I 1. Closed the National Academy 12. Closed Cued Speech Program 13. Reduced the number ofGa\laudet Regional Centers by 2 and revised their roles and

functions 14. Closed the School of Preparatory Studies IS. Closed the National Center for the Law and the Deaf

Fiscal Year 1997

I. Reconceptualized Research wid Instruction by decentralizing Research and establishing 3 funds for RFP processes under 3 specific categories.

2. Established mechanism for on~going Program Review 3. Enhanced the School of Undergraduate Studies First Year Seminar program,

retention, and new signers program.

589

INITIAL BUDGET REQUEST FROM NTID

Mr. Porter: Dr. Davila, what was your initial budget request to the Department, and what was the Department's request to OMB?

Dr. Davila: NTID received the amount that it asked for in the President's budget for normal operations, $43,041,000. However, we did not get funding for a project that I believe is essential for deaf students and deaf faculty and staff at NTID. The Rochester Institute of Technology (RIT) is a high technology institution, as its name suggests. We have placed a copy ofa January 23, 1997 article from the Wall Street Journal in the committee's files. The article focuses on RIT's Computer Science House, a donnitory for students devoted to high technology, which shows Rlrs commitment to technology. RIT is on a fast track to upgrade its campus-wide computer network, and is in the process of wiring all of its donnitories, classrooms and administrative offices so that all students and employees can have access to the campus network, including the Internet. Deaf students in particular benefit tremendously from this technology as it levels the playing field. It allows them the same access to infonnation as hearing students and therefore the same access to learning and opportunity. With this technology, students can use e~mail to communicate with each other, their teachers and others. They can tap into the enormous power of the Internet, or work on course assignments in their donnitory rooms via computer, accessing their professor's home page.

This network upgrade for the entire RIT campus will ultimately cost $14 million. NTID's share is estimated to be $2.6 million; $700,000 for the dormitories and a projected SI .9 million for the classrooms and offices. NTID, through its budget reduction efforts over the past several years, paid for the dormitory portion from its fiscal year 1996 operating funds. For the remaining $1.9 million classroom and office phase, we proposed a partnership

· arrangement in our fiscal year 1998 submission to the Department of Education, whereby NTID would reallocate $900,000 of its operating budget, ifthe Federal Government would provide the balance of SI million. The President's Request did not include the $1 million we requested for this purpose. As stated earlier, if funding is not provided for this project. NTID may reconsider its decision not to raise tuition for school year 1997·98. The estimated cost for this project is now $1. 7 million, rather than the $1.9 million previously estimated, reducing the balance needed to $800,000.

NTID also requested an additional $500,000 for the Endowment Grant program, We are in the middle of a $10 to $12 millio.n capital campaign and feel this wquld certainly be an inducement for potential donors. Though we believe we could use these funds effectively, we do not put them on the same priority level as the computer networking funds.

Ms. Cichowski: The Department discussed a variety of funding levels with OMB, but ultimately concluded that the level contained in the President's Request provided an appropriate level of resources for NTJD.

IMPLEMENTATION OF NTID'S STRATEGIC PLAN

Mr. Porter: Dr. Davila, please bring us up to date on implementation of the strategic plan begun in 1992. Will you achieve further <1avings, efficiencies, or streamlining in

540

fiscal years i 997 and 1998, and do you anticipate any major changes in the plan ilself or in the process compared lo your predecessor? Please provide a table for lhe record indicating total ar,nuaJ savings estimated as a result of all actions taken pursuant to th.e strategic plan.

Dr. Davila: I do not anticipate any major changes in the plan itself or in the process we have followed except that we will take up those initiatives in the Strategic Plan which we have not pursued to date. These included:

• Establishment of an Instructional Technology Center;

• Establishment of a Master Space Plan;

• Development of a "Promoting Leadership" experience targeted to deaf. minority, and female faculty and staff;

• Initiation of necessary classroom renovation to enhance state-of-art pedagogical approaches 10 learning; and~-·---

Development of faculty revita1ization strategies, including short-term leaves for targeted institutional projects and priorities.

We are able to carry out the objectives of our strategic plan without increased funding due to the savine,s which we have affected over the past three years. The actions we have taken are detailed in the following chart:

Hiring Freeze

Departmental Budgets

Elimination of 67 Positions

Elimination of 50 Positions

FY 1995

1500,000

1700,000

FY 1996

$300,000

12,700,000

FY 1997 Total

$500,000

$300,000 11,300,000

12.700,000

11.900,000 11,900,000

Total I 11.ioo.000 I 13.000.000 I 12.200.000 I $6,400.000 I We estimate that an additional $1. 7 million in savings will be realized over the next

2 to 3 years. The $1.7 million will serve to lessen the effect of inflation on out~year budgets. It should be noted that these actions have allowed us to support the initiatives of

r '

541

the strategic plan during fiscal years 1995 through 1997, a time when Federal support has remained level, and will continue to do so in fiscal year 1998.

COMPARISON GROUPS OF SCHOOLS FOR GALLUADET

Mr. Porter: Dr. Jordan, last year I asked you to describe an appropriate comparison group for Gallaudet so we can begin to measure your perfonnance against other schools. You answered that you compare Gallaudet against other colleges and universities. Please give us a specific benchmark or comparison group which you feel is appropriate against which we can measure your achievements, whether it is a group of four or five schools or a class of schools or all colleges and universities.

Or. Jordan: Although Gallaudet is an independent, comprehensive, liberal arts university, it also has a unique mission and focuses on a unique population. Therefore, we have used a variety of other higher education institutions in attempting to assess our performance in different areas. For example, in setting our tuition rates we have historically compared ourselves to the most expensive land grant institutions, and this was done in response to agreements with the Department of Education. We operate in the Washington, D.C. labor market, so we have compared the salaries of our faculty and staff to those of other universities in the Washington area. Our students require small classes and specialized education programs, so we have compared our general and educational expenses to small private liberal arts institutions when assessing our costs of operation. There are other groups of institutions to which we could be compared for other purposes, and we will point out some of those in response to other specific questions from the subcommittee that follow.

GRADUATION RA TES AT GALLAUDET UNIVERSITY

Mr, Porter: Last year, Dr. Jordan indicated that for purposes of comparison, this subcommittee should examine the perfonnance of other 4-year colleges and universities. The budget justification indicates that the American College Testing Service conducted a survey of graduation rates at over 2,500 institutions of higher education in 1996. The graduation rates at private schools are reported as follows by type of enrollment: 83 percent at highly selective institutions, 67 percent at selective institutions, 54 percent at traditional institutions, 43 percent at liberal institutions, and 40 percent at open enrollment institutions. Gallaudet's graduation rate was 39 percent. What is the proper comparison grouj) for Gallaudet. and why is Gallaudet's graduation rate below that for all groups surveyed?

Dr. Jordan: We do not believe that our estimated graduation rate is appropriately considered on a year-by-year basis. The statistics are only valid when a multi-year average is used. On this basis, we estimate the graduation rate of all students who enter our undergraduate program to be approximately 400.4.. Some institutions, such as NTID, offer multiple exit points below the bachelor's degree, including certificates and associate degrees. The only degree available in our undergraduate program is the bachelor's

--------------~-- -

542

degree. so the only appropriate comparison for our graduation rate would be with programs that count all of their incoming students and measure the success of all of these students in acquiring bachelor's degrees.

With this qualification, it is appropriate to compare Gal!audet 's graduation rate of 40o/o to those of the other colleges and universities in the ACT survey that admit high proportions of students with academic deficiencies, and this might include public as well as private institutions. Ho\\'Cver, it mus( still be kept in mind that Gallaudet's mission has been and continues to be one of the most difficult given to any educational institution. It is our mission to provide higher education to a population that faces extreme challenges in acquiring the English language and in understanding the primary mode of communication used in most higher education programs, i.e .• oral English. At the same time, we must maintain high standards for graduation, so that a Gallaudet degree has the same value as a degree from any other college or university. We have always interpreted our role as requiring the admission of"at·risk" students who must then follov.' a rigorous academic program in order to graduate. Consequently, many don't succeed-a situation that exists in many other colleges and universities today.

This is not to say that we are satisfied with the current state of affairs. We have instituted new programs, such as the "first year program", and consolidated others, such as our remedial and retention programs, in order to concentrate and focus our efforts on helping admitted students persist and earn a degree. However, we will not take either of the two easy routes to improving our graduation rate -· denying opportunities to students with demonstrated potential who also have substantial risk factors or weakening our graduation requirements.

In this regard, it is also important to note that most deaf students that graduate from college still graduate from Gallaudet. According to the ninth edition of the Colleee and Career Programs for Deaf Students, a catalog of 134 colleges and universities with substantial support services for deaf students published by Gal\audet and NTID in 1995, 57% of bachelor's degrees awarded to deaf students in 1994 were awarded by Gallaudet.

It also appears that the time spent at Gallaudet by "non-completers" is not '""asted. Nongraduates of Gallaudet go on to enjoy favorable rates of employment and substantial incomes. Moreover, Gallaudet's Alumni Survey, published in 1993, indicates that about one-fourth of Ga1laudet noncompleters go on to graduate from other colleges and universities.

Mr. Porter: Has Oallaudet established a long-tenn goal for improving the graduation rate, and will that goal be incorporated into the OPRA process?

Dr. Jordan: We are currently in the process of establishing specific goals in this regard. Graduation rates are addressed in one of the goals under our first strategic objective. We have established working groups to examine data on our current rates of

:'J--"

543

success for each objective and to establish specific goals for improvement. These goals will become part of the ongoing process of responding to GPRA.

Mr. Porter: The same American College Testing Service survey indicated that the average graduate for all private schools completed studies in 5 years, while the average Gallaudet graduate completed studies in 6 years. What is the reason for this disparity, has Gallaudet established a goal of reducing the average time taken to graduate, and will that goal be incorporated into the GPRA process?

Dr. Jordan: As I explained in my answer to a previous question, the majority of deaf high school graduates who come to Gallaudet come with considerable deficiencies in their command of the English language. Ga11audet has always been more concerned with the value that could be added to the intellectual abilities of its students than with concern over a specific period of time needed to do it. Our experience has shown that many deaf students continue to improve their literacy skills during the years they are enrolled at Gallaudet. So, we are not considering adopting a goal for our students based simply on the experience of those institutions that are educating students with normal hearing.

Mr. Porter: Please provide the following data for the last five years for Gallaudet and its comparison group chosen in response to question l above (longer if you feel a longer window is appropriate): graduation rates, average years of school completed by entering freshmen, percentage of graduates who obtain permanent full-time employment, percentage of non-graduates who obtain pennanent full-time employment. Please also indicate the percentage of hearing impaired individuals who have never attended Gallaudet and who have obtained pennanent full-time employment.

Dr. Jordan: We estimate the graduation rate for Gallaudet undergraduates during the past S years to have been about 40 percent, on average. lt is also important to note that a 1993 survey of students who did not complete degrees at Gallaudet indicated that 26 percent of these students went on to obtain degrees at other institutions.• This means that approximately 15% more of those students who enter Gallaudet eventually obtain degrees elsewhere. So, the total percentage of aJl Gallaudet entering students who eventually earn college degrees is approximately 55 percent, 40 percent earn them at Gallaudet and 15 percent earn them elsewhere. Following is a discussion of placement of Gallaudet Bachelor's Degree recipients.

Gallaudet University conducts periodic surveys to ascertain the status of graduates of its undergraduate programs. These surveys fall into two categories; (1) Short surveys designed to collect placement infonnation concerning recent graduates-these are conducted annually and are targeted at students who graduated roughly one year prior to the time of the survey; and (2) comprehensive surveys of all former students conducted approximately every ten years. These two categories of surveys have somewhat different purposes and yield somewhat different results. This brief paper will first present a swnmary of the results of surv::~<; of recent graduates that have been conducted during the past several years.

544

Sw:yeys of recent ii:raduates

For many years, Galla.udet University has surveyed graduates of its undergraduate programs approximately one year after their graduation. The University has asked graduates to respond to a typical battery of placement oriented questions related to such issues as employment status and further education. The table below summarizes information from the last four surveys concerning the status of bachelor's degree recipients at the time of the survey (generally in June of the year following.graduation).

• ~: Gallaudet Alumni Survey, l 993. Approximately 55 percent of those students contacted responded to the survey. Members of every class from 1923 to 1991 submitted information, with half the respondents from the classes of l 976 to 1991.

G•llaudet University

Placement Stlltistics Bachelor's Dqrtt Recipients

Year of Graduation 1995 1994 1993 1992

Placement Statistics At Time of Sarvey

Number of Respondents " 120 125 152

Attending Graduate Sthool 38% 25% 30% 18%

Working PriY!l.tc·Sector 22% 25% 30% 27%

Government tr~ llo/o So/o 12%

Educatic:1 4So/. 44% 34% 30%

Othu 1501o 20% 28% 31%

Total Employed FT and PT 73% 76% 74% 76%

Othu 17% J20,{, 11% 13o/o

Note that the category "other" in the table refers to fonner students who were neither working nor in school at the time of the survey and that the categories "attending graduate school" and "working" are not mutually exclusive. It should also be noted that the timing of the survey, in June one year after graduation, may bias the "other" category upward, in that some students may be just finishing a year of graduate school and be entering the job market at that time.

546

Another way of viewing the placement status of new bachelor's degree recipients is to ask them to report all of their activities during the previous year, not just at the time of the survey. The University reported these statistics for the first time with respect to students who received their bachelor's degrees in Academic Year 1994-95, and the following table summarizes this infonnation.

Bachelor's Degree R~ipients, 1994-1995

Activities Reported During Fint Year After Graduation

Further Education Employment Other

38% 88o/o So/o

The above table can be seen as giving a more complete picture of all the activities that these graduates engaged in during the first year after graduation.

Suryeys of all araduates

Perhaps more important than the status of graduates during their first year after graduation is the pattern of their entire careers following their departure from the University. In order to assess this pattern, Gallaudet conducts surveys of all its bachelor's degree recipients approximately every ten years. The last such survey was conducted in 1993, and what follows is a summary of results from that survey for all students who received bachelor's degrees between 1923 and 1991.

• 55% of graduates responded to the survey

• At the time of the survey, 790/o of graduates reported that they were working, 12°/o were retired, So/o were not working and not seeking work, and only 4% were not working and were seeking work (unemployed).

• 51% of all respondents held graduate degrees at the master's or doctoral level. and an additional 11 % attended graduate school, but had not received a degree at the time of the survey. Among a national nonn group of college graduates, only I CJO/o held advanced degrees.

• 66% of graduates were employed in executive, professional or managerial occupations, and an additional 1'79/a were employed in technical; sales or administrative support. Comparison data from a national survey of undergraduate degree holders are as follows: SOo/a of the national sample were employed in executive, professional or managerial occupations, and 25% were employed in technical, sales or administrative support.

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Placement results for iiraduates ofGal!audet Master's and Doctoral WoiranJs

The University also surveyed graduates of its master's and doctoraJ programs in the 1993 study described above. Following are some highlights of that sun·ey:

• 86% reported that they were working at the time of the survey, 7% were retired, 5% were not working and not seeking work, and only 2% were not working and were seeking work (unemployed).

• 87% were employed in executive, professional or managerial positions, and 2% were employed in technical, sales, or administrative support.

Qther infonnation requested

According to recent survey data, ten years after graduation from high school, 60 percent of deaf high school graduates who have not attended college are working. If deaf high school dropouts were included, we estimate that the proportion working would drop to 50 percent.

EMPLOYMENTLEVELSOFNONGRADUATES-GALLAUDET

Mr. Porter: Dr. Jordan, last year you indicated that individuals who had some Gallaudet experience but did not obtain degrees achieved "much higher levels of productive employment" than are reported for people who are deaf who never attended college at all. Please indicate the basis for this statement and provide the survey data to support it.

Dr. Jordan: In response to this question, we are placing copies of graduate surveys conducted in 1983 and 1993 by GaJiaudct University into the committee's file. In particular, we refer the committee to the report entitled "Income and Occupations of Deaf Fonner College Students" published in 1983.

To summarize the data in the 1993 Alwnni Survey, almost t,000 individuals responded to the survey who had attended Gallaudet as an undergraduate student, but did not graduate. Seventy-one percent of the Gallaudet undergraduate degree holders reported that they were working full~time as compared to 64 percent of the nondegree alumni. This compares to a 60 percent employment rate for deaf high school graduates who do not attend college at aJI. Of the Gallaudet undergraduate degree holders who were employed, 76 percent were employed in executive/professional/managerial positions compared to 34 percent of the nondegree alumni. The median annual personal income in 1992 of those who graduated from Gallaudet with their highest degree at the undergraduate level was reported to be $31,000 versus $26,500 fOr nondegree a1umni.

547

Mr. Porter: Dr. Jordan, last year you indicated that graduates of Gallaudet fared as· well as hearing graduates of other four-year colleges and universities. Please provide the survey data upon which that statement was based.

Dr. Jordan: As with our response to the previous question, we are placing copies of published reports on graduate surveys conducted in 1983 and 1993 by Gallaudet University into the committee's file.

IMPROVING RETENTION OF GALLAUDET STUDENTS

Mr. Porter: Dr. Jordan, last year you indicated that the employment rate for Gallaudet graduates was virtually 100'.4 compared to about 50% for hearing-impaired non-Oallaudet graduates. That is powerful testimony to the value of a Gallaudet degree. It also points up the importance of graduating the highest possible number of Gallaudet students.

Last year you also indicated that the average annua1 .appropriation per Gallaudet student is $20,000 in 1995 dollars. Given the impact of a Gallaudet degree and the substantial annual Federal commitment to each Gallaudet student, doesn't the University have an obligation to improve its retention and graduation rates for GaUaudet students?

Dr. Jordan: We are prepared to do whatever we can, short of lowering our academic standards and thereby cheapening our degrees, to improve out retention and graduation rates. To that end, as a result of our Vision Implementation Plan, we have consolidated and refocused our remedial English and Mathematics programs. We have reexamined our curriculum, and our faculty has approVed needed changes. We have restructured the program for freshman students, because that is the year in which the greatest part of attrition occurs. We arc constantly upgrading OW' academic technology, so as to have state of the art equipment available for students and faculty. We also have appointed a retention coordinator to make sure that the maximwn resources are brought to bear on this problem.

ENROLLMENT DECLINE AT GALLAUDET UNIVERSITY

Mr. Porter: Gallaudet enrollment declined by about 8% from its high of2,404 in 199()..91 to 2,208 in 1995-96. What is the reason for this decline in eW"Ollment, is this a matter of concern for the University, and if so, what is the University doing to correct it?

Dr. Jordan: Enrollment has declined at Gallaudet for two principal reasons. First, a large cohort of people deafened by the rubella epidemic of the mid 1960' s has now finished undergraduate education programs. We anticipated a downturn in enrollments in undergraduate programs as a result of this group of students completing their studies. Second, in the Education of the Deaf Act amendments of 1992, Congress placed a cap on international student enrollments at Gallaudet which has led to a loss in enrollment of approximately 100 students.• We expect these decreases in undergraduate eW"Ollment to

548

be largely offset by corresponding increases in enrollments in graduate and extension programs.

We have also been concerned, during the past two years, aboUt negative publicity surrounding government shutdo'Mts and the problems affecting the District of Columbia. In addition, as a result of program reviews, we have tenninated some programs, including undergraduate preparatory and associate level programs, which did not appear to fit well with our vision.

We are very concerned about the possibility of declining enrollment and have taken two major steps to address it. We have reorganized our retention efforts, and we have moved the office of enrollment services, including its recruitment function, directly under the supervision of the President's Office.

• NOTE: The University's enrollment of foreign students was JOI or 13 .2 percent of total enrollment in school year 1992·93. Enrollment of these students was 220 in school year 1995-96.

TEN-YEAR TABLE OF TmTION AND OTHER FEES AT GALLAUDET

Mr. Porter: Please provide a ten·year table indicating the cost of tuition, room, board, and fees.

Dr. Jordan: A table showing the requested infonnation follows:

549

GALLAUDET UNIVERSITY INCREASES IN TVJTION AND FEES (US STUDENTS ONLY)

FISCAL ROOM, BOARD, YEAR TUITION AND FEES TOTAL %INCREASE

1988 $2,734 $3,156 $5,890 7.4811/.

1989 $2,834 $3,300 $6,134 4.14%

19'0 $3,1184 $3,735 $6,819 11.17%

1991 $3,334 $4,160 57,494 9.9(19/.

1m $3,584 $4,610 $8,194 9.34•.4

1993 $3,924 $4,870 $8,794 7.32%

1994 $4,300 $5,110 $9,410 7.00%

1995 $4,700 $5,400 $10,100 7.33%

1996 $5,100 $5,700 $10,800 6.93•.li.

1997 $5,610 $6,270 $11,880 10.00•1.

1998 $6,003 $6,709 $12,712 7.00Y.

550

WITHDRAWALS FROM GALLAUDET'S ENDOWMENT PROGRAM CORPUS

Mr. Porter: Has the University ever asked the Secretary and has the Secretary ever given pennission to withdraw any portion of the endowment fund corpus?

Dr. Jordan: The University has never made such a request. I would like to say again how important we consider this program to be to the future of the University. We will continue to attempt to maximize growth in our endowment fund by controlling current costs so we can set aside more funding for our endowment, by working as hard as po~ible to secure private giving, and by investing the principal wisely.

MARKET VALUE OF GALLAUDET'S ENDOWMENT FUNDS

Mr. Porter: Please provide a ten-year table indicating the market value of the Federal endowment grant program corpus and the market va1ue of all Gallaudet endowments. Please provide a ten-year table indicating annual earnings from the Federal endowment grant program and all Gallaudet endowments.

Dr. Jordan: A table with the requested information is attached.

551

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GALLAUDET STUDF.NT TUITION/FEES FROM FEDERAL SOURCES

Mr. Porter: Please provide a IO-year table indicating the percentage of student tuition and fees derived from Federal sources of all types.

Dr. Jordan: We cannot provide a ten·year table with this infonnation. However, we have provided data relevant to this question in response to a previous question concerning total Federal support for Gallaudct.

GALLAUDET BUDGET REQUEST

Mr. Porter: Please indicate the budget request submitted to the Department by Gallaudet and the budget request submitted to OMB by the Department.

Dr. Jordan: We have placed a copy of my letter to Secretary Heumann transmitting GaUaudct's OscaJ year 1998 budget request into L"te committee's file. We made requests at 3 levels as directed by the Department. including an inflationary level of$82.4 million, 3% above the level of funding that we received in FY 1995. We have not seen the: Department's request to OMB.

Ms. Cichowski: The Department discussed a variety of funding levels with OMB, but ultimately concluded that the level contained in the President's Request provided an appropriate level of resourtes for Gallaudet University for fiscal year 1998.

TOT AL REVENUE ES'flMA TES FOR GALLAUDET UNIVERSITY

Mr. Porter: Please indicate estimated total revenue for fiscal year 1998 compared to· the same for fiscal year 1997 and actual revenues in fiscal year 1996. ___ ... ,,

Dr. Jordan: Our total income in fiscal year 1996, excluding net invlnnent gains, was \ SI08.J million. We estimate that our total revenue in fiscal year 1997, similarly expcesscd. will be approximately SI 10 million. At the level of appropriated funding in the President•s budget. we estimate that our total income in fiscal year l 998 will be about s 111.s million.

INCREASED REVENUE FROM GALLAUDETTUmoN AND FEES

Mr. Porter: How much additional RVCnUC is estimated to be generated by the increase in tuition. the i.ncrusc in room charges, and the increase in board charges?

Dr. Jordan: In fiscal year 1998, we estimate that the increase in RVCnues due to the incrcue in the tuition rate will be about $840,000, including tuition from international students. A similar increase in revenue is expected from the combined incrc&'ICS in room and board. This assumes that our enrollment goals arc met.

553

PROCEEDS FROM SALE OF GALLAUDET NORTHWEST CAMPUS

Mr. Porter: Please provide a description of the University plan to create a pennanent endowment fund with proceeds from the sale or lease of the Northwest campus.

Dr. Jordan: The University's main consideration in selling or leasing the campus is to maximize the financial return from disposition of the property. The University's intention is to place the proceeds into its pennanent endowment. The University recogniz.es that in doing this, those proceeds could not be counted as matching funds for purposes of the Federal Endowment Grant program. One option that we plan to consider is to place the proceeds in an endowment fund from which the University could borrow to support construction or renovation projects on the main campus. The University is currently using such an approach to finance construction of a parking garage on the main campus. The endowment funds thus borrowed would be returned to the endowment, with interest. dwing a multi-year period.

IMPACT OF TECHNOLOGY ON DEAF STUDENTS AT GALLAUDET

Mr. Porter: Please describe the impact of computer technology on the ability of deaf students to learn in a university environment, and describe the level of computerimtion of Gallaudet facilities incluJing student dorJ11itories. Please indicate plans to expand the availability of computer technology to students at Gallaudet.

Dr. Jordan: Computer technology increases a deaf person's access to the flow of information and communication in our society, because it allows this tlow to be primarily visual. For the first time in history, deaf students enjoy nearly equal access to up-to-date knowledge in nearly all fields. They can participate on an equal basis in discussions in any field through computer conferencing, and they can employ skills in constructing knowledge represented visually on a computer screen that more closely emulates "signing space" than does the printed page.

Since education is based on good commwtlcation between those who know and those who need to know, and since computers improve communication between faculty and students. computers become a life-line to the flow of information for deaf students. The distance education initiatives that we have going, where Gallaudet faculty can reach deaf students in other States, or can reach teachers of the deaf in other States, increases the impact of Gallaudet and its National Mission Programs throughout the United States. As we approach the advent of easily obtainable desktop interactive video, the impact of our outreach will increase, as this technology is nearly perfect for disseminating information expressed in sign language.

We arc looking at laptop computers as a way to increase student access. We have completed wiring in all but one of our donnitories for computer access, and we anticipate that these computers will become the means by which students can .gain access to our central computing resources, and. thus, the infomiation highway. In addition, to create

554

"smart classrooms" and docking stations throughout the classrooms to support these laptop computers, we plan to add video projectors, and other equipment to support full access.

As I indicated in response to a question at the hearing, we are also moving toward a single-vendor, university-wide, relational database that integrates all of our infonnation in a way that will maximize administrative efficiency and student outcomes. This system will be used by students to register and to gain access to counseling and advising. It will also allow the University to track student progress more effectively in support of our goal to increase student retention.

ENDOWMENT GRANT PROGRAM CONTRIBUTIONS· GALLAUDET

Mr. Porter: Did Gallaudet dedicate any portion of the fiscal year 1997 appropriation to an endowment, and if so how much? Within the budget request, how much does Gallaudet anticipate will be dedicated to endowment?

Dr. Jordan: The University has already used $1 million of its fiscal year 1997 appropriation for endowment matching purposes. As I indicated in my testimony, we ?Ian to use an additional $500,000 of the appropriation for matching purposes this year. This indicates our continuing commitment to investing in the future of Gallaudet. By controlling current expenses, we wilJ be able to set aside the additional $500,000. At the President's Request level, we expect to be able to set aside and match $1 million in appropriated funds in fiscal year 1998.

REDUCING DEPENDENCE ON FEDERAL APPROPRIATIONS· GALLAUDET

Mr. Porter: According to testimony provided last year, one of the goals of the strategic plan is to reduce dependence on the Federal appropriation. Gallaudet has proposed this as a GPRA goal as well. Dr. Jordan reported during the fiscal year 1997 hearings that discussion of the strategic plan was ongoing to operationalize the vision and financial plans through the next 10 years. Would you report now on the question I asked last year regarding decreasing Gallaudet's dependence on the Federal appropriation?

Dr. Jordan: We have concluded a year long process of revisions to our draft strategic plan that has concluded with Board approval of a final document. This document is included in an insert for the record in response to your question about our GPRA plan. In general, our plan to operationalize this goal is described under strategic objective #3 in the plan. This objective includes several goals for increasing our revenue from sources other than the Federal appropriation.

RESEARCH ON EARNINGS OF NTID GRADUATES

Mr. Porter: During the fiscal year 1997 hearings, Dr. DeCaro indicated that deaf alumni of RIT earned on average 93% of what their hearing peers earned. I'd like to see

555

that gap closed, but I'm glad it's as sma11 as it is. Would you please provide the survey data for the record that Dr. DeCaro referred to?

Dr. Davila: The 7% earning gap was identified as the resuJt of a joint venture by NTID and the Internal Revenue Services (IRS). An NTID researcher and an IRS researcher co-authored an article on the subject in the Volta Review in 1988 (Welsh, Walter & Riley, 1988). Results from studies at NTJD show significantJy improved results for hearing-impaired graduates ofRIT. (Source: Welsh, W., Walter, G. & Riley, D. (1988) "Earnings of hearing-impaired college aJwnni as reported by the Internal Revenue Service," Volta Review. 90,2,69-76.)

Results indicate that the earnings of 3 71 hearing-impaired RIT graduates, when compared with l,l 17 hearing graduates with the same degree, major and gender, are remarkably similar. The mean salary for the hearing-impaired bachelors degree graduates was $18,178, or 93% of the hearing graduates salaries (mean=$19,S47). A census of hearing-impaired people by Schein and Delk ( 1974) indicates average earning for hearing impaired people as a whole to be only 72% of that of their hearing peers. These data make a powerful case for encouraging the pursuit of the highest possible academic degree as a way of bridging the earnings gap between hearing and hearing-impaired citizens.

PROGRESS OF COMMITIEE ON CHARGEBACKS AT NTID

Mr. Porter: Last year I asked about RIT charges to NTID. Dr. DeCaro indicated that working groups had been formed to make recommendations to the Rrr President in preparation for renegotiation of the agreement between RIT and NTID. Please provide a comprehensive description of the process since May 1996 and the results for NTID.

Dr. Davila: As stated in last year's testimony, this working group was charged with focusing on three areas. These are to:

1) Document ~ protocol and methodologies for establishing and administering annual direct and indirect charges for NTID.

2) Document macro-service levels that should be provided to NT!'i.J by each administrative division of the university as a resu1t of direct and indirect charges to NTID.

3) Establish a team from the Controller's Office, the Budget Office, and NTID to annually review all direct and indirect charges to NTID.

I am pleased to report to you that excellent progress bas been made in this task. Recently, recommendations have been made to the President ofRIT on issues raised in the GAO report. The first of these related to fund raising and the resu1ts of that Work is detailed in our response to an earlier question. The second issue concerned charges for the operation of residence halls. The GAO observed that:

556

"When more RIT students live in the NTID dormitory than NTID s1udents live in the R1T dormitories, RIT does not credit or reimburse NTID for the costs of operating the dormitories with these additional RIT students."

The group has developed recommendations to address this issue and has recently submitted its recommendations to the President of RIT. The final resolution will be completed within the next month or so and certainly by the time the renegotiation of the Agreement commences.

In addition, a draft of a 1nanual which will address the other aspects of the charge will be completed this summer. This volume will include policies and definitions pertaining to all direct and indirect costs charged to NTID. It will detail the various allocation methodologies and how they are applied to each of the costs. It \Viii include protocols which will outline how NTID will more fully participate in the annual establishment and submission of the indirect cost allocations to the Division of Cost Allocation of the Department of Health and Human Services. Finally, a section will document the baseline service levels which NTID can expect from the various W'tlts it receives charges from.

We are confident that the work of this committee will be very helpful to both the Department of Education and RIT as the Agreement is updated to reflect the many changes in the operation ofNTID which have occurred since its inception.

TEN· YEAR TABLE OF TUITION, ROOM, BOARD, AND FEES AT NTID

Mr. Porter: Please provide a ten-year table indicating charges for tuition, room, board, fees.

Dr. Davila: The table follows. Please note that students in the Master of Science Program pay the RIT tuition rate.

~C·.C.~~"'~,...,.,,~~~~.,.-.,.-~..,.,,-.,.-.,.-.,.-..,-~~~.,.-.,.-.,.-~.,.-.,.-..,-.,.-.,.-.,.-~.,.-.,.-~.,.-.,.-.,.-.,.-.,.-.,.-.,.-~

TEN-YEAR TABLE OF TUITION, ROOM. BOARD, AND FEES AT NTID

FY 1919 FY 1990 FY 1991 FY 1992 FY 1993 FY 1994 FY 1995 FY 1996 FY 1997 FY 1998

Domesiic Students

Tuition $2,135 Sl.084 $3,334 $3,515 Sl.924 $4,119 $4,326 $4,761 S5.211 s5,211

Room $1,701 $1,737 Sl,947 $2,700 S2.83S $2,934 $3,066 S3.189 $3.318 S3.486

"""" Sl.938 S2,0S5 $2,181 $2,334 $2.4~1 S2.SOS $2,604 $2,709 $2.817 $2,931

·= $306 $336 $366 $366 S36,6 $420 $441 ,.,. '"' "" Total $7.212 $7.8211 $8,985 $9,576 $9.978 $10.437 Sll,109 SI 1.805 S\2.087

in1~ma1ional Studenll

Tuition SS,001 SS.378 SS.886 $7,209 $8.219 $9.040 $9.900 $9,900

""°"' $1,947 $2.700 52.835 $2.934 $3.066 SJ,189 Sl.318 $3,486

"""" $2,181 $2,334 S2.4SI $2,505 $2,604 Sl,709 $2.817 $2.931

·=· $366 $366 $366 $420 $441 $450 S45Q S45Q ~ To1al $9,495 $10,"7"711. SI LS38 St3.068 S\4,330 SlS.388 $16,494 $16.776

Masier of Science Program

Tuition $16,311 S\7,259 $18,054

Room SJ,189 Sl,318 $3,486

Boud $2.709 52.817 52.931

·~· $276 $276 $276

Total I $22.485 $23.670 $24.7471

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EXPANSION OF NON-FEDERAL REVENUES AT NTID

Mr. Porter: The budget justification indicates that one ofNTID's GPRA goals is to expand non-Federal revenues. NTID has already made great strides in this area. Dr. Davila, please bring us up to date on NTID's accomplishments in this area prior to your arrival, since your arrival, and your plans for the future.

Dr. Davila: As part ofNTID's ongoing efforts to expand non-federal rCvenues, the college has embarked on its first private fund-raising campaign. The campaign is intended to increase both the number of donors to NTID and the level of their giving. It is also intended to increase the college's endowment, upgrade our technology and enhance our research and instructional programs.

The campaign was initiated before my arrival at NTID in July 1996. At that time. total commitments to the college's campaign stood at $5.8 million. Since that time an additional $1.2 million has been committed to this effort from alumni, parents, friends, corporations and foundations. I consider this campaign to be of considerable importance to NTID and have directed a good portion of my time and energies to ensuring its success.

The campaign is not an insignificant challenge for NTID, given the fact that it is our first effort of this kind and magnitude. NTID entered into the campaign with a very limited history in private fundraising and no traditions of giving in place. The campaign, as well as our ongoing fund-raising work, is slowly but successfully creating a culture of philanthropy at NTID. I intend to work closely with our fund-raising staff and bring this campaign to a successful conclusion. During the upcoming 1997-98 academic year, \.Ve will invite increasing nwnbers of -iur alumni and parents to participate. In addition, we have targeted select corporations and foundations for my personal attention. Each of these will be invited to invest in NTID in some significant way.

Beyond the campaign. which we hope will be concluded during 1998-99, NTID will focus on our relationships with individuals as we continue our efforts to bolster the college's endowment. Although I am impressed with the progress that has been made to date, 1 also recognize both the ongoing need for private investment in NTID and the external opportunities available to this. wllque and capable college.

In addition to its development campaign, NTID also has pursued extramural funding to help support its national program and bridge the !nstitute's expertise in research and educational programming to needs at RIT and elsewhere. Toward this end, NTID faculty have actively sought funding from a variety of Federal, State, and local agencies to support projects consistent with the Institute's mission and goals -- an activity that is increasing with NTID's support.

Currently, there are four active grants within the college. The Access to English and Science Outreach Project is funded by the National Science Foundation {approximately

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$280,000 over 3 years). Titls program brings workshops on teaching methods designed for deaf and hard of hearing students to English and science educators of all academic levels around the country. The Masters of Science in Secondary Education of Students. who are Deaf and Hard of Hearing ($525,000 over 5 years) is supported by the Office of Special Education Programs (OSEP) within the Department of Education. The program prepares teachers with dual certification in a content area and deaf education. A project on Development and Evaluation of a Computer-Assisted Speech-to-Print Transcription Sr.stem is also funded by OSEP (approximately $955,000 over 3 years). The program has implemented a low-cost, accurate system for providing "real-time captioning" in the classroom, allowing deaf and hard of hearing students to follow lectures and class discussions. The system also makes available class notes (transcripts), potentially providing a more economical means of classroom support for deaf and hard of hearing students (as well as for some students with learning disabilities), where a transcriber using a computer might replace both a sign language interpreter and a notetaker for some students. NTID also recently became the site of OSEP's Northeastern Region Technical Assistance Center for Postsecondary Education institutions Serving Individuals Who are Deaf and Hard of Hearing ($5 million over 5 years). This Center will establish a regional consortium and provide assistance to the more than 2,400 postsecondary programs in the northeastern region to establish. expand, and improve educational opportunities for deaf and hard of hearing students.

At present, these grants cover the cost of faculty summer salaries only, as NTID faculty are on l O·month, academic year contracts. Personnel other than faculty employed by the grants are paid entirely out of grant funds.

NTID FUNDRAISING AND OTHER NON-FEDERAL REVENUES

Mr. Porter: Please provide a table indicating annual fundraising, and annual non· federal revenues.

Dr. Davila: Below are tables indicating annual fund raising and non·federal revenues.

fund.Raisinii:

Giving Summary FY96 FY95 FY94 FY93 FY92

Total Gift Sl,638,744 Sl,181,350 Sl,156,354 Sl,289,067 Sl,168,895 Income

Cash 729,208 527,344 556.765 680,350 516.801

Equipment 683,098 415,601 369,059 397,570 531,762

Cash added to (226,438) (238,405) ( 1.230,530) (l,211.147) (120,332) Endowments

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The total book value of gift income recorded since the Endowment Grant program was initiated in 1987-88 through 6130196 is $11,158,644.

NTID Private Endowment ( 12/31196) Federal Matching Funds

Total Endowment (Book Value)

Market VaJue

$ 9,020,119 3.781.816

$12, 801,935

Non-Federal Fuods Collections CTuition Room. Board,, and fees);

FYl996

$9,394,200

FY 1995

$8,569,700

FYl994

$8,717,200

FY 1993

$8,803,600

IMPACT OF RIT BOND ISSUE ON NTID

FY1992

$8,203,600

Mr. Porter: Dr. Davila. last year, Dr. DeCaro indicated that RIT was preparing a bond issue of between S40 million and $60 million for fiscal year 1997 for general ~.renovation and telecommunication upgrades to the dormitories. Is NTID participating in the bond project, has the bond been issued and in what amount, and what is the annual cost of the bond to NTID?

Dr. Davila: RIT is moving ahead in 1997 with a $62 million bond offering to cover the cost of the dormitory renovations, installation of campus.. wide high speed wiring for computer networking, apartment and classrooms n:novations and a new financial accounting system. The rcnov~ project for just the RlT donns is estimated to cost $50 million. The NTID donnitories arc newer and in better shape than those at RIT. However, they arc still in need of renovation. At this point, NTID's potential renovation of its lhrce donnitories is estimated to cost $8 to $10 million. However, NTID has decided not to participate in this bond offering because our costs are not fully detennined yet and lbe schedule for our pert of the renovations does not begin until 200 I .

We fceJ it is more prudent to wait wttil we get a final cost estimate and then see if the Dcparlment of Education and Congress want to fund the project up front or over time. If you choose to fund it over time. RIT bas assured us that they will arrange a loan for us. If we assume thctotaJ project cost to be $10 million over a 10 to IS year time period (much of the renovation costs are associated with items with a short life span such u computer wiring, fumitun:, lighting, and <orpeting), and a 5 lo 7% interest rate, !he annual cost would range from a low of$9SO,OOO(IS years at 5%) to a high ofSl,400,000 (10 years at 7%). The total cost owrthc life of the loan for the~ case (10 years at 5%) would be

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approximately $13 million and the worst case (15 years at 7o/o) would be approximately $16 million.

Whether we fund the dormitory renovations up front or over time is at the discretion of the Department and Congress. However, if you choose to have NTID fund the cost of the project through the bond issue, we need assurance that the annual expenditures will be separate from our operational monies. Clearly, an annual $1 to $1.4 million expenditure for debt service would need to be a separate line item. We would strongly object to having it a part of our operating budget and run the risk of level or decreasing appropriations in the future.

Ms. Cichowski: The Department has received some information about NTID's initial plans regarding the dormitory project. However, NTID has not made a request to the

- Department for funding related to this project or asked for approval to participate in a bond issuance. We will consider the merits of the dormitory renovation project and the proposed budget for the project, along with the appropriate funding mechanism, at such time as it may be proposed.

DETAILS OF RIT BOND ISSUE AND NTID PARTICIPATION

Mr. Porter: Please provide a comprehensive description of the bond project including a timefine for completion of major activities.

Dr. Davila: As mentioned in my answer to the previous question, NTID will not be participating in RIT's bond issue. Our needs are far enough in the future (2001} and with assurance from RIT that they will obtain a loan for us, we will wait to see how the Federal Government chooses to fund our portion of the dormitory project, up front or overtime.

RIT's 1997 bond issue will be for $62,000,000. This includes $50 million for the dormitories along with a number of other high priority projects.

1. The renovation and upgrading of the following residence halls, including heating and cooling systems, common spaces, various furnishings and wiring with Ethernet to facilitate high speed data trimsmission.'

Francis Baker Hall Kate Gleason Hall Carleton Gibson Hall Fraternity & Sorority Housing

Helen Fish Halls Eugene Colby Halls Nathaniel Rochester Hall

2. The renovation of RIT-owned Riverknoll apartment housing facility, including the beating and cooling systems, common spaces. various furnishings and wiring with Ethernet to facilitate high speed data transmission.

•

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3. Installation of high speed wiring campus-wide, including approximately ten thousand connections and supporting electronics.•

4. Purchase and installation of hardware and software for a new financial information system.

5. General campus-wide building improvements for classroom renovation.

6. Installation of back-flow preventors on Institute owned water main systems.

7. Architect. engineering and other costs associated with the proposed projects.

8. Cost of issuance.

• NTID's share of the donnitory renovations is estimated to be $8 to S 10 million above the SSO million RIT will spend on their dorms. Our share of the high speed wiring described in the answer to a previous question is estimated to be $1. 7 million. RIT's investment in that project is approximately $12 million.

The chart below shows the dormitory renovations schedule and the costs for each donn. The last four donns belong to NTID and are not fully costed yet and are not planned until 2001 .

!" - -------------- --- -- ,.

' .;. " l ' ~ j ,>

' ' " ' " h I ltl ' ' "

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REVENUE FROM TUITION INCREASES AT NTID

Mr. Porter: Please provide a table indicating anticipated revenues from the proposed increases in tuition, room and board.

Dr. Davila: At this point in time, we are not anticipating increasing tuition. Given the fact that we increased tuition by over 26°/o since school year 1993-94, we have decided to hold the line on any increase. Room, Board, and Fees will increase less than So/o. in keeping with increasing costs for utilities, maintenance and housekeeping.

If on the other band we are wisuccessful in getting the extra funding for the high speed computer network, we will revisit this decision. The table below shows expected revenue assuming no increase in tuition.

I p;.:a1 1997 1998 Increase

Tuition $6,460,000 $6,450,000 ($10,000)

Room $1,710,000 $1,880,000 $170,000

Board $1,630,000 $1,760,000 $130,000

Fees $500,000 $510,000 $10,000

I Total s10.3oo.ooo I s10.600.ooo I s3oo.ooo 1

Ms. Cichowski: The fiscal year 1998 budget submission from NTID included an anticipated increase in tuition of S percent, or $264 above the fiscal year 1997 level. We estimate that NTID would receive approximately $305,000 in additional revenue if that increase were implemented. In addition, NTID estimates that it will realiz.e an additiona1 $1. 7 million during fiscal years 1998 and 1999 from savings measures it initiated or is initiating in fi.:al years 1995 through 1997.

GRADUATION AND EMPLOYMENT RATES AT NTID

Mr. Porter: Please update the 10-year tables displaying graduation rate, employment rate, and enrollment.

Dr. Davila: Graduation rates for NTID students are calculated using a cohort survival method. Rates arc calculated by tracking groups of entering students over a set period of time (m our case a minimum. of 7 years), and then determining the status of

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students after :hat minimwn time. The table below provides a swnmary of the entering cohorts from 1980 to 1989.

ENTRY CURRENTLY YEAR WITHDREW GRADUATED REGISTERED

1980 42% 57% 10;;,

1981 47% 53% 0%

1982 50% 50% 0%

1983 47% 52% 1%

1984 50% 49% 1%

1985 50% 48% 2%

1986 54% 45% 1%

1987 51% 48% 1%

1988 44% 53% 3%

1989 40% 52% 8%

Plcue noce that some cautions arc necessary in interprctiug the data from the table lhove. The lint bas to do with interpreting the persistence -. of the """" recent cohorU ( 1988 dooogh 1989) as being lower than those nf earlier cohorts (1980 through 1984). Experience at NTID indicates that many studebts who withdraw ln their first or second yar of~ return 3 to S yc:an later to complete their education. A.ci a ....it. wo can expect that withdrawal.- nfthe mast,..... entering cohorts will be ftduced as more withdrawn students return to school and complete their education. This pbenomenon is occurring. to 90ll1e extent. in all colleges and universities. Many stuclents ae "stopping out" lnslad of .. dropping out." By that. we mean many students interrupt tbeireckM;:ation for a variety of personal rallOl1S and then comet.ck in a year, S years, or evm 10 ,..._ 1bll is why the c:umnlly registered column shows Sl1Mlents sdll Rgist=d a much u 16 _.after Ibey lint entm:d NTID.

A 9CICODd caution is that these are "oldR data. By this we mean that we arc looking at the- fur,. ...... wbo cma.d NTID in 1989. Those ....its do not lOflect changes resaltinc: fiom. our Slrllegic plm or of actions taken in the last few years to improve the p<niotmce of ............... of sbldads. R=n lmprovcmcnt in pcrsistcnce;, evident in the results JXacnted in the testimony and an uswer to a previous question for the n:cord.

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Following is an updated table representing graduates and their success in obtaining permanent employment from fiscal year 1992 through i 996:

Fisca1 Year 1992 1993 1994 1995 1996

Graduates 165 195 174 191 164

Labor Force Participation 121 136 124 145 NIA

Rate 73% 70% 11•4 76% NIA

Employed 116 132 117 136 NIA

Rate 96% 97•1. 94% 94% NIA

Placement rates are calculated using the same methodology as is used by the Bureau of Labor Swistics (BLS) in its Cwtcnt PopuJation Survey (household survey}. which provides information on the tabor force. employment, and unemployment. As the BLS defines it. "The civilian labor force is the swn of employed and unemployed persons. 1bose not classified as employed or unemployed are not in the labor force. The unemployment rate is the number UMm.ployed as a percent of the labor force. The labor force participation rate is the labor force as a percent of the population .... "

NTID's labor force is the sum of those graduates who are employed and those who want to be employed. Those who do not want to be employed because they choose to continue to pursue bachdot's and master's degrees at Rochcs1er Institute of Technology or at some other institution of higher education, or choose to become homemakers. or to be idle lempOrlrily while traveling, etc .. arc not in the labor force. Wt year, 191 students graduatodand 145 chose to cn!<rthe labor force. One-hundrcd·UUny·six (136) were placed in jobs commensurate with their education. while nine (9) were unable to find employment. Therefore. 76 percent ( 1451191 ) entered the labor force and 94 percent (1361145) were placed. Conversely, the unemployment rate was 6 pcte.ent. Historically, N11I1s employment rare. as calculated above, is approximately 95 percent. a fact of which we arc cxtmnely prwd. In fact. our Sttategic Plan addressed placement very simply: •to maintain bistorical placancnt rates." Of the 50 students who did not enter the labor force, 83 percent air: continuing their education toward advanced. dcgn:es either at RIT (62 pc.-} or clsewhetc.

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An updated table illustrating NTID's enrollment is shown below: •

Educational Fiscal Deaf Interpreting Graduate Year Enrollment Program Program•• Total

1987 1,288 60 16 1,364

1988 l,245 62 16 1,323

1989 l,171 73 21 l,26S

1990 1,096 SS 26 1,177

. 1991 ·1;10;· -- -60 - "·-· 26- "·1;'191' -·--

1992 1,086 64 24 1,174

1993 1,130 S9 IC \,199

1994 1,092 61 4 l,IS7

J99S l,04S 63 0 1,108

1996 l,OS6 S9 0 1,115

1997 l,08S 72 0 l,157

* Includes full- and part-time students. ••in fiscal year 1995, the Master's in Secondary Education Program was reconfigured to

OpeJ'?te without benefit of support from NTID's Federal Appropriation. There were no students in 1995, but there are currently 16 enrolled. These students are not shown on the table because of the separate funding stream.

UNUSED PREVIOUSLY APPROPRIATED NTID ENDOWMENT FUNDS

Mr. Porter; Dr. Davila. what amount of previously appropriated funding is currently unmatched and available to NTID?

Dr. Davila: All previously appropriated funds, both for operations and endowment, have been drawn.

Ms. Cichowski: All funds speciftcally earmarked for the Endowment Grant program have been matched. However, for fiscal years 1996 and 1997, NTID received a consolidated appropriation which provided that, from the amount available, the Institute may at its discretion use funds for the Endowment Grant program. NTID did not use any of the appropriation for matching purposes in fiscal year 1996, nor has it used any of its fiscal year 1997 appropriation for this purpose, thus far.

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ENDOWMENT MATCH PLANNED FOR 1997 AT NTID

Mr. Porter: Dr. Davila. does NTID intend to dedicate any portion of its fiscal year 1997 appropriations to endowment, and if so, how much?

Dr. Davila: As much as we would like to allocate some or our appropriation to the Matching Endowment program, I doubt that we will be able to do so. NTID has so many operational needs facing it that every available dollar will be needed, I mentioned in my testimony that we have or will have paid for a variety of strategic implementation initiatives and as you can see from some of our responses to other questions, we still have much to do,

---- ----ENDOWMENTMATCHPLANNEDFOR1993AT NTID- __ _

Mr. Porter: Does NTID intend to dedicate any portion of the request to endowment. and if so, how much?

Dr. Davila: As of this time, NTID docs not have plans to earmark any funds for the Endowment Grant program in 1998, given the cost of the high speed computer network and salary increases planned for next year.

NTID SOURCES OF REVENUE

Mr. Porter: Please update the 10-year table indicating the Federal appropriation as a percentage of total revenue ..

Dr. Davila: An updated table illustrating NTID Sources of Revenue follows:

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Federal Non Federal Total Federal Appropriation Funds Revenue Percentage of

Total

Fiscal Year

1998 $43,041,000 $10,600,000 $53,641,000 80.4%

1997 $43,041,000 $10,300,000 $53,341,000 81.0%

1996 $42,180,000 $9,394,200 $51,574,200 81.8%

1995 $42,705,000 $8,569,700 $51,274, 700 83.3% - .. - ---· - - ---·- . ' ·---

1994 $41,307,000 $8,717,200 $50,024,200 82.6%

1993 $40,025,000 $8,803,600 $48,828,600 82.0%

1992 $39,097,000 $8,203,600 $47,300,600 82.7%

1991 $36,884,000 $7;518,400 $44,402,400 83.1% -

1990 $34,384,000 $6,890,200 $41,274,200 83.3%

1989 $33,128,000 $6,678,800 $39,806,800 83-2%

1988 $31,403,000 $6,500,000 $37,903,000 83.0%

TEN-YEAR TABLE OF APR REVENUES

Mr. Porter: Please provide a IQ..year table of revenues indicating: this Subcommittee's appropriation, other Federal revenues by agency, non-Federal sales, contributions, and other revenues.

Dr. Tinsley: The information in included in the following table. Income from investments and fundraising is not included as part of the total revenue line.

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_,,_, ''"-". - .

' : )

TEN-YEAR TABLE OF APH REVENUES

National Internal I Fundraising '

Library Revenue Other I Non-Fede"' Gross & Investment YUi: Aiwropriatjon Smi~ Service E~call RQenue j ReY<Due Income

s;:;~g::i~ 1987 $5,510,000 $3,737,461 $424,799 $14,500 $17,497,697 $3,074,983 1988 5,276,000 3,164,000 523,976 12,744 16,607,653 3,193,719 1989 5,345,000 4,136,106 394,727 93,375 8,546,46~ 18,515,675 3,452,488 1990 5,663,000 4,855,027 256,812 101,751 10,282,33 21,158,928 5,369,011 1991 6,136,000 4,006,398 323,062 333,626 8,483,58 19,282,668 3,914,267 1992 5,900,000 3,956,310 407,597 I 14,035 I 10,455,708 20,933,650 4,529,030 1993 6,298,200 4,315,981 291,558 62,783 i 8,843,999 19,812,521 3,854,676 1994 6,463,000 3,105,384 326,307 72,602 ' 8,749,824 18,717,117 3,796,990 ' 1995 6,680,000 3,487,820 187,231 52,066 11,292,248 21,699,365 5,524,164 1996 6,680,000 2,775,221 193,288 15,000 9,672,505 19,336,014 5,315,884

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ENROLLMENTS OF PRECOLLEGE-LEVEL BLIND STUDENTS

Mr. Porter: Please provide a table indicating the tocal number of precollege-level blind students for the following years: 1900, 1925, 1950, 1975, and 1987-1996.

Dr. Tinsley: The infonnation follows: TOTAL NUMBER

llAR 1900 1925 1950 1975 1987 1988 1989 1990 1991 lm 1993 1994 1995 1996

OFSDIDENIS 4,197 5,848 5,757

27,320 43,145 44,821 46,484 48,071 50,080 51,813 52,791 53,576 54,763 56,275

OPENING APH FUNDING TO COMPETITION

Mr. Poncr: APH justifies its Federal appropriation in part by arguing that its production is not commercially viable for such a small market. In fact, APH irxhcated that even with a Federal mandate to provide free and appropriate education fOr all students and a $4 billion Federal subsidy to schools, without a specific Federal appropriation for APH, its services would cease to be viable. In the past, organizations representing blind individuals have urged this subcommittee to open the APH funding to competition.

If, as APH argues, it is the sole provider of oon-commcrciatly viable goods and services, presumably it would fare well in a competition. Presumably, it would be the only competitor. Why shouldn't we open the APH appropriation to competition, and does the Administration object to such a condition on the APH appropriation?

Dr. Timley: If by opening the APH appropriation to competition, you mean opening it to competition to other organizations and companies to administer the Act as APH currently does, such a change would be counterproductive.

APH has administered the Act to Promote the F.ducation of the BUOO since it was passed in 1879. While the appropriation for the act is relatively small, a system to assure lbe efficient and effective use of appropriated funds is well established and

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works. Fx officio trustees, who represent State and local level direct service providen, are active in the administration of the act through an annual meeting, meetings of two standing advisory committees, and ad hoc committees established as necessary. The annual regiscration of precollege level legally blind students, a database of all educational materials in alternative formats, and a research program staffed with expertise in priority areas identified by our ex officio trustees arc examples of well­established programs critical to the administration of the act.

If opening the APH appropriation to competition means allowing the expenditure of appropriated funds on products from other venders or companies, such as change would dismantle a program that bas been crucial to the education of precollege level blind students since 1879. It would fragment and possibly destroy a program that has ticeil finely tiJile(f" over the-years- to assure the provision of needed aids and materials for an extremely low incidence student population.

This is a program that includes advice of the ex officio bllStccs in the identification of students' needs, research to address the identified needs, and field testing of the resulting prototype products. These educators then approve production of the products, are the only individuals who may authorize purchase of the products with appropriated funds, and are involved in subsequent review and revision of the products. The current process imures that appropriated funds are expended only for products specially ~igncd or adapted for blind students. This accountability would be difficult to assure if appropriated funds could be used to purchase products from any company.

APH, established in 1858, bas tailored its operation for the efficient and effective administration of the act, administered by APH since its passage in 1879. Extensive equipmonl bas been purchased or built and production processes developed by APH, through its private funds, to manufacture the low volume products needed by students served tbrougb the act. Without ~ assurance of appropriated funds, APH could not invest its pri- funds in the equipmonl and inventory necessary to appropriately administer the act; thus reducing the effectiveness of the act.

The low Uw:idence precollege level legally blind student population requires a com:entratcd, coordinated, and focused national effort to provide these products, which are designed with input from local direct service providers. That is what we now have. That. also, is what we will lose if we open funds from this appropriation to the

pun:basc: of products from any -·

To UDdemaod the impact of the question conceming viability of APH producrs ·ma competition.• one must take a two-sided. look at tbe issue. It is not competition wilb other materials for bliod children lhat conccrm APR and professionals responsible for providing educational services and materials to students with visual impairments. We at APH believe \Ve hokl a distinguished and unique place in that domain. Rather, lbere is also a concem about the loss of blindneu-spccific monies that would result if these funds were cominglcd wilh a larger pool of oonspccific fUOOs for all disabilities.