The cohort of deaf students attending Rochester Institute of Technology (RIT) from 1976-1980 were grouped into three categories, depending on their educational environments during matriculation: students registered in programs at the National Technical Institute for the Deaf (NTID); in programs both at NTID and in at least one of the other colleges of RIT; and in programs only in other RIT colleges. Analysis of student differences based on category indicated that: (1) significant differences were evident in entering achievement skills among the three categories, with students enrolled only at NTID having the lowest measured achievement skills; (2) rates of achieving some level of certification differed among the three categories; (3) students who received Bachelor of Science degrees after majoring in both NTID and another college of RIT took a significant amount of technical and basic skills coursework at NTID to qualify for coursework in the other colleges; and (4) students receiving higher levels of certification (associate and bachelor degrees) obtained better and higher paying jobs. Overall, at least 97% of deaf RIT students required extensive remedial education, systematic alterations to the delivery of instruction, and other services offered through NTID to enable them to receive a college degree. (Author/JDD)