Social Security Disability Insurance (SSDI) - National Technical ...
Social Security Disability Insurance (SSDI) - National Technical ...
Social Security Disability Insurance (SSDI) - National Technical ...
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TEN-YEAR LABOR FORCE STATUS AND EARNINGS OF ALUMNI (continued)<br />
Recent research in collaboration with the <strong>Social</strong><br />
<strong>Security</strong> Administration and Cornell University<br />
demonstrates the impact that an RIT/NTID<br />
education has in producing income for various<br />
categories of individuals. Baccalaureate graduates<br />
show the highest percentage generating income at<br />
all ages,<br />
100.00%<br />
90.00%<br />
80.00%<br />
70.00%<br />
60.00%<br />
50.00%<br />
40.00%<br />
30.00%<br />
20.00%<br />
10.00%<br />
0.00%<br />
followed by associate graduates. Withdrawn<br />
students and those not admitted have the lowest<br />
percentages, respectively, that are generating<br />
earnings.<br />
Percent of Alumni Reporting Earnings by Age<br />
20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50<br />
Lost Accepts NTID BS Not Admitted Withdrawn ASSOCIATE<br />
Note: From a 2007 collaborative research study conducted with the <strong>Social</strong> <strong>Security</strong> Administration and<br />
Cornell University. To accomplish this, NTID forwarded a data file with approximately 13,000 cases to<br />
the <strong>Social</strong> <strong>Security</strong> Administration. Six study groups were defined by the degree attainment variable: (1)<br />
Deaf and hard-of-hearing graduates who completed a bachelor’s degree from RIT; (2) Hearing<br />
graduates who completed a bachelor’s degree from RIT (not shown above); (3) Deaf or hard-of-hearing<br />
degree earners from NTID; (4) Deaf and hard-of-hearing individuals who attended NTID, but withdrew<br />
prior to receiving a degree; (5) Deaf and hard-of-hearing applicants who were accepted to NTID, but<br />
chose not to attend (Lost Accepts); and (6) Deaf and hard-of-hearing applicants to NTID who were<br />
denied admission.<br />
-119-<br />
Graduation and Persistence