This question and the following one refer to the following legislative language: Section 777 (a) (4) (E) on the duties of the National Center: "(E) REVIEW AND REPORT.—Not later than three years after the establishment of the National Center, and every two years thereafter, the National Center shall prepare and disseminate a report to the Secretary and the authorizing committees analyzing the condition of postsecondary success for students with disabilities. Such report shall include—
…"(ii) annual enrollment and graduation rates of students with disabilities in institutions of higher education from publicly reported data;…"

We understand the language of (777 (a) (4)(E)) to signal that a new information collection of data from Title IV institutions now reporting to Integrated Postsecondary Education Data System (IPEDS) is not envisioned. Rather, the language directs grant applicants to work with publicly reported (i.e., extant) data on enrollment and graduation rates. Do we understand this correctly?

Yes. The Department does not believe the language in this section calls for a new data collection from the National Center for Education Statistics or some other entity, but rather expects the NCITSPSD to gather information from existing public and private (possibly institutional) sources.

We understand that (777 (a) (4)(E)) intends for enrollment and graduation reporting to be from "public data" that are at the institution level, rather than public data reported at the national level or sector level (as BPS, Beginning Postsecondary Students Longitudinal Study; and NSTTAC, the National Secondary Transition Technical Assistance Center - are). Additionally, we understand that an example of "extant institutional data" might be those reported to a state longitudinal data system by public postsecondary institutions. Can you confirm that this correctly reflects OPE's understanding of the Center?

Yes. The Department believes the legislative language in question refers to publicly available data with postsecondary institutions as the units of analysis.

This question and the following one refer to the following legislative language: Section 777 (a)(4)(C) on the duties of the National Center: "(C) INFORMATION COLLECTION AND DISSEMINATION.— The National Center shall be responsible for building, maintaining, and updating a database of disability support services information with respect to institutions of higher education, or for expanding and updating an existing database of disabilities support services information with respect to institutions of higher education. Such database shall be available to the general public through a Web site built to high technical standards of accessibility practicable for the broad spectrum of individuals with disabilities. Such database and Web site shall include available information on—

1. disability documentation requirements;
2. support services available;
3. links to financial aid;
4. accommodations policies;
5. accessible instructional materials;
6. other topics relevant to students with disabilities; and
7. the information in the report described in subparagraph (E)."

Specifically, what is the audience (or, audiences) and purpose(s) for information collected in section 3(a) through 3(g). Is the primary audience prospective students and their parents? Is this information publicly disseminated to assist them in choosing a postsecondary institution that meets their needs? Are there other audiences and purposes for this information?

Beyond saying that the database and its information "…shall be available to the general public," the legislation is silent as to the specific audiences for the database. The Department looks to applicants, who are experts in this field, to evaluate what has already been done in these areas and where there is sufficient quality, propose to collaborate with those entities and reuse information. Where there has not been work completed, or the work is not of sufficient quality, THE DEPARTMENT looks to applicants to propose to design and develop new information – including deciding on priorities for the appropriate audiences and intended purposes.

Does OPE anticipate that information with respect to institutional disability practices and support services (Section 777 (a)(4)C)) would be collected from: (a) all 7,400 postsecondary institutions reporting to IPEDS; (b) all degree-granting institutions reporting to IPEDS (4,700 institutions comprising 98 percent of enrollment); or (c) a sample of institutions from a or b?

The Department, again, looks to the expertise of applicants to propose the most complete and practical way feasible to report on disability practices and support services. We do not anticipate an adjustment to IPEDS and do not think the legislative language calls for mandatory data collection from all postsecondary institutions.

The Department leaves decisions such as this to the expertise of the applicants. We do remind applicants that the Department expects the award to be for a cooperative agreement, calling for substantial involvement of the Department beyond the parameters of the usual grant.

No. There is no limit on the number of entities that can be included in a collaboration.

Yes. The Department has (in some publications) included a statement that ‘individuals with disabilities’ may include, but are not limited to, Blind or Low Vision, Deaf, or Hard of Hearing, Physical Disability and Intellectual Disability. However, this phrasing should not be construed to limit or exclude any disability on the continuum.

No. The Abstract and Key personnel resumes may be single spaced.

In the “Eligibility” subsection there’s this: "4. Demonstrated expertise in the subjects necessary to support students across the broad spectrum of disabilities." Does the term "subjects" refer to academic content areas like math, writing, history, science, etc., or does it relate to disability-specific "subjects" like assistive technology, accessible materials, (or civil rights, accommodations, etc.)? Can you clarify the type of expertise information this requirement is addressing?

This section is not referring to content areas such as Mathematics, etc. Instead, it is referring to disability-specific subjects such as assistive technology, accessible materials, civil rights, and accommodations.