JROTC/LDC Program Evaluation

JROTC/LDC Program Evaluation 2011 12 to 2015 16 Office of Assessment and Evaluation Clear Creek Independent School District

Office of Assessment and Evaluation JROTC/LDC Program Evaluation Presented to Board of Trustees on May 9, 2016 Laura DuPont, Ph.D., President Page Rander, Vice President Charles Pond, Secretary Ken Baliker, Member Jay Cunnigham, Member Ann Hammond, Member Win Weber, Member Greg Smith, Ph.D., Superintendent 2015 2016 Board of Trustees Program Evaluation Team Steven Ebell, Ed.D., Deputy Superintendent, Curriculum & Instruction Lieutenant Colonel Wendell Harris, District Coordinator of Military Science Captain Timothy Burroughs, Sr. Army Instructor, Clear Lake High School Lieutenant Colonel Dennis Hudson, Sr. Army Instructor, Westbrook Intermediate Robert Bayard, Ed.D., Executive Director, Assessment and Evaluation Laura Gaffey, Data Analyst, Assessment and Evaluation Pat McKenna, Data Analyst, Assessment and Evaluation

Background Information The purpose of evaluating programs in CCISD shall be multi faceted and shall result in findings, recommendations, and/or conclusions that: Ensure program alignment with the District strategic plan; Assess strengths and weaknesses of the program; Measure the success of the program in meeting its expressed goals; and/or Result in improvements in, revisions to, or discontinuation of the program. As part of CCISD s program evaluation process, the Office of Assessment and Evaluation has completed a program evaluation for the Junior Reserve Officers Training Corps (JROTC)/Leadership Development Corps (LDC) program encompassing the five year period from the 2011 12 through 2015 16 school years. CCISD s Strategic Plan includes the following seven strategies, and the JROTC Program aligns with each strategy as detailed below: I. We will inspire learning through an array of personalized opportunities and experiences. Through course selection opportunities available in intermediate and high school, students have an array of options from which to choose in order to meet their specific needs. In addition, students who participate in JROTC for four years may add a Public Services endorsement to their graduation plan by selecting and completing specific academic goals based on their interests. In addition, JROTC students participate in service learning opportunities. II. III. IV. We will provide student support to meet the needs and aspirations of each student. A systematic progression of Leadership Development courses is available for LDC/JROTC students, which allows them to engage in teamwork under the supervision of former Army personnel. We will ensure safe and nurturing learning environments. LDC/JROTC students learn decision making strategies which promote the positive development of social, emotional, and physical health. Through the JROTC curriculum, students learn about citizenship, leadership, social and communication skills, and civics. Furthermore, students act with integrity and learn personal accountability through leadership opportunities. We will ensure each student understands and assumes his or her role as a productive citizen. In a cooperative effort between high schools and the Army, LDC/JROTC instructors instill in students their role as a productive citizen through lessons in character education and development, wellness, leadership, and diversity. Students learn to act with integrity; engage in civic duties in the community, such as service learning; develop decision making strategies that promote individual development; learn effective communication skills; and value the integral role of the military. Furthermore, JROTC students participate in learning and reciting the Cadet Creed, which holds them accountable to the traits of a productive citizen. For students who choose to complete an endorsement, opportunities exist in the Public Services sector. Page 1

Background Information V. We will broaden and strengthen connections within our communities. JROTC students contribute to students, schools, and communities through their involvement in activities and events which showcase the skills they have developed as a result of their participation in JROTC, which contribute to lifelong skills. VI. VII. We will ensure mutual understanding and support through effective communication. JROTC students learn effective communication skills through participation in peer teaching opportunities, small group leadership development, and teamwork. We will build capacity for organizational change. Students who participate in LDC/JROTC are taught and trained by military officers to ensure they exhibit leadership characteristics which will provide them with the skills needed to lead others. Through frequent opportunities to participate in student led classes and through peer teaching opportunities, students engage in leading others on a regular basis. Furthermore, as part of the Leadership Development course requirements, the cadets wear their uniform on a weekly basis, which showcases their dedication to JROTC. Page 2

Background Information Army JROTC The Army JROTC program was established by Congress in 1916 with six units and has expanded to support over 500,000 students in 3,400 high schools (Pema & Mehay, 2008, p.229). Title 10 of the U.S. Code declares that the purpose of Junior Reserve Officers Training Corps is to instill in student in United States secondary educational institutions the value of citizenship, service to the United States, personal responsibility, and a sense of accomplishment. (Army JROTC History, 2016) The mission of the JROTC is to transform students into citizens who have the ability to succeed and to make great contributions to society. Program curriculum basics target history, government, map reading, first aid, technology awareness and current events. (Army JROTC Program, 2016) There are four levels of Leadership Education and Training (LET) in which JROTC students participate. During the four years of participation in the program, cadets wear uniforms once a week. The curriculum is based on the principles of performance based, learner centered education and promotes development of core abilities: capacity for life long learning, communication, responsibility for actions and choices, good citizenship, respectful treatment of others, and critical thinking techniques. (Army JROTC Curriculum, 2016) The study of ethics, citizenship, communications, leadership, life skills and other subjects designed to prepare young men and woman to take their place in adult society evolved as the core of the program. More recently, an improved student centered curriculum focusing on character building and civic responsibility is being presented in every JROTC classroom(army JROTC Program, 2016) JROTC in CCISD The JROTC program in CCISD began in 1968 at Clear Creek High School and has been implemented at each comprehensive high school as each high school opened in Clear Creek ISD. Each campus completes an Annual Unit Report and undergoes a Federal Inspection every 3 years with an Assist Visit on all non Federal Inspection years. There are two instructors per campus except at Clear View Education Center which shares an instructor with Clear Falls High School. Instructors teach students within the regular school day during their Military Science course period. The JROTC program within CCISD is a cooperative effort between the United States (U.S.) Army and CCISD to provide secondary school students with opportunities for total development. The mission of the CCISD JROTC program is to develop students into successful citizens who make great contributions to society by providing a variety of curriculum basics as well as out of school opportunities to those students who participate in the JROTC program. Students are provided training in Service Learning and provided various opportunities to participate in community service experiences. Some of these opportunities provide JROTC participants a chance to show what they have learned in class to the public. All students may participate in the CCISD JROTC program. A student does not have to have a special talent or skill to be a participant in the program. Students of all ability levels are encouraged to participate in the program. CCISD JROTC instructors actively search for students who need a purpose and are seeking to identify and belong to a school organization. The JROTC program in CCISD is a student run organization that helps prepare students for leadership roles through the implementation of the structure of the U.S. Army JROTC program. Students participate in many after school activities such as color guard at various school events, marching in parades, assisting at football games, and other community service programs. Page 3

Background Information JROTC in CCISD (continued) According to the CCISD JROTC website, the mission of the program is to transform students into citizens who have the ability to succeed and to make great contributions to society. Program curriculum basics target history, government, map reading, first aid, technology awareness and current events. The goal of JROTC is the motivation and development of young people. To attain this, instruction and extracurricular activities are combined. Cadets are organized into units along military lines and taught by retired military personnel. CCISD JROTC cadets are given the opportunity to develop and improve themselves through military skills which teach self discipline, confidence, and pride. JROTC helps prepare students for leadership roles. As a result, students are able to think independently and are equipped with the skills to communicate their thoughts, ideas, and opinions clearly and concisely, with improved self esteem. Through this process, students gain a deeper understanding of military history, purpose, and structure of the U.S. Army JROTC. (CCISD JROTC, 2016) Leadership Development Corps (LDC) in CCISD Major General John H. Bailey II, former commanding general of the Texas State Guard (1994 1997) and former CCISD s Director of Military Science Program, founded the intermediate school corps program (LDC) in 1996, which was implemented in 1997 at Webster Intermediate School. Webster Intermediate School became Westbrook Intermediate School in 2005. In 1998, Clear Lake Intermediate School implemented the Leadership Development Corps (LDC) program, followed by Brookside Intermediate School in 1999; League City Intermediate School in 2000; and Creekside Intermediate School in 2002. In 2005, Seabrook and Westbrook implemented LDC programs followed by Clear Creek Intermediate in 2009. Space Center, Victory Lakes, and Bayside intermediate schools implemented the LDC program in 2010; however, the LDC program is not funded by the U.S. Government. The LDC program has expanded to schools in Houston ISD, Dallas ISD, and Oklahoma (League City News, 2007). There are three levels of LDC in which students may enroll and may receive physical education credit. Students in grades 6 8 may enroll in LDC I; students in grades 7 8 may enroll in LDC II after completion of LDC I; and only grade 8 students may enroll in LDC III. The curriculum for these courses mirror the topics covered in LET courses with age appropriate instruction. Page 4

Background Information Leadership Education and Training Students are provided with a well rounded curriculum throughout the four year program of JROTC. Throughout each level of LET, students cover a variety of topics beginning with citizenship, leadership, foundations for success, physical fitness and wellness along with first aid, geography and environmental awareness, and citizenship in American history and government. Students may receive physical education credit while enrolled in LET I or II. Students enrolled in LDC courses receive physical education credit. Units Year 1 Year 2 Year 3 Year 4 Foundations of Unit 1: Citizenship The Nation s Army JROTC in Action Defense Forces Getting Involved Unit 2: Leadership Knowing How to Theory & Being a Leader Lead Application Leading Situations Leadership Lab Unit 3: Foundations for Success Unit 4: Wellness, Fitness, and First Aid Unit 5: Geography, Map Skills & Environmental Awareness Unit 6: Citizenship in American History & Government Know yourself Socrates Communication Skills Making a Difference w/service Learning Study Skills Conflict Resolution Career Planning Achieving a Healthy Lifestyle The Globe You the People Citizenship Skills Your Job as an American Citizen Teaching Skills Cadet Challenge Maps, Map Reading and Land Navigation You the People Citizenship Action Group Process Founding and Growth of a Nation (history 1776 to present) First Aid for Emergency and non Emergency Situations Orienteering Air Navigation The Federal Judicial System Sources of power Planning Skills Social Responsibility NEFE High School Financial Planning Program Drug Prevention/ Intervention Exploring the World Advanced Citizenship and American History The goals of the JROTC program, as stated in the CCISD Educational Planning Guide, are to teach students to: Act with integrity and personal accountability as they lead others to succeed in a diverse and global workforce Engage civic and social concerns in the community, government, and society Graduate prepared to excel in post secondary options and career pathways Make decisions that promote positive social, emotional, and physical health Value the role of the military and other service organizations Page 5

Background Information House Bill 5 Implications for JROTC Students The passage of HB 5 (2013) impacted the future for JROTC students. Students now have an opportunity to add an endorsement to their Foundation High School Program (FHSP) graduation plan, which consists of 26 total credits. Students may also select the Distinguished Level of Achievement (DLA) graduation plan by completing the FHSP requirements, Algebra II, and through the completion of the requirements for an endorsement 1. Public Services Endorsement According to TEA (2014), a student may earn a public service endorsement by completing foundation and general requirements and four courses in JROTC. Changes made by the Texas Education Agency to the graduation plan may have an impact in course enrollment as students choose their endorsement plans and do not clearly understand how they can enroll in courses outside of their endorsment plans. JROTC instructors are working in coordination with campus counselors to inform students of endorsement plans and enrollment in JROTC. Advanced Enlistment Rank Students may earn advanced enlist rank for their time spent as a cadet in JROTC or college credit. This will provide them with a higher rank as well as a higher pay. Each branch of the military has different policies for the advanced ranking and corresponding pay. (US Military, 2016) Accreditation Accreditation is a set of rigorous protocols and researched based processes for evaluation of an institution s organizational effectiveness. The Army JROTC program is accredited by AdvancED, the parent organization of the Southern Associaton of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). Having a program accredited by AdvancED means JROTC has demonstrated a commitment ot student performance and continous improvement in education. JROTC earned its accredited status by adhering to five quality standards: Standard 1 Purpose and Direction Standard 2 Governance and Leadership Standard 3 Teaching and Assessing for Learning Standard 4 Resources and Supoort Systems Standard 5 Using Results for Continuous Improvement (Army JROTC Accreditation, 2016) 1 Endorsements include STEM, Business and Industry, Public Service, Arts & Humanities, and Multi Disciplinary Studies. Page 6

Background Federal Prerequisites for JROTC Instructor Duty: Senior Army Instructors (Officers) who meet the following criteria may apply: Baccalaureate degree or higher from an accredited educational institution; retired from the Army; served last year of active duty as an Officer; retired less than 3 years, meet the Army/JROTC height/weight/body fat standards, high standards of military bearing, appearance and moral character; no military or civilian adverse actions, (i.e. Article 15 s (minor offenses), Letter of Reprimands, DUI s or other adverse/negative actions) if still on active duty, must be within six months of retirement or terminal leave date. Desirable prerequisites: a Master s degree, teaching experience, command experience, and experience working with youth groups. Some schools expect the instructor to be certified by the state as a high school teacher or willing to work toward and achieve certification within a prescribed period. Army Instructors (Non Commissioned Officers) who meet the following prerequisites may apply: Retired 3 years or less; meet Army/JROTC height/weight/body fat standards, high standards of military bearing, appearance and moral character; no military or civilian adverse actions, (i.e. Article 15 s (minor offenses), Letter of Reprimand, DUI s or other adverse/negative actions) if still on active duty, must have retirement orders and within six months of retirement or terminal leave date. Army instructors must have an Associate s degree; however, desirable prerequisites include the following: a Baccalaureate degree, experience in supply, administration, drill and ceremonies, teaching experience, and experience working with youth groups. Some schools expect the instructor to be certified by the state as a high school teacher or willing to work toward and achieve certification within a prescribed period. Optional Texas Teacher Certification Requirements for JROTC Instructors from Senate Bill 1309: 1. The person must hold a military issued JROTC instructor certificate 2. Complete an approved ed prep program 3. Have at least a bachelor s degree 4. Pass the pedagogy/professional responsibilities exam LDC instructor Requirements LDC instructor requirements are determined by the district; however, LDC instructors do not have any federal prerequisites as described with JROTC instructors. Page 7

Summary of Previous JROTC Program Evaluation In March of 2011, the first program evaluation for JROTC was presented to the CCISD Board of Trustees. Dr. Smith presented three recommendations based on that evaluation s outcome: 1. Establish new objectives that better reflect the purpose of the JROTC program with a focus on developing citizenship and leadership characteristics. Course names have been changed from Military Science to Leadership Education Training. Federal regulations have changed JROTC instructor development requirements, which are outlined on page 7. 2. Develop an instrument(s) to measure the citizenship and leadership characteristics. JROTC instructors complete an annual Unit Report which is submitted to the U.S. Army which provides detailed information of competitive, miscellaneous, and formal events, color guard, community service (school and community), and the units service learning project. 3. Increase enrollment in the JROTC program giving more students the opportunity to develop their citizenship and leadership skills. High School JROTC Participants 2015 16 540 2014 15 568 2013 14 530 2012 13 525 2011 12 455 2010 11 369 2009 10 354 2008 09 395 2007 08 396 2006 07 400 0 100 200 300 400 500 600 Page 8

Background Information Intermediate LDC Particpants 840 821 820 802 800 780 760 745 755 777 740 720 700 2011 12 2012 13 2013 14 2014 15 2015 16 Percentage of Intermediate Students in LDC 10% 8.2% 8.3% 8.8% 8.3% 8.6% 8% 6% 4% 2% 0% 2011 12 2012 13 2013 14 2014 15 2015 16 The enrollment of students in the LDC program has increased from 745 students in the 2011 12 school year to 821 students in 2015 16. The percentage of students enrolled in the LDC program increased from 8.2% to 8.6% from 2011 12 to 2015 16. There is an enrollment limitation at some of the intermediate campuses as some LDC instructors are split between two campuses. Brookside, Creekside, Victory Lakes, Clear Creek, Bayside, Seabrook, and Space Center have split campus instructors. Page 9

Background Information LDC Demographics 2011 12 Through 2015 16 80% 70% 60% 50% 40% 30% 20% 10% 0% F M AS BL HI WH Eco Dis LEP SPED GT At Risk 2011 12 2012 13 2013 14 2014 15 2015 16 Intermediate Demographics 2011 12 Through 2015 16 80% 70% 60% 50% 40% 30% 20% 10% 0% F M AS BL HI WH Eco Dis LEP SPED GT At Risk 2011 12 2012 13 2013 14 2014 15 2015 16 A demographic comparison is illustrated above, which compares the enrollment of intermediate LDC program to all intermediate students. The data shows a higher percentage of males, economically disadvantaged, and special education are enrolled in LDC as compared to the overall intermediate district enrollment. Page 10

Background Information High School JROTC Particpants 600 525 530 568 540 500 455 400 300 200 100 0 2011 12 2012 13 2013 14 2014 15 2015 16 Percentage of High School Students in JROTC 5.0% 4.0% 3.8% 4.3% 4.3% 4.5% 4.2% 3.0% 2.0% 1.0% 0.0% 2011 12 2012 13 2013 14 2014 15 2015 16 The enrollment of students in the JROTC program has increased from the 2011 12 school year from 455 students to 541 in 2015 16. The percentage of students enrolled in the JROTC program increased from 3.8% to 4.2% from 2011 12 to 2015 16. Changes made by the Texas Education Agency to the graduation plan may have an impact in course enrollment as students choose their endorsement plans and do not clearly understand how they can enroll in courses outside their endorsment plans. JROTC instructors are working in coordination with campus counselors to inform students of endorsement plans and enrollment in JROTC. Page 11

Background Information JROTC Demographics 2011 12 Through 2015 16 80% 70% 60% 50% 40% 30% 20% 10% 0% F M AS BL HI WH Eco Dis LEP SPED GT At Risk 2011 12 2012 13 2013 14 2014 15 2015 16 High School Demographics 2011 12 Through 2015 16 80% 70% 60% 50% 40% 30% 20% 10% 0% F M AS BL HI WH Eco Dis LEP SPED GT At Risk 2011 12 2012 13 2013 14 2014 15 2015 16 A demographic comparison is illustrated above, which compares the enrollment of the high school JROTC program to all high school students. The data shows a higher percentage of males, Hispanics, economically disadvantaged, special education, and at risk students are enrolled in JROTC as compared to the overall high school district enrollment. Page 12

Background Retention Rates The following charts displays the retention rate for each cohort for each grade level, six through eleven. 70% 60% 2011 12 53% Grade 6 Retention 2012 13 2013 14 2014 15 59% 61% 60% 50% 40% 35% 34% 36% 30% 20% 10% 0% 19% 15% 20% Grade 7 Grade 8 Grade 9 Grade 10 Of the 285 students who enrolled in LDC in sixth grade in 2011 12, 53% of them returned in grade 7 to the LDC program. In grade 8, 35% of the original 285 returned to LDC; 19% enrolled in JROTC in grade 9; and in 2015 16, 15% returned to JROTC. Grade 6 students returning to the LDC program in grade 7 ranged from 53% to 61%. Students returning in grade 8 ranged from 34% to 36%. Grade 7 Retention 70% 2011 12 2012 13 2013 14 2014 15 60% 51% 51% 50% 40% 30% 20% 38% 35% 30% 21% 23% 18% 17% 17% 10% 0% Grade 8 Grade 9 Grade 10 Grade 11 Of the 295 students who enrolled in LDC in seventh grade in 2011 12, 51% of them returned in grade 8 to the LDC program. In grade 9, 30% of the original 295 returned to JROTC; 21% enrolled in JROTC in grade 10; and in 2015 16, 18% returned to JROTC. Grade 7 students returning to the LDC program in grade 8 ranged from 35% to 51%. Students returning in grade 9 ranged from 30% to 17%. Page 13

Background Retention Rates Continued Grade 8 Retention 70% 2011 12 2012 13 2013 14 2014 15 60% 50% 40% 30% 20% 26% 18% 16% 13% 30% 22% 22% 18% 16% 23% 10% 0% Grade 9 Grade 10 Grade 11 Grade 12 Of the 185 students who enrolled in LDC in eighth grade in 2011 12, 26% of them enrolled JROTC in grade 9. In grade 10, 18% of the original 185 returned to JROTC; 16% enrolled in JROTC in grade 11; and in 2015 16, 13% returned to JROTC. Grade 8 students enrolling in the JROTC program in grade 9 ranged from 22% to 30%. Students returning in grade 10 ranged from 16% to 22%. 70% 60% 50% 40% 59% 44% 37% Grade 9 Retention 2011 12 2012 13 2013 14 2014 15 54% 44% 33% 57% 45% 63% 30% 20% 10% 0% Grade 10 Grade 11 Grade 12 Of the 158 students who enrolled in JROTC in ninth grade in 2011 12, 59% of them enrolled JROTC in grade 10. In grade 11, 44% of the original 158 returned to JROTC; 37% enrolled in JROTC in grade 12 in 2015 16. Grade 9 students enrolling in the JROTC program in grade 10 ranged from 54% to 63%. Students returning in grade 11 ranged from 44% to 45%. Page 14

Background Retention Rates Continued Grade 10 Retention 70% 2011 12 2012 13 2013 14 2014 15 60% 50% 40% 51% 34% 46% 37% 48% 35% 52% 30% 20% 10% 0% Grade 11 Grade 12 Of the 123 students who enrolled in JROTC in tenth grade in 2011 12; 51% of them enrolled JROTC in grade 11. In grade 12, 34% of the original 123 returned to JROTC. Grade 10 students enrolling in the JROTC program in grade 11 ranged from 46% to 52%. Students returning in grade 12 ranged from 34% to 37%. Grade 11 Retention 70% 60% 2011 12 2012 13 2013 14 2014 15 50% 40% 40% 37% 39% 41% 30% 20% 10% 0% Grade 12 Of the 98 students who enrolled in JROTC in eleventh grade in 2011 12, 40% of them enrolled JROTC in grade 12. Grade 11 students enrolling in the JROTC program in grade 12 ranged from 37% to 41%. Page 15

Program Evaluation Questions The following questions were determined by this program evaluation team to evaluate the JROTC program: 1. How has JROTC influenced student development (include awards, community service projects)? 2. What are the post secondary plans for students in JROTC? 3. What type of professional learning opportunities exist for JROTC instructors? 4. What is the perception of JROTC from the student and parent perspective? 5. What is the average cost per student? Page 16

1. How has JROTC influenced student development (include awards, community service projects)? LDC Student Survey Results (N = 622, 75.8% Response Rate) Participating in an LDC program will prepare me for high school. Mean 3.7% 7.7% 52.3% 36.3% 3.21 LDC is preparing me to succeed at the high school level and helps me develop life skills. 2.4% 7.2% 41.5% 48.9% 3.37 Compared to when I first began the LDC courses, my self confidence skills has 4.0% 10.8% 43.9% 41.3% 3.23 improved. Compared to when I first began the LDC courses, my problem solving skills are 3.1% 10.9% 53.2% 32.8% 3.16 stronger. Compared to when I first began the LDC courses, my critical thinking skills are 2.3% 12.2% 53.1% 32.5% 3.16 stronger. Topics covered in LDC courses are interesting. 4.7% 7.7% 41.2% 46.5% 3.29 My experience in LDC has contributed to my growth in developing choices in high school and potential career goals. 4.8% 10.8% 48.6% 35.9% 3.15 LDC has increased my level of physical fitness. 5.9% 13.5% 43.6% 37.0% 3.12 The LDC program assists with my academic responsibilities. I believe participation in after school teams within the LDC program positively contributes to student social development and building positive relationships. I believe participation in after school teams within the LDC program contributes in my personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. I feel I am rewarded or recognized for my service or achievements in LDC. I feel participation in after school teams within the LDC program has a positive impact on my success in LDC and school. 3.2% 8.4% 57.6% 30.9% 3.16 4.3% 11.6% 47.6% 36.5% 3.16 4.8% 12.4% 48.7% 34.1% 3.12 3.7% 8.2% 50.5% 37.6% 3.22 5.8% 13.8% 42.3% 38.1% 3.13 5.8% 19.9% 43.2% 31.0% 3.00 Page 17

1. How has JROTC influenced student development (include awards, community service projects)? Student led and peer teaching is a valuable part of LDC classroom instruction. LDC Student Survey Results Continued Mean 4.3% 4.7% 48.7% 42.3% 3.29 LDC has helped me increase my proficiency in: Study skills 3.4% 17.4% 53.2% 26.0% 3.02 Time management 4.0% 15.0% 49.2% 31.8% 3.09 Teamwork (Collaboration) 4.0% 5.9% 38.6% 51.4% 3.37 Flexibility/adaptability 4.2% 12.2% 46.0% 37.6% 3.17 Initiative/self direction 3.7% 8.0% 49.5% 38.7% 3.23 Social/cross cultural awareness 3.7% 12.5% 52.7% 31.0% 3.11 Organizational skills 5.0% 15.9% 44.2% 34.9% 3.09 Citizenship 2.4% 4.3% 43.6% 49.7% 3.41 Accountability/responsibility 3.2% 5.5% 43.7% 47.6% 3.36 Leadership 3.4% 5.8% 35.2% 55.6% 3.43 Respect for others 2.1% 5.1% 41.5% 51.3% 3.42 Verbal communication skills 4.2% 10.1% 46.6% 39.1% 3.21 Current LDC students in grades 6 8 completed an LDC student survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 3.00 to 3.43. Page 18

1. How has JROTC influenced student development (include awards, community service projects)? JROTC Student Survey Results (N = 464, 86.9% Response Rate) Participating in an LDC program prepared me for high school. JROTC is setting me on a path to be workforce ready and successful in the real world when I graduate. Compared to when I first began the JROTC courses, my self confidence skills have improved. Compared to when I first began the JROTC courses, my problem solving skills are stronger. Compared to when I first began the JROTC courses, my critical thinking skills are stronger. My experience in JROTC has contributed to my growth in developing future college and/or career goals. JROTC has increased my level of physical fitness. The JROTC program assists with my academic responsibilities. I believe participation in extracurricular JROTC activities has a strong impact on my social development and building positive relationships. I believe participation in extracurricular JROTC activities contribute in my personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. I feel I am rewarded or recognized for my service or achievements in JROTC. N/A 2.4% 5.0% 28.4% 15.9% 48.3% Mean 0.9% 6.3% 49.1% 43.8% 3.36 2.8% 12.1% 45.3% 39.9% 3.22 1.7% 13.4% 51.7% 33.2% 3.16 2.2% 12.3% 54.7% 30.8% 3.14 1.9% 9.3% 46.1% 42.7% 3.30 4.5% 13.1% 48.1% 34.3% 3.12 1.5% 14.2% 56.3% 28.0% 3.11 2.6% 9.5% 48.1% 39.9% 3.25 1.3% 9.9% 49.1% 39.7% 3.27 2.2% 5.6% 55.2% 37.1% 3.27 3.4% 11.0% 51.5% 34.1% 3.16 Page 19

1. How has JROTC influenced student development (include awards, community service projects)? JROTC Student Survey Results Continued Mean I feel participation in after school teams within the JROTC program has a positive impact on my success in JROTC and 3.0% 12.9% 47.2% 36.9% 3.18 school. Student led and peer teaching is a valuable part of JROTC classroom instruction. 2.6% 3.9% 51.5% 42.0% 3.33 JROTC has helped me increase my proficiency in: Study skills 4.3% 19.0% 58.8% 17.9% 2.90 Time management 2.4% 16.6% 55.0% 26.1% 3.05 Collaboration 1.3% 7.1% 56.3% 35.3% 3.26 Flexibility/adaptability 1.7% 11.4% 54.1% 32.8% 3.18 Initiative/self direction 2.4% 8.8% 53.9% 34.9% 3.21 Social/cross cultural awareness 3.2% 12.1% 53.7% 31.0% 3.13 Organizational skills 2.8% 16.6% 53.4% 27.2% 3.05 Citizenship 2.2% 3.7% 45.3% 48.9% 3.41 Accountability/responsibility 1.9% 6.3% 47.2% 44.6% 3.34 Leadership 1.3% 5.0% 41.6% 52.2% 3.45 Respect for others 1.5% 6.7% 45.3% 46.6% 3.37 Verbal communication skills 1.7% 9.3% 48.3% 40.7% 3.28 Current JROTC students in grades 9 12 completed a JROTC student survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.90 to 3.45. Page 20

1. How has JROTC influenced student development (include awards, community service projects)? LDC Parent Survey Results (N = 143, 18.2% Response Rate) Participating in an LDC program will prepare my student for high school. LDC is preparing my student to succeed at the high school level and helps him/her develop life skills. Compared to when my student first began the LDC courses, their self confidence skills have improved. Compared to when my student first began the LDC courses, their problem solving skills are stronger. Compared to when my student first began the LDC courses, their critical thinking skills are stronger. My student's experience in LDC has contributed to their growth in developing choices in high school and potential career goals. LDC has increased my student's level of physical fitness. The LDC program assists with my student's academic responsibilities. I believe participation in after school teams within the LDC program positively contributes to my student's social development and building positive relationships. I believe participation in after school teams within the LDC program contributes in my student's personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. I feel my student is rewarded or recognized for their service or achievements in LDC. Mean 5.6% 6.3% 43.4% 44.8% 3.27 2.1% 9.8% 37.8% 50.3% 3.36 2.8% 11.9% 43.4% 42.0% 3.25 2.1% 16.8% 49.7% 31.5% 3.11 1.4% 18.2% 47.6% 32.9% 3.12 0.7% 18.2% 42.0% 39.2% 3.20 4.9% 11.9% 53.8% 29.4% 3.08 2.8% 14.0% 49.0% 34.3% 3.15 2.1% 9.8% 45.5% 42.7% 3.29 1.4% 8.4% 47.6% 42.7% 3.32 0.7% 1.4% 42.0% 55.9% 3.53 1.4% 9.8% 46.9% 42.0% 3.29 Page 21

1. How has JROTC influenced student development (include awards, community service projects)? LDC Parent Survey Results Continued Mean I feel participation in after school teams within the LDC program has a positive impact on my student's success in LDC 1.4% 11.2% 46.9% 40.6% 3.27 and school. Student led and peer teaching is a valuable part of LDC classroom instruction. 2.1% 4.9% 48.3% 44.8% 3.36 LDC has helped me increase my proficiency in: Study skills 5.6% 27.3% 52.4% 14.7% 2.76 Time management 4.9% 16.1% 56.6% 22.4% 2.97 Teamwork (Collaboration) 2.8% 4.9% 52.4% 39.9% 3.29 Flexibility/adaptability 2.8% 9.1% 58.0% 30.1% 3.15 Initiative/self direction 4.2% 9.8% 52.4% 33.6% 3.15 Social/cross cultural awareness 2.8% 11.2% 55.9% 30.1% 3.13 Organizational skills 4.9% 21.7% 46.2% 27.3% 2.96 Citizenship 2.1% 5.6% 51.0% 41.3% 3.32 Accountability/responsibility 3.5% 9.8% 48.3% 38.5% 3.22 Leadership 4.2% 5.6% 46.9% 43.4% 3.29 Respect for others 3.5% 5.6% 51.7% 39.2% 3.27 Verbal communication skills 3.5% 15.4% 49.7% 31.5% 3.09 The parents of current students in LDC in grades 6 8 completed an LDC parent survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.76 to 3.53. Page 22

1. How has JROTC influenced student development (include awards, community service projects)? JROTC Parent Survey Results ( N=97, 18.7% Response Rate ) Participating in an LDC program prepared my student for high school. JROTC is setting my student on a path to be workforce ready and successful in the real world when they graduate. Compared to when my student first began the JROTC courses, my student's selfconfidence has improved. Compared to when my student first began the JROTC courses, my student's problemsolving skills are stronger. Compared to when my student first began the JROTC courses, my student's critical thinking skills are stronger. My student's experience in JROTC has contributed to their growth in developing future college and/or career goals. JROTC has increased my student's level of physical fitness. The JROTC program assists with my student's academic responsibilities. I believe participation in extracurricular JROTC activities has a strong impact on my student's social development and building positive relationships. I believe participation in extracurricular JROTC activities contribute in my student's personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. N/A 2.1% 3.1% 25.8% 26.8% 40.2% Mean 3.2% 1.1% 46.3% 49.5% 3.42 3.2% 4.2% 45.3% 47.4% 3.37 3.2% 8.4% 50.5% 37.9% 3.23 3.2% 9.5% 54.7% 32.6% 3.17 2.1% 2.1% 53.1% 42.7% 3.37 4.3% 11.7% 39.4% 44.7% 3.25 5.2% 9.4% 50.0% 35.4% 3.16 2.1% 3.2% 42.6% 52.1% 3.45 2.1% 4.2% 40.0% 53.7% 3.45 1.1% 0.0% 42.6% 56.4% 3.54 Page 23

1. How has JROTC influenced student development (include awards, community service projects)? JROTC Parent Survey Results Continued Mean I feel my student is rewarded or recognized for their service or 3.2% 11.6% 42.1% 43.2% 3.25 achievements in JROTC. I feel participation in after school teams within the JROTC program has a positive impact on my student's success in JROTC 1.1% 8.6% 37.6% 52.7% 3.42 and school. Student led and peer teaching is a valuable part of JROTC classroom instruction. 4.2% 4.2% 47.6% 44.2% 3.32 JROTC has helped me increase my proficiency in: Study skills 4.3% 22.3% 57.4% 16.0% 2.85 Time management 5.3% 13.8% 57.4% 23.4% 2.99 Collaboration 4.3% 4.3% 60.6% 30.9% 3.18 Flexibility/adaptability 4.3% 6.4% 60.6% 28.7% 3.14 Initiative/self direction 4.3% 8.5% 53.2% 34.0% 3.17 Social/cross cultural awareness 5.3% 5.3% 60.6% 28.7% 3.13 Organizational skills 4.3% 10.6% 56.4% 28.7% 3.10 Citizenship 2.1% 2.1% 48.9% 46.8% 3.40 Accountability/responsibility 3.2% 3.2% 46.8% 46.8% 3.37 Leadership 3.2% 3.2% 48.4% 45.3% 3.36 Respect for others 3.2% 2.1% 50.0% 44.7% 3.36 Verbal communication skills 4.3% 8.6% 50.5% 36.6% 3.19 The parents of current students in JROTC in grades 9 12 completed a JROTC parent survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.85 to 3.54. Page 24

1. How has JROTC influenced student development (include awards, community service projects)? LDC Instructor Survey Results (N=7) Participating in an LDC program will prepare my students for high school. LDC is setting my students on a path to succeed at the high school level and helps them develop life skills. Compared to when my students first began the LDC courses, their self confidence skills have improved. Compared to when my students first began the LDC courses, their problem solving skills are stronger. Compared to when my students first began the LDC courses, their critical thinking skills are stronger. My student's experience in LDC has contributed to their growth in developing choices in high school and potential career goals. LDC has increased my students' level of physical fitness. The LDC program assists with my students academic responsibilities. I believe participation in extracurricular activities in the LDC program has a positive impact on my students' social development and building positive relationships. I believe participation in extracurricular activities in the LDC program contributes in my students' personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. I feel my students are rewarded or recognized for their service or achievements in LDC. Mean 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 42.9% 42.9% 3.14 14.3% 0.0% 57.1% 28.6% 3.00 14.3% 0.0% 57.1% 28.6% 3.00 14.3% 0.0% 42.9% 42.9% 3.14 14.3% 0.0% 42.9% 42.9% 3.14 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 14.3% 71.4% 3.43 14.3% 0.0% 28.6% 57.1% 3.29 Page 25

1. How has JROTC influenced student development (include awards, community service projects)? I feel participation in extracurricular activities in the LDC program has a positive impact on my students' success in LDC and school. LDC Instructor Survey Results Continued Mean 0.0% 0.0% 42.9% 57.1% 3.57 Student led and peer teaching is a valuable part of LDC classroom instruction. 14.3% 0.0% 14.3% 71.4% 3.43 LDC has helped me increase my proficiency in: Study skills 14.3% 0.0% 42.9% 42.9% 3.14 Time management 14.3% 0.0% 28.6% 57.1% 3.29 Collaboration 14.3% 0.0% 28.6% 57.1% 3.29 Flexibility/adaptability 14.3% 0.0% 42.9% 42.9% 3.14 Initiative/self direction 28.6% 0.0% 28.6% 42.9% 2.86 Social/cross cultural awareness 28.6% 0.0% 14.3% 57.1% 3.00 Organizational skills 14.3% 14.3% 14.3% 57.1% 3.14 Citizenship 14.3% 14.3% 28.6% 42.9% 3.00 Accountability/responsibility 14.3% 0.0% 28.6% 57.1% 3.29 Leadership 14.3% 0.0% 28.6% 57.1% 3.29 Respect for others 14.3% 0.0% 42.9% 42.9% 3.14 Verbal communication skills 28.6% 0.0% 28.6% 42.9% 2.86 Current LDC instructor completed an LDC instructor survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.86 to 3.57. Page 26

1. How has JROTC influenced student development (include awards, community service projects)? JROTC Instructor Survey Results (N=11) Participating in an LDC program prepares my students for high school. JROTC is setting my students on a path to be workforce ready and successful in the real world when they graduate. Compared to when my students first began the JROTC courses, their self confidence has improved. Compared to when my students first began the JROTC courses, their problem solving skills are stronger. Compared to when my students first began the JROTC courses, their critical thinking skills are stronger. My students' experience in JROTC has contributed to their growth in developing future college and/or career goals. JROTC has increased my students' level of physical fitness. The JROTC program assists with my students' academic responsibilities. I believe participation in extracurricular JROTC activities has a strong impact on my students' social development and building positive relationships. I believe participation in extracurricular JROTC activities contribute in my students' personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. Mean 9.1% 27.3% 54.5% 9.1% 2.64 0.0% 0.0% 54.5% 45.5% 3.46 0.0% 0.0% 18.2% 81.8% 3.82 0.0% 0.0% 54.5% 45.5% 3.46 0.0% 0.0% 9.1% 63.6% 3.18 0.0% 0.0% 63.6% 36.4% 3.36 0.0% 27.3% 45.5% 27.3% 3.00 0.0% 0.0% 50.0% 50.0% 3.50 0.0% 0.0% 18.2% 81.8% 3.82 0.0% 0.0% 27.3% 72.7% 3.73 0.0% 0.0% 18.2% 81.8% 3.82 Page 27

1. How has JROTC influenced student development (include awards, community service projects)? I feel my students are rewarded or recognized for their service or achievements in JROTC. I feel participation in after school teams within the JROTC program has a positive impact on my students' success in JROTC and school. Student led and peer teaching is a valuable part of JROTC classroom instruction. JROTC Instructor Survey Results Continued Mean 0.0% 0.0% 36.4% 63.6% 3.64 0.0% 0.0% 27.3% 72.7% 3.73 0.0% 0.0% 18.2% 81.8% 3.82 JROTC has helped me increase my proficiency in: Study skills 0.0% 0.0% 72.7% 27.3% 3.27 Time management 0.0% 0.0% 45.5% 54.5% 3.55 Collaboration 0.0% 0.0% 27.3% 72.7% 3.73 Flexibility/adaptability 0.0% 0.0% 27.3% 72.7% 3.73 Initiative/self direction 0.0% 9.1% 27.3% 63.6% 3.55 Social/cross cultural awareness 0.0% 0.0% 63.6% 36.4% 3.36 Organizational skills 0.0% 0.0% 54.5% 45.5% 3.46 Citizenship 0.0% 0.0% 18.2% 81.8% 3.82 Accountability/responsibility 0.0% 0.0% 27.3% 72.7% 3.73 Leadership 0.0% 0.0% 27.3% 72.7% 3.73 Respect for others 0.0% 0.0% 36.4% 63.6% 3.64 Verbal communication skills 0.0% 0.0% 45.5% 54.5% 3.55 Current JROTC instructor completed a JROTC instructor survey. Questions were measured with a Likert scale of 1 5 with 1 being and 4 being. Average Likert scale scores ranged from 2.64 to 3.82. Page 28

1. How has JROTC influenced student development (include awards, community service projects)? Participating in an LDC program prepared me for high school. Comparison of Survey Results JROTC is setting me on a path to be workforce ready and successful in the real world when I graduate. Compared to when I first began the JROTC courses, my self confidence skills have improved. Compared to when I first began the JROTC courses, my problem solving skills are stronger. Compared to when I first began the JROTC courses, my critical thinking skills are stronger. My experience in JROTC has contributed to my growth in developing future college and/or career goals. Student Parent Instructor LDC JROTC LDC JROTC LDC JROTC Mean 3.21 3.27 3.29 2.64 3.37 3.36 3.36 3.42 3.29 3.46 3.23 3.22 3.25 3.37 3.14 3.82 3.16 3.16 3.11 3.23 3.00 3.46 3.16 3.14 3.12 3.17 3.00 3.18 3.15 3.30 3.20 3.37 3.14 3.36 JROTC has increased my level of physical fitness. 3.12 3.12 3.08 3.25 3.14 3.00 The JROTC program assists with my academic responsibilities. I believe participation in extracurricular JROTC activities has a strong impact on my social development and building positive relationships. I believe participation in extracurricular JROTC activities contribute in my personal growth and desire to succeed. I feel service to the school and participation in community service activities is rewarding. 3.16 3.11 3.15 3.16 3.29 3.50 3.16 3.25 3.29 3.45 3.29 3.82 3.12 3.27 3.32 3.45 3.29 3.73 3.22 3.27 3.53 3.54 3.43 3.82 Page 29

1. How has JROTC influenced student development (include awards, community service projects)? Comparison of Survey Results Continued I feel I am rewarded or recognized for my service or achievements in JROTC. I feel participation in after school teams within the JROTC program has a positive impact on my success in JROTC and school. Student led and peer teaching is a valuable part of JROTC classroom instruction. Student Parent Instructor LDC JROTC LDC JROTC LDC JROTC Mean 3.13 3.16 3.29 3.25 3.29 3.64 3.00 3.18 3.27 3.42 3.57 3.73 3.29 3.33 3.36 3.32 3.43 3.82 JROTC has helped me increase my proficiency in: Study skills 3.02 2.90 2.76 2.85 3.14 3.27 Time management 3.09 3.05 2.97 2.99 3.29 3.55 Collaboration 3.37 3.26 3.29 3.18 3.29 3.73 Flexibility/adaptability 3.17 3.18 3.15 3.14 3.14 3.73 Initiative/self direction 3.23 3.21 3.15 3.17 2.86 3.55 Social/cross cultural awareness 3.11 3.13 3.13 3.13 3.00 3.36 Organizational skills 3.09 3.05 2.96 3.10 3.14 3.46 Citizenship 3.41 3.41 3.32 3.40 3.00 3.82 Accountability/responsibility 3.36 3.34 3.22 3.37 3.29 3.73 Leadership 3.43 3.45 3.29 3.36 3.29 3.73 Respect for others 3.42 3.37 3.27 3.36 3.14 3.64 Verbal communication skills 3.21 3.28 3.09 3.19 2.86 3.55 Overall, students, parents, and instructors had similar responses to the questions with respect to the influence of JROTC on student development with the instructor s responses having an overall slightly higher mean score. Page 30

1. How has JROTC influenced student development (include awards, community service projects)? Community and Service Learning Service As part of the annual report submitted by each JROTC program, instructors compile information with respect to the Community Service and Learning Service activities in which their students (cadets) participate. Community Service is defined as activities in which students provide service to others. Learning Service is defined as activities which include both academic study in the classroom and a related service to others. CCISD JROTC students participated in approximately 5910 hours of Community Service and 2436 hours of Service Learning activities. Examples of Community Service school activities for the 2014 15 school year include: assisted with campus Freshmen Orientation; intermediate student district issued tablet distribution; cleanup/usher at home football games; assisted at the LDC program competition; Honor Guard or Color Guard participation and support at various events; Flag Detail (daily raise and lower flags in front of the campus); assistance at Homecoming Carnival booths; Santa s Little Helpers; assisted in various athletic competitions; locker clean out. Examples of Community Service activities for the 2014 15 school year include: assisted in ushering district staff during a professional learning conference; directed parking at various events; Jackie s 9 11 Flag Run (remembrance event of 9 11); Veteran s Relay (raised funds for Veteran s organizations); League City Food Drive; participated in ceremony at Hobby Airport honoring World War II veterans; multiple Blood Drives; LDC mentoring; Hunger Games Food Drive; College Night; League City Christmas Parade; Color Run; book detail; Deputy Claus; Special Olympics; Retiree Appreciation Day; Drill Exhibition at Harbour View Assisted Care; provided Christmas gifts for seven League City families. Examples of Service Learning activities for the 2014 15 school year include: assisted teachers in presenting lessons in core classes; tutored intermediate students in preparation of state testing; coordinated an effort to with Student United way to make over 2,000 peanut butter and jelly sandwiches to feed the hungry; conducted research on local soldiers who have fallen during recent conflicts; assisted at local Veteran s Day luncheon; established and managed a food drive for students of incarcerated parents. Collected enough food items to feed over 100 individuals; assisting students at Bayside Intermediate with core course work; Honoring our Heroes. Military Ball Every year in late winter, JROTC holds its annual Military Ball which was attended by more than 800 students, faculty, and parents in February, 2016. The LDC program hosts a Spring Social which is also attended by approximately 1000 guests. The Military Ball and Spring Social are events to recognize and honor the cadets and their achievements. The Military Ball is a formal affair. A long standing tradition of the military is to offer toasts to individuals or organizations with specific predetermined responses. Honorary Guest Speaker for the 2016 Ball was Retired Astronaut William Bill McArthur. After the three course meal has been served, the Miss JROTC Pageant is conducted. Page 31

2. What are the post secondary plans for students in JROTC? Students and parents responded to a survey question regarding post secondary plans with results displayed in the chart below. Of the students enrolled in the LDC program 46.1% responded they would enroll in college after high school while 19.5% would enlist in the military. Of the students enrolled in the JROTC program 44.2% responded they would enroll in college after high school and 34.7% planned to enlist in the military. Of the parents with students enrolled in the LDC program 58.7% responded they would enroll in college after high school while 19.6% would enlist in the military. Of the parents with students enrolled in the JROTC program 49.0% responded they would enroll in college after high school and 28.1% planned to enlist in the military. Level College Military Mission work Other Unknown Workforce LDC Student 46.1% 19.5% 1.1% 18.2% 13.0% 2.4% JROTC Student 44.2% 34.7% 0.6% 9.3% 9.1% 2.2% LDC Parent 58.7% 19.6% 0.7% 0.7% 17.5% 2.8% JROTC Parent 49.0% 28.1% 0.0% 4.2% 14.6% 4.2% Based on data provided through the National Student Clearinghouse, of the 405 total students who were enrolled in JROTC their senior year, an average of 44.7% students attended at least one semester of college, 35.6% have not enrolled in college, while there is no data for 19.8% of the former cadets. Year Attended College No College No Information Total 2011 12 47.8% 37.0% 15.2% 92 2012 13 55.3% 36.8% 7.9% 114 2013 14 39.2% 30.9% 29.9% 97 2014 15 35.3% 37.3% 27.5% 102 Total 44.7% 35.6% 19.8% 405 Data source: National Student Clearinghouse Based on the Intentions to Graduate Report submitted annually by the JROTC instructors to the US Army, the military enlistment data for 2014 15 graduates was as follows: 12 students enlisted in the military, 4 received military appointments; 1 received an ROTC scholarship. Focus Groups In March 2016, focus groups were conducted with former JROTC cadets and parents of former JROTC cadets to gain insight into the effects of the program. The narrative which follows is based on a series of questions asked to both groups and their responses. Why did you choose to participate in JROTC and did you choose JROTC over other activities? Students: Eight former students, five of who are currently enrolled in college. Three students are in the reserves or National Guard. Had friends or family members in JROTC or military that influenced their decision Parents: Two were recruited during Fish Camp Three participated to help in their military careers Page 32

2. What are the post secondary plans for students in JROTC? Was it challenging to balance time with other activities in which you were involved and JROTC? Students: Most learned how to manage their time and balance activities as they continued through the program and high school. Parents: All students seemed to balance all activities (school, church, work, Special Olympics) while participating in JROTC. Students were either organized before joining or learned the skill while in JROTC. Tell us the life lessons you have learned from JROTC and provide an example of how you are using the skills you learned in JROTC in your life now? Students: Learned how to lead people in working toward a common goal and use this skill in their current positions Goal setting, determination, and perseverance Created friendships during their time in JROTC and have continued them throughout the years Learned how to work collaboratively with many types of personalities and backgrounds Parents: There were a variety of responses from continuing community service; dealing with disappointment and learning to re assess to move forward; organizational skills which helped in becoming an event planner; dealing with adversity and setbacks; learning to mentor others since it is a student led program; learned compassion, patience, and tolerance; belief in themselves; mentoring others, and respect of self and others. What words of advice would you offer to students who are new to the JROTC program? Students: Find out what you like to do in JROTC and do it. Take on new and challenging assignments even in areas which you are not familiar learn new skills. Take advantage of all the opportunities which are offered in the JROTC program Take advantage of the instructors who have a vast wealth of knowledge You get out of it what you put into it Parents: Participate in the program stick with it all four years. Help students in rearranging their schedules to avoid conflicts Program will be strong with parent support Go the Military Ball The students added the following comments: Most of the students stated they always felt like they were accepted and part of a family in JROTC. The instructors were great role models who led by example and were a big influence on them. They treated everyone equally and fairly. The instructors were supportive for students outside JROTC from tutoring to helping students through difficult times. Most of them have maintained lifelong friendships with fellow JROTC cadets. Page 33

3. What type of professional learning opportunities exist for JROTC instructors? JROTC Army Evaluation Process According to the Cadet Command Regulation 145 8 3, every three years the US Army conducts a formal evaluation at each campus to gather information and evidence to support the continuous improvement of teaching and learning the JROTC program. The campus visit is an evaluation of the student participation and the instructor portfolio. The instructor portfolio is designed to show evidence of effective teaching and learning, assessment, professional development, collaborative activities, and continuous improvement efforts. (p. 13) The student (cadet) component of the evaluation is comprised of Staff Battalion Continuous Improvement Briefing; Service Learning Briefing; Cadet Portfolio & Interview; Unit Report; Drill; In Ranks; Color Guard and interviews. For the Staff Battalion Continuous Improvement project, students will follow a typical continuous improvement cycle: Plan Act Evaluate. Each LET level has a lesson devoted to service learning. Each student will incorporate the Plan Act Evaluate process for their Service Learning. Each student (cadet), maintains a portfolio which provides insight and information on the Cadet s personal achievements and growth over time. (p. 29) Instructors must also maintain an extensive portfolio which includes a current resume and biography; the semester syllabi; and evaluations and observations from campus administrators; evidence of professional growth; evidence of desired professional development; best practices in teaching and assessment strategies and evidence of curriculum and instruction and collaboration; and professional accomplishments or recognition. Standards in which instructors and the JROTC program are evaluated: Standard 3.2: Teaching and Assessing for Learning Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Standard 3.3: Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Standard 3.5: Teachers participate in collaborative learning communities to improve instruction and student learning. Standard 3.10: Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Standard 3.11: Instructors participate in a continuous program of professional learning. Instructors attend a week long professional learning update course through the Army every five years. Page 34

3. What type of professional learning opportunities exist for JROTC instructors? As stated on the JROTC website for Instructor Continuing Education, JROTC Instructor Training has been completely redeveloped to meet the dynamic needs of instructors to mentor, lead, and teach our high school youth of today. They are powerful and concentrated courses designed to provide and equip instructors with the best knowledge and tools for classroom instruction and program administration. This complete training consists of a four step process: (Army JROTC Instructor Continuing Education, 2016) Step I Initial Qualification Training This must be completed prior to the certification interview and the completion certification is generated after an evaluation process. Step II JROTC Distance Learning Course This must also be completed prior to the instructor final certification. Distance Learning includes upper level college education classes in Educational Psychology, Classroom Management, Secondary Methods and Learning and the Brain coursework from Colorado State University. Step III Resident Certification Course This training is conducted at Fort Knox, KY and must be completed within 18 months of hire as an instructor. Step IV Resident Recertification Course Instructors must repeat this training every five years. In addition to the JROTC Instructor Continuing Education, CCISD JROTC and LDC instructors are required to complete 250 hours of professional learning every five years like other CCISD educators. Page 35

4. What is the perception of JROTC from the student and parent perspective? LDC Student Survey Results (N = 622) My current campus: Bayside BIS CCIS CLIS CIS 8.7% 5.5% 8.0% 17.8% 11.1% LCIS SIS SCIS VLIS WIS 6.8% 4.2% 7.1% 10.8% 20.1% My current grade level: 6 7 8 46.9% 31.5% 21.5% Including this year, how many years have you been in LDC? 1 2 3 58.4% 25.9% 15.8% Current Leadership Development Corps level: My LDC instructor communicates effectively with students. I feel accepted and supported by my peers and the staff in the LDC program. LDC I LDC II LDC III 59.5% 24.6% 15.9% Mean 1.9% 5.1% 37.9% 55.0% 3.46 3.9% 8.0% 50.6% 37.5% 3.22 I feel safe in the LDC program. 1.9% 3.1% 41.2% 53.8% 3.47 My LDC instructor is available for me to get extra help before or after school. My LDC instructor's expectations of me are clear. I am treated with respect by other cadets and instructors in the LDC program. If I have an idea to make the program better, my instructor in the LDC program would listen to me. 5.9% 13.2% 52.6% 28.3% 3.03 1.6% 3.1% 39.7% 55.6% 3.49 5.1% 13.7% 51.9% 29.3% 3.05 2.9% 9.2% 57.2% 30.7% 3.16 I would recommend LDC to other students. 4.0% 5.5% 34.6% 55.9% 3.42 I am kept informed of the opportunities available through the JROTC program at the high school level. My LDC instructor uses available technology to keep students well informed of events. 3.4% 18.2% 53.9% 24.6% 3.00 2.3% 5.9% 37.9% 53.9% 3.43 Page 36

4. What is the perception of JROTC from the student and parent perspective? My LDC instructor is concerned about my needs as a student. My LDC program instructor manages the classroom effectively. My LDC instructor's expectations are clearly communicated to the students and parents prior to enrollment. My LDC instructor communicates with me about my progress. I believe participation in after school teams within the LDC program is strongly encouraged by my LDC instructor. I believe participation in after school teams within the LDC program is a fundamental part of why I stay in LDC. I feel my LDC instructor cares about my academic success outside of LDC. LDC Student Survey Results Continued Mean 2.1% 5.0% 50.5% 42.4% 3.33 2.4% 5.8% 44.4% 47.4% 3.37 2.4% 8.7% 49.0% 39.9% 3.26 2.9% 16.2% 52.6% 28.3% 3.06 2.7% 7.9% 45.3% 44.1% 3.31 10.9% 27.0% 37.3% 24.8% 2.76 3.4% 9.6% 40.8% 46.1% 3.30 Average 3.29 Current LDC students in grades 6 8 completed an LDC student survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.76 to 3.49. The overall average Likert scale score was 3.29. What is one aspect you like best about the LDC program? Most students find it fun They like all the activities (especially archery) in which they participate Students learn about leadership, respect, and community service What is one aspect you would like to change about the LDC Program? Most students felt like nothing needed to be changed about the LDC program Some students stated they would like the instructor to be based at only one campus to be more available to students Some students stated they would like different days or times for PT Page 37

4. What is the perception of JROTC from the student and parent perspective? JROTC Student Survey Results (N = 464) My current campus: CCHS CLHS CBHS 22.0% 19.2% 17.0% CVHS CSHS CFHS 2.2% 21.3% 18.3% My current grade level: 9 10 11 12 31.9% 29.1% 23.1% 15.9% Including this year, how many years have you been in high school JROTC? Current Leadership Education and Training level: In intermediate school, I participated in an LDC program. JROTC instructors communicate effectively with students. I feel accepted and supported by my peers and the staff in the JROTC program. 1 2 3 4 40.9% 30.0% 19.2% 9.9% LET I LET II LET III LET IV 42.0% 29.3% 18.8% 9.9% Yes 49.4% No 50.6% Mean 4.3% 3.9% 48.1% 43.8% 3.31 1.7% 6.5% 48.3% 43.5% 3.34 I feel safe in the JROTC program. 1.7% 3.9% 42.7% 51.7% 3.44 My JROTC instructors are available for me to get extra help outside of the normal school day. My JROTC instructors' expectations of me are clear. I am treated with respect by other cadets and instructors in the JROTC program. If I have an idea to make the program better, the instructors in the JROTC program would listen to me. 1.3% 6.0% 57.5% 35.1% 3.27 1.5% 3.2% 52.2% 43.1% 3.37 1.9% 8.2% 56.0% 33.8% 3.22 1.5% 13.6% 57.5% 27.4% 3.11 I would recommend JROTC to other students. 1.1% 6.3% 36.6% 56.0% 3.48 I am kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce). JROTC instructors use available technology to keep students well informed of events. 1.5% 6.0% 51.1% 41.4% 3.32 1.3% 8.8% 55.6% 34.3% 3.23 Page 38

4. What is the perception of JROTC from the student and parent perspective? JROTC instructors are concerned about my needs as a student. Topics covered in JROTC courses are interesting. JROTC program instructors manage the classroom effectively. JROTC expectations are clearly communicated to the students and parents prior to enrollment. JROTC instructors communicate with me about my progress. I believe participation in after school teams is strongly encouraged by JROTC instructors. I believe participation in extracurricular JROTC activities are a fundamental part of why I stay in JROTC. I feel JROTC instructors care about my academic success outside of JROTC. JROTC Student Survey Results Continued Mean 0.6% 4.3% 56.3% 38.8% 3.33 1.9% 11.4% 53.9% 32.8% 3.17 0.9% 5.8% 53.2% 40.1% 3.33 1.7% 7.8% 57.8% 32.8% 3.22 0.9% 12.1% 56.0% 31.0% 3.17 1.7% 6.7% 44.6% 47.0% 3.37 4.5% 17.0% 44.8% 36.6% 3.11 0.9% 5.8% 46.8% 46.6% 3.39 Average 3.25 Current JROTC students in grades 9 12 completed a JROTC student survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 3.11 to 3.48.The overall average Likert scale score was 3.25. What is one aspect you like best about the JROTC program? Most students like the other cadets and/or instructors who are involved in the program because it feels more like a family They like all the team activities in which they can participate They find the overall program and activities fun What is one aspect you would like to change about the JROTC Program? Most students felt like nothing needed to be changed about the JROTC program Some students did not like participating in PT A few students would like to change the uniform requirement or the color of the uniform Page 39

4. What is the perception of JROTC from the student and parent perspective? LDC Parent Survey Results (N= 143) My student's current campus: Bayside BIS CCIS CLIS CIS 3.5% 5.6% 7.7% 13.3% 12.6% LCIS SIS SCIS VLIS WIS 3.5% 10.5% 11.9% 11.2% 20.3% My student's current grade level: 6 7 8 47.6% 32.9% 19.6% Including this year, how many years has your student been in LDC? My student's current Leadership Development Corps level: My student's LDC instructor communicates effectively with students. My student feels accepted and supported by their peers and the staff in the LDC program. 1 2 3 60.8% 22.4% 16.1% LDC I LDC II LDC III 63.6% 21.0% 15.4% Mean 4.9% 9.1% 38.5% 47.6% 3.29 2.8% 6.3% 41.3% 49.7% 3.38 My student feels safe in the LDC program. 1.4% 2.1% 39.2% 57.3% 3.52 My student's LDC instructor is available for them to get extra help before or after school. My student's LDC instructor's expectations of them are clear. My student is treated with respect by other cadets and instructors in the LDC program. If my student has an idea to make the program better, the instructor in the LDC program would listen to them. 4.2% 12.6% 51.0% 32.2% 3.11 4.2% 6.3% 42.7% 46.9% 3.32 2.1% 7.7% 46.9% 43.4% 3.32 2.8% 9.8% 49.7% 37.8% 3.22 I would recommend LDC to other parents. 2.8% 7.0% 37.1% 53.1% 3.41 My student is kept informed of the opportunities available through the JROTC program at the high school level. My student's LDC instructor uses available technology to keep students well informed of events. 2.1% 23.1% 46.2% 28.7% 3.01 2.1% 11.2% 38.5% 48.3% 3.33 Page 40

4. What is the perception of JROTC from the student and parent perspective? LDC Parent Survey Results Continued Mean My student's LDC instructor is concerned about my student's needs as a student. 4.2% 7.7% 44.8% 43.4% 3.27 Topics covered in LDC courses are interesting. 1.4% 4.9% 51.0% 42.7% 3.35 My student's LDC program instructor manages the classroom effectively. 4.2% 9.8% 44.1% 42.0% 3.24 LDC expectations are clearly communicated to the students and 5.6% 7.0% 49.7% 37.8% 3.20 parents prior to enrollment. My student's LDC instructor communicates with my student about 2.1% 10.5% 46.9% 40.6% 3.26 their progress. I believe participation in after school teams within the LDC program is strongly encouraged by my student's LDC 3.5% 13.3% 47.6% 35.7% 3.15 instructor. I believe participation in after school teams within the LDC program are a fundamental part of why my student 3.5% 23.8% 41.3% 31.5% 3.01 stays in LDC. I feel my student's LDC instructor cares about my student's academic success 4.2% 9.1% 41.3% 45.5% 3.28 outside of LDC. Average 3.26 The parents of current students in LDC in grades 6 8 completed an LDC parent survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 3.01 to 3.52. The overall average Likert scale score was 3.26. What is one aspect you like best about the LDC program? Most parents like that students learn respect and leadership skills They like how their students have developed better self discipline They like the instructors What is one aspect you would like to change about the LDC Program? Most parents stated they would like a full time instructor at the intermediate campuses Many parents felt like the nothing needed to be changed about the LDC program They would like better communication from the instructor and booster club Page 41

4. What is the perception of JROTC from the student and parent perspective? JROTC Parent Survey Results (N= 97) My student's current campus: CCHS CLHS CBHS 26.8% 20.6% 14.4% CVHS CSHS CFHS 2.1% 16.5% 19.6% My student's current grade level: 9 10 11 12 36.1% 33.0% 10.3% 20.6% Including this year, how many years has your student been in high school JROTC? My student's current Leadership and Training level: In intermediate school, my student participated in an LDC program. JROTC instructors communicate effectively with students. My student feels accepted and supported by their peers and the staff in the JROTC program. 1 2 3 4 42.3% 29.9% 10.3% 17.5% LET I LET II LET III LET IV 38.1% 29.9% 6.2% 16.5% Yes 56.7% No 42.3% Mean 3.1% 7.3% 43.8% 45.8% 3.32 5.3% 4.2% 34.7% 55.8% 3.41 My student feels safe in the JROTC program. 2.1% 2.1% 34.4% 61.5% 3.55 The JROTC instructors are available for my student to get extra help outside of the normal school day. The JROTC instructors' expectations of my student are clear. My student is treated with respect by other cadets and instructors in the JROTC program. If my student has an idea to make the program better, the instructors in the JROTC program would listen to them. 3.2% 3.2% 44.2% 49.5% 3.40 4.2% 3.1% 37.5% 55.2% 3.44 3.2% 10.5% 35.8% 50.5% 3.34 3.2% 5.3% 55.8% 35.8% 3.24 I would recommend JROTC to other parents. 2.1% 0.0% 35.8% 62.1% 3.58 Page 42

4. What is the perception of JROTC from the student and parent perspective? My student is kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce). JROTC instructors use available technology to keep students well informed of events. JROTC instructors are concerned about the academic needs of my student. JROTC Parent Survey Results Continued Mean 3.2% 4.3% 52.1% 40.4% 3.30 5.2% 9.4% 47.9% 37.5% 3.18 4.3% 3.2% 40.4% 52.1% 3.40 Topics covered in JROTC courses are interesting. 2.1% 5.2% 54.2% 38.5% 3.29 JROTC program instructors manage the classroom effectively. JROTC expectations are clearly communicated to the students and parents prior to enrollment. JROTC instructors communicate with my student about their progress. I believe participation in extracurricular JROTC activities is strongly encouraged by JROTC instructors. I believe participation in extracurricular JROTC activities are a fundamental part of why my student stays in JROTC. I feel JROTC instructors care about my student's academic success outside of JROTC. 5.3% 3.2% 44.2% 47.4% 3.34 4.2% 6.3% 46.3% 43.2% 3.28 3.2% 7.4% 45.3% 44.2% 3.31 2.1% 3.2% 46.3% 48.4% 3.41 1.1% 18.1% 40.4% 40.4% 3.20 6.4% 5.3% 42.6% 45.7% 3.28 Average 3.35 The parents of current students in JROTC in grades 9 12 completed a JROTC parent survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 3.20 to 3.58. The overall average Likert scale score was 3.35. What is one aspect you like best about the JROTC program? Most parents felt the life skills and character lessons the students learn are valuable They like the instructors who lead the programs and the life lessons they provide to their students They like how the program prepares students for real world challenges What is one aspect you would like to change about the JROTC Program? Most parents felt like nothing needed to be changed about the JROTC program They would like better communication from the instructors They would like to have more activities and students participating in those activities Page 43

4. What is the perception of JROTC from the student and parent perspective? Including this year, how many years have you been an LDC instructor? LDC Instructor Survey Results (N = 7) 1 3 Years 4 6 Years 11 15 Years 16+ Years 42.9% 28.6% 14.3% 14.3% Mean My students feel accepted and supported by their peers and the staff in the LDC 28.6% 0.0% 14.3% 57.1% 3.00 program. My student feels safe in the LDC program. 14.3% 0.0% 14.3% 71.4% 3.43 I am available for LDC students to get extra help before and after school. My students are treated with respect by other cadets and instructors in the LDC program. If one of my students has an idea to make the program better, I would listen to them. My students are kept informed of the opportunities available through the JROTC program at the high school level. I use available technology to keep students well informed of events. I am concerned about my student's academic needs. Topics covered in LDC courses are interesting. LDC expectations are clearly communicated to the students and parents prior to enrollment. I communicate with my students about their progress. I strongly encourage participation in extracurricular activities in the LDC program. 28.6% 14.3% 28.6% 28.6% 2.57 14.3% 0.0% 28.6% 57.1% 3.29 14.3% 0.0% 14.3% 71.4% 3.43 14.3% 0.0% 71.4% 14.3% 2.86 14.3% 0.0% 0.0% 85.7% 3.57 14.3% 0.0% 14.3% 71.4% 3.43 14.3% 0.0% 14.3% 71.4% 3.43 14.3% 0.0% 42.9% 42.9% 3.14 14.3% 14.3% 14.3% 57.1% 3.14 14.3% 14.3% 0.0% 71.4% 3.29 Page 44

4. What is the perception of JROTC from the student and parent perspective? I believe participation in extracurricular activities in the LDC program are a fundamental part of why my students' stay in LDC. I care about my students' academic success outside of LDC. LDC Instructor Survey Results Continued Mean 14.3% 14.3% 14.3% 57.1% 3.14 14.3% 0.0% 14.3% 71.4% 3.43 Average 3.23 Current LDC instructors completed an LDC instructor survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 2.57 to 3.43. The overall average Likert scale score was 3.23. What is one aspect you like best about the LDC program? Most instructors liked how the LDC program is student centered They believe they have the ability to positively influence young people What is one aspect you would like to change about the LDC Program? Almost every instructor stated they would like to have one instructor per campus at the intermediate level to devote their time to one program Page 45

4. What is the perception of JROTC from the student and parent perspective? JROTC Instructor Survey Results (N = 11) My current campus Including this year, how many years have you been an instructor for JROTC in CCISD? My students feels accepted and supported by their peers and the staff in the JROTC program. My students feels safe in the JROTC program. I am available for my students to get extra help outside of the normal school day. My expectations of the JROTC cadets is clear. My students are treated with respect by other cadets and instructors in the JROTC program. If one of my students has an idea to make the program better, I would listen to them. My students are kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce). I use available technology to keep students well informed of events. Clear Brook HS Clear Creek HS Clear Falls HS Clear Lake HS Clear Springs HS 18.2% 18.2% 18.2% 18.2% 27.3% 1 3 Years 4 6 Years 7 10 Years 11 15 Years 16+ Years 18.2% 18.2% 27.3% 27.3% 9.1% Mean 0.0% 0.0% 27.3% 72.7% 3.73 0.0% 0.0% 18.2% 81.8% 3.82 0.0% 0.0% 27.3% 72.7% 3.73 0.0% 0.0% 36.4% 63.6% 3.64 0.0% 0.0% 45.5% 54.5% 3.55 0.0% 0.0% 9.1% 90.9% 3.91 0.0% 0.0% 18.2% 81.8% 3.82 0.0% 0.0% 36.4% 63.6% 3.64 Page 46

4. What is the perception of JROTC from the student and parent perspective? I am concerned about the academic needs of my students. Topics covered in JROTC courses are interesting. JROTC expectations are clearly communicated to the students and parents prior to enrollment. I communicate with my students about their progress. I strongly encourage participation in extracurricular JROTC activities for cadets. I believe participation in extracurricular JROTC activities are a fundamental part of why my students stays in JROTC. I care about my students' academic success outside of JROTC. JROTC Instructor Survey Results Continued Mean 0.0% 0.0% 18.2% 81.8% 3.82 0.0% 0.0% 45.5% 54.5% 3.55 0.0% 0.0% 40.0% 60.0% 3.60 0.0% 0.0% 27.3% 72.7% 3.73 0.0% 0.0% 36.4% 63.6% 3.64 0.0% 9.1% 27.3% 63.6% 3.55 0.0% 0.0% 9.1% 90.9% 3.94 Average 3.71 Current LDC instructors completed an LDC instructor survey. Questions were measured with a Likert scale of 1 4 with 1 being and 4 being. Average Likert scale scores ranged from 3.55 to 3.94. The overall average Likert scale score was 3.71. What is one aspect you like best about the JROTC program? Instructors said they liked developing cadets into responsible citizens They liked how students develop leadership skills Hearing the success stories of former cadets What is one aspect you would like to change about the JROTC Program? They would like to change the perception of JROTC (students are not joining the military or have to join the military upon graduation) Some instructors felt like nothing needed to be changed Page 47

4. What is the perception of JROTC from the student and parent perspective? JROTC instructors communicate effectively with students. Comparison of Survey Results I feel accepted and supported by my peers and the staff in the JROTC program. Student Parent Instructor LDC JROTC LDC JROTC LDC JROTC Mean 3.46 3.31 3.29 3.32 3.22 3.34 3.38 3.41 3.00 3.73 I feel safe in the JROTC program. 3.47 3.44 3.52 3.55 3.43 3.82 My JROTC instructors are available for me to get extra help outside of the normal school day. 3.03 3.27 3.11 3.40 2.57 3.73 My JROTC instructors' expectations of me are clear. 3.49 3.37 3.32 3.44 3.64 I am treated with respect by other cadets and instructors in the JROTC program. If I have an idea to make the program better, the instructors in the JROTC program would listen to me. 3.05 3.22 3.32 3.34 3.29 3.55 3.16 3.11 3.22 3.24 3.43 3.91 I would recommend JROTC to other students. 3.42 3.48 3.41 3.58 I am kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce). 3.00 3.32 3.01 3.30 2.86 3.82 JROTC instructors use available technology to keep students well informed of events. JROTC instructors are concerned about my needs as a student. 3.43 3.23 3.33 3.18 3.57 3.64 3.33 3.33 3.27 3.40 3.43 3.82 Topics covered in JROTC courses are interesting. 3.29 3.17 3.35 3.29 3.43 3.55 JROTC program instructors manage the classroom effectively. 3.37 3.33 3.24 3.34 Page 48

4. What is the perception of JROTC from the student and parent perspective? Comparison of Survey Results Continued Student Parent Instructor LDC JROTC LDC JROTC LDC JROTC Mean JROTC expectations are clearly communicated to the students and parents prior to enrollment. JROTC instructors communicate with me about my progress. I believe participation in after school teams is strongly encouraged by JROTC instructors. I believe participation in extracurricular JROTC activities are a fundamental part of why I stay in JROTC. 3.26 3.22 3.2 3.28 3.14 3.60 3.06 3.17 3.26 3.31 3.14 3.73 3.31 3.37 3.15 3.41 3.29 3.64 2.76 3.11 3.01 3.20 3.14 3.55 I feel JROTC instructors care about my academic success outside of JROTC. 3.30 3.39 3.28 3.28 3.43 3.94 Average 3.29 3.25 3.26 3.35 3.23 3.71 Overall, students, parents, and instructors had similar responses to the questions with respect to the influence of JROTC on student development with the instructors responses having an overall slightly higher mean score. The overall mean score average for each group was over 3.23 on a Likert Scale score of 1 4. Page 49

5. What is the average cost per student? Expenditures and Revenue Expenses 2010 11 2011 12 2012 13 2013 14 2014 15 Total General Fund $45,047 $41,510 $51,305 $35,639 $28,508 $202,010 Payroll Related $936,879 $977,519 $1,043,087 $1,112,524 $1,169,698 $5,239,707 Expenses Activity Fund $649 $2,265 $1,585 $1,921 $441 $6,861 Expenses $982,575 $1,021,294 $1,095,977 $1,150,084 $1,198,647 $5,448,578 Revenue $270,482 $261,196 $282,298 $285,428 $295,827 $1,395,231 Total Expenses $712,093 $760,098 $813,679 $864,656 $902,820 $4,053,347 Total Students (6 1200 1280 1332 1345 1361 6518 12) Cost Per Student $593 $594 $611 $643 $663 $622 Cost Per Student Minus Payroll $38 $34 $40 $28 $21 $32 Data provided by CCISD Finance Department Of the five comprehensive campuses which have a JROTC program, four of those are recognized as funded programs by the government. The program at Clear Falls is officially a National Defense Cadet Corps and is not funded by the federal government. They are on the waiting list to become a recognized JROTC and have not yet been designated as a cost shared program by the Army. The recognized campuses receive approximately $6500 per year from the federal government. The funding amount will fluctuate as the National Defense budget rises or is reduced. The vast majority of these funds are to use to purchase and maintain cadet uniforms. All transportation used by Military Science is funded by the district. The average expenditure per student based on total expenses over the five year period of this study ranged from $593 to a high of $663 per student. Total expenses ranged from $712,093 in 2010 11 to $902,820 for 2014 15 The average expenditure per student based on total expenses without payroll related expenses and revenues, over the five year period of this study ranged from a high of $40 to $21 per student in 2014 15. Total CCISD expenses which includes General Fund and Activity Funds, ranged from $45,696 in 2010 11 to $28,949 for 2014 15. Page 50

Summary of Findings The following questions were determined by this program evaluation team to evaluate the JROTC program: 1. How has JROTC influenced student development (include awards, community service projects)? CCISD gathered information from LDC and JROTC parents, instructors, and students through surveys in the spring of 2016. Average Likert scale score ranges for each survey are listed below: LDC Parent: 2.76 3.53 LDC Student: 3.00 3.43 LDC Instructor: 2.86 3.57 JROTC Parent: 2.85 3.54 JROTC Student: 2.90 3.45 JROTC Instructor: 2.64 3.82 CCISD JROTC students participated in approximately 5,910 hours of Community Service and 2,436 hours of Service Learning activities. These hours include community based and campus based service activities in addition to service learning activities. The annual Military Ball is held in late winter, and the LDC program hosts a spring social. Both events include over 800 guests and recognize and honor the cadets and their achievements. 2. What are the post secondary plans for students in JROTC? According to survey results, 46.1% of LDC students surveyed plan to attend college, while 19.5% plan to enlist in the military; 44.2% of JROTC students surveyed plan to attend college, while 34.7% plan to enlist in the military. In March 2016, focus groups were conducted with former JROTC cadets and parents of former JROTC cadets to gain insight into the effects of the program. Parents and students spoke highly of the JROTC program and attribute much of their success to the program. 3. What type of professional learning opportunities exist for JROTC instructors? Federal prerequisites exist for JROTC instructors. Instructors consists of Senior Army Instructors (Officers) and Army Instructors (Non Commissioned Officers). There are many professional learning opportunities for CCISD JROTC instructors which are required by the US Army to maintain certification as well as CCISD requirements. LDC instructor requirements are determined by the district; however, LDC instructors do not have any federal prerequisites as described with JROTC instructors. JROTC Instructor Training has been completely redeveloped to meet the dynamic needs of instructors to mentor, lead, and teach our high school youth of today, which includes the following four step process: Step I Initial Qualification Training Step II JROTC Distance Learning Course Step III Resident Certification Course Step IV Resident Recertification Course Page 51

Summary of Findings 4. What is the perception of JROTC from the student and parent perspective? Average Likert scale scores for each of the surveys are listed below: LDC Parent: 3.26 LDC Student: 3.29 LDC Instructor: 3.23 JROTC Parent: 3.35 JROTC Student: 3.25 JROTC Instructor: 3.71 JROTC instructors enjoy developing cadets into responsible citizens; LDC instructors like the student centered nature of the program; JROTC parents like the life skills and character lessons students learn; LDC parents like that students learn respect and leadership skills; JROTC students enjoy the family feeling of the program amongst cadets and instructors; LDC students find the program fun. 5. What is the average cost per student? The average expenditure per student based on total expenses over the five year period of this study ranged from $593 to a high of $663 per student. Total expenses ranged from $712,093 in 2010 11 to $902,820 for 2014 15. The average expenditure per student based on total expenses without payroll related expenses and revenues, over the five year period of this study ranged from a high of $40 to $21 per student in 2014 15. Total CCISD expenses which includes General Fund and Activity Funds, ranged from $45,696 in 2010 11 to $28,949 for 2014 15. Page 52

Acronyms HB House Bill JROTC Junior Reserve Officers Training Corps LDC Leadership Development Corps LEP Limited English Proficiency LET Leadership Education and Training NCO Non Commissioned Officers TEA Texas Education Agency Page 53

Appendix A: JROTC Cadet Creed Page 54