ILR Policy & Issue Briefs
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Item Racial Discrimination, Sexual Harassment, and Intimate Partner Violence and the Workplace: Results from the 2024 Empire State PollLenmark, Michael; Campos-Medina, Patricia; West, Zoë; Wagner, KC (Cornell University, ILR School, Worker Institute, 2025-09)[Excerpt] Workplace discrimination, harassment, and gender violence continue to be issues of concern to workers in New York State and across U.S. workplaces. This brief presents analysis of results of the 2024 Empire State Poll concerning rates of racial discrimination and sexual harassment in the workplace, as well as experiences of intimate partner violence and their impacts at work. The brief also discusses how people respond to such situations, with a particular focus on what actions union members have taken. While rates of unionization have been falling throughout the United States, New York State remains one of the most unionized workforces across the country, with 20.6% of New Yorkers belonging to a labor union as of 2024, second only to Hawaii.Item The Role and Value of Social and Labor Protections: Results from the 2024 Empire State PollBrady, Anne Marie; Lenmark, Michael (Cornell University, ILR School, Worker Institute, 2025-09)[Excerpt] The 2024 Empire State Poll surveyed 2,686 respondents in August 2024. New Yorkers from all 62 New York counties participated in the 2024 Empire State Poll (ESP), carried out by the Cornell University School of Industrial and Labor Relations (ILR). This policy snapshot summarizes findings from questions pertaining to respondents’ wages and benefits and their perception of social and labor protections.Item Unpaid Caregiving and Its Impact on New Yorkers’ Paid Employment 2024West, Zoë; Lenmark, Michael (Cornell University, ILR School, Worker Institute, 2025-09)[Excerpt] This brief presents analysis of data on unpaid caregiving and its impact on New Yorkers’ paid employment from the 2024 statewide Empire State Poll (ESP). Administered by the Cornell University School of Industrial and Labor Relations (ILR), the ESP surveyed 2,686 respondents across New York State in August 2024. The findings detailed below affirm that caregiving—both unpaid caregiving and access to paid care support—remains a pressing concern for the substantial number of New Yorkers who are providing care for children and/or adults. Respondents providing care widely report the toll it takes on their ability to do paid work, with the highest costs reported by people of color and women. The lack of affordable care support stands out as a significant barrier. Taken together, these findings reinforce the urgency of policy responses that recognize and support unpaid caregiving, make care more affordable and accessible, and provide dignified pay and working conditions for caregiving jobs.Item Employee Medical Exams and Disability-Related Inquiries under the ADA: Guidance for Employers Regarding Current EmployeesDuston, Sheila D.; Bruyere, Susanne M. (2011-08-01)This brochure is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, Director, Employment and Disability Institute, Cornell University ILR School. This brochure was written by Susanne Bruyère in July, 2001. It was further updated in 2011 by Beth Reiter, an independent legal consultant, Ithaca, N.Y., with assistance from Sara Furguson, a Cornell University Employment and Disability Institute student research assistant. These updates, and the development of new brochures, were funded by Cornell, the National ADA Center Network, and other supporters.Item Mediation and Title I of the ADADuston, Sheila D.; Bruyere, Susanne M.; Reiter, Elizabeth (2011-03-01)This brochure on mediation and Title I of the American with Disabilities Act (ADA) is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, SPHR, Director, Program on Employment and Disability, School of Industrial and Labor Relations – Extension Division, Cornell University. Cornell University was funded in the early 1990’s by the U.S. Department of Education National Institute on Disability and Rehabilitation Research as a National Materials Development Project on the employment provisions (Title I) of the ADA (Grant #H133D10155). These updates, and the development of new brochures, have been funded by Cornell’s Program on Employment and Disability, the Pacific Disability and Business Technical Assistance Center, and other supporters.Item A Human Resource Perspective on Implementing the ADABruyere, Susanne M. (2011-01-01)This brochure is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, Director, Employment and Disability Institute, Cornell University ILR School. This brochure was written by Susanne Bruyère in July, 2001. It was further updated in 2011 by Beth Reiter, an independent legal consultant, Ithaca, N.Y., with assistance from Sara Furguson, a Cornell University Employment and Disability Institute student research assistant.Item Reasonable Accommodation Under the ADALee, Barbara A.; Duston, Sheila D.; Bruyere, Susanne M.; Reiter, Elizabeth (2011-01-01)This brochure is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, SPHR, Director, Program on Employment and Disability, School of Industrial and Labor Relations – Extension Division, Cornell University. Cornell University was funded in the early 1990’s by the U.S. Department of Education National Institute on Disability and Rehabilitation Research as a National Materials Development Project on the employment provisions (Title I) of the ADA (Grant #H133D10155). These updates, and the development of new brochures, have been funded by Cornell’s Program on Employment and Disability, the Pacific Disability and Business Technical Assistance Center, and other supporters.Item The ADA and COLLECTIVE BARGAINING ISSUESJohnston, Laurie M.; Bruyere, Susanne M.; Reiter, Elizabeth (2011-01-01)This brochure is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, Director, Employment and Disability Institute, Cornell University ILR School.Item The Americans with Disabilities Act of 1990 and Injured WorkersGrowick, Bruce; Duston, Sheila D.; Bruyere, Susanne M. (2011-01-01)This brochure is one of a series on human resources practices and workplace accommodations for persons with disabilities edited by Susanne M. Bruyère, Ph.D., CRC, Director, Employment and Disability Institute, Cornell University ILR School. This brochure was originally written in 1997 by Professor Bruce Growick, the Ohio State University, and reviewed and updated September, 2001 by Sheila D. Duston, an attorney- mediator practicing in the Washington, DC metropolitan area. It was reviewed and updated in 2011 by Elizabeth Reiter, an independent legal consultant in Ithaca, N.Y., with assistance from Sara Furguson, a Cornell University Employment and Disability Institute ILR student research assistant.Item Enhancing Transition for Students with Disabilities Across New York State: State Performance Plan #13 and the New York State Transition Quality IndicatorsBrewer, David (2007-04-19)This policy brief describes the relationship between state reporting requirements under the Individuals with Disabilities Education Act of 2004 and New York State's process for continuous quality improvement, utilizing TransQUAL Online. The federal government established State Performance Plan Indicator #13 (SPP 13) so that states would report the percentage of students with Individualized Education Programs whose goals and transition services reasonably enable the student to meet measurable post-secondary goals. In New York State, Transition Quality Indicators (TQI) were established to help school districts collaboratively assess their current transition-related practices. TransQUAL Online is a password-protected organizational assessment tool that integrates the TQI with planning and reflection tools and resources, supporting a continuous improvement approach. The author identifies a process by which a school district planning team can infuse SPP 13 data into the TransQUAL collaborative process, bringing this mandated review into a broader context. Tables are included that directly link Transition Quality Indicators to elements of the SPP 13 measurement tool.