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

2015‐2016 Board of Trustees

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

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

JROTC Evaluation 2011‐12 to 2015‐16

Page | 1

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. 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.

III. 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.

IV. 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 | 2


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. 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.

VII. 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 | 3


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 | 4


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 | 5


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

Unit 1: Citizenship in Action

Foundations of Army JROTC

The Nation’s Defense Forces

Getting Involved

Unit 2: Leadership Theory & Application

Being a Leader Knowing How to Lead

Leading Situations Leadership Lab

Unit 3: Foundations for Success

Know yourself – Socrates

Communication Skills

Making a Difference w/Service Learning

Planning Skills

Study Skills Conflict Resolution Career Planning Social Responsibility

Teaching Skills NEFE High School Financial Planning Program

Unit 4: Wellness, Fitness, and First Aid

Achieving a Healthy Lifestyle

Cadet Challenge

First Aid for Emergency and non‐Emergency Situations

Drug Prevention/ Intervention

Unit 5: Geography, Map Skills & Environmental Awareness

The Globe Maps, Map Reading and Land Navigation

OrienteeringExploring the World Air Navigation

Unit 6: Citizenship in American History & Government

You the People – Citizenship Skills

You the People –Citizenship Action Group Process

The Federal Judicial System

Advanced Citizenship and American History Your Job as an

American Citizen

Founding and Growth of a Nation (history 1776 to present)

Sources of power

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 | 6


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 endorsement1.

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 | 7

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 | 8

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.

400

396

395

354

369

455

525

530

568

540

0 100 200 300 400 500 600

2006‐07

2007‐08

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13

2013‐14

2014‐15

2015‐16

High School JROTC Participants


Page | 9


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.

700

720

740

760

780

800

820

840

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

745755

802

777

821

Intermediate LDC Particpants

0%

2%

4%

6%

8%

10%

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

8.2% 8.3%8.8%

8.3% 8.6%

Percentage of Intermediate Students in LDC


Page | 10


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.

0%

10%

20%

30%

40%

50%

60%

70%

80%

F M AS BL HI WH Eco Dis LEP SPED GT At Risk

LDC Demographics 2011‐12 Through 2015‐16

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

0%

10%

20%

30%

40%

50%

60%

70%

80%


Intermediate Demographics 2011‐12 Through 2015‐16

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16


Page | 11


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.

0

100

200

300

400

500

600

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

455

525 530568

540

High School JROTC Particpants

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

3.8%

4.3% 4.3%4.5%

4.2%

Percentage of High School Students in JROTC


Page | 12


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.

0%

10%

20%

30%

40%

50%

60%

70%

80%


JROTC Demographics 2011‐12 Through 2015‐16

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

0%

10%

20%

30%

40%

50%

60%

70%

80%


High School Demographics 2011‐12 Through 2015‐16

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16


Page | 13

Background

Retention Rates

The following charts displays the retention rate for each cohort for each grade level, six through

eleven.

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%.

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


0%

10%

20%

30%

40%

50%

60%

70%

53%

35%

59%

19%

34%

61%

15%20%

36%

60%

Grade 6 Retention

Grade 7 Grade 8 Grade 9 Grade 10

2012‐13 2013‐14 2014‐15

0%

10%

20%

30%

40%

50%

60%

70%

51%

30%

38%

21% 23%

35%

18% 17% 17%

51%

Grade 7 Retention


2011‐12 2012‐13 2013‐14 2014‐15

2011‐12


Page | 14

Background

Retention Rates Continued

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


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.



0%

10%

20%

30%

40%

50%

60%

70%

26%

18%

30%

16%22% 22%

13%18% 16%

23%

Grade 8 Retention


2011‐12 2012‐13 2013‐14 2014‐15

0%

10%

20%

30%

40%

50%

60%

70%59%

44%

54%

37%

44%

57%

33%

45%

63%

Grade 9 Retention

Grade 10 Grade 11 Grade 12

2011‐12 2014‐152013‐142012‐13


Page | 15

Background

Retention Rates Continued

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.



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%.

0%

10%

20%

30%

40%

50%

60%

70%

51%

34%

46%

37%

48%

35%

52%

Grade 10 Retention

Grade 11 Grade 12

2014‐152013‐142012‐132011‐12

0%

10%

20%

30%

40%

50%

60%

70%

40%37% 39%

41%

Grade 11 Retention

Grade 12

2014‐152011‐12 2012‐13 2013‐14


Page | 16

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 | 17


projects)?

LDC Student Survey Results (N = 622, 75.8% Response Rate)

Strongly Disagree

Disagree Agree Strongly Agree

Mean

Participating in an LDC program will prepare me for high school.

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 improved.

4.0% 10.8% 43.9% 41.3% 3.23

Compared to when I first began the LDC courses, my problem‐solving skills are stronger.

3.1% 10.9% 53.2% 32.8% 3.16

Compared to when I first began the LDC courses, my critical thinking skills are stronger.

2.3% 12.2% 53.1% 32.5% 3.16

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.

3.2% 8.4% 57.6% 30.9% 3.16

I believe participation in after school teams within the LDC program positively contributes to student social development and building positive relationships.

4.3% 11.6% 47.6% 36.5% 3.16

I believe participation in after school teams within the LDC program contributes in my personal growth and desire to succeed.

4.8% 12.4% 48.7% 34.1% 3.12

I feel service to the school and participation in community service activities is rewarding.

3.7% 8.2% 50.5% 37.6% 3.22

I feel I am rewarded or recognized for my service or achievements in LDC.

5.8% 13.8% 42.3% 38.1% 3.13

I feel participation in after school teams within the LDC program has a positive impact on my success in LDC and school.

5.8% 19.9% 43.2% 31.0% 3.00


Page | 18


projects)?

LDC Student Survey Results Continued

Strongly Disagree


Mean

Student led and peer teaching is a valuable part of LDC classroom instruction.

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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 3.00 to 3.43.


Page | 19


projects)?

JROTC Student Survey Results (N = 464, 86.9% Response Rate)

Strongly Disagree


N/A

Participating in an LDC program prepared me for high school.

2.4% 5.0% 28.4% 15.9% 48.3%

Strongly Disagree


Mean

JROTC is setting me on a path to be workforce ready and successful in the real world when I graduate.

0.9% 6.3% 49.1% 43.8% 3.36

Compared to when I first began the JROTC courses, my self‐confidence skills have improved.

2.8% 12.1% 45.3% 39.9% 3.22

Compared to when I first began the JROTC courses, my problem‐solving skills are stronger.

1.7% 13.4% 51.7% 33.2% 3.16

Compared to when I first began the JROTC courses, my critical thinking skills are stronger.

2.2% 12.3% 54.7% 30.8% 3.14

My experience in JROTC has contributed to my growth in developing future college and/or career goals.

1.9% 9.3% 46.1% 42.7% 3.30

JROTC has increased my level of physical fitness.

4.5% 13.1% 48.1% 34.3% 3.12

The JROTC program assists with my academic responsibilities.

1.5% 14.2% 56.3% 28.0% 3.11

I believe participation in extracurricular JROTC activities has a strong impact on my social development and building positive relationships.

2.6% 9.5% 48.1% 39.9% 3.25

I believe participation in extracurricular JROTC activities contribute in my personal growth and desire to succeed.

1.3% 9.9% 49.1% 39.7% 3.27


2.2% 5.6% 55.2% 37.1% 3.27

I feel I am rewarded or recognized for my service or achievements in JROTC.

3.4% 11.0% 51.5% 34.1% 3.16


Page | 20


projects)?

JROTC Student Survey Results Continued

Strongly Disagree


Mean

I feel participation in after school teams within the JROTC program has a positive impact on my success in JROTC and school.

3.0% 12.9% 47.2% 36.9% 3.18

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





Citizenship 2.2% 3.7% 45.3% 48.9% 3.41


Leadership 1.3% 5.0% 41.6% 52.2% 3.45



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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.90 to 3.45.


Page | 21


projects)?

LDC Parent Survey Results (N = 143, 18.2% Response Rate)

Strongly Disagree


Mean

Participating in an LDC program will prepare my student for high school.

5.6% 6.3% 43.4% 44.8% 3.27

LDC is preparing my student to succeed at the high school level and helps him/her develop life skills.

2.1% 9.8% 37.8% 50.3% 3.36

Compared to when my student first began the LDC courses, their self‐confidence skills have improved.

2.8% 11.9% 43.4% 42.0% 3.25

Compared to when my student first began the LDC courses, their problem‐solving skills are stronger.

2.1% 16.8% 49.7% 31.5% 3.11

Compared to when my student first began the LDC courses, their critical thinking skills are stronger.

1.4% 18.2% 47.6% 32.9% 3.12

My student's experience in LDC has contributed to their growth in developing choices in high school and potential career goals.

0.7% 18.2% 42.0% 39.2% 3.20

LDC has increased my student's level of physical fitness.

4.9% 11.9% 53.8% 29.4% 3.08

The LDC program assists with my student's academic responsibilities.

2.8% 14.0% 49.0% 34.3% 3.15

I believe participation in after school teams within the LDC program positively contributes to my student's social development and building positive relationships.

2.1% 9.8% 45.5% 42.7% 3.29

I believe participation in after school teams within the LDC program contributes in my student's personal growth and desire to succeed.

1.4% 8.4% 47.6% 42.7% 3.32


0.7% 1.4% 42.0% 55.9% 3.53

I feel my student is rewarded or recognized for their service or achievements in LDC.

1.4% 9.8% 46.9% 42.0% 3.29


Page | 22


projects)?

LDC Parent Survey Results Continued

Strongly Disagree


Mean

I feel participation in after school teams within the LDC program has a positive impact on my student's success in LDC and school.

1.4% 11.2% 46.9% 40.6% 3.27


2.1% 4.9% 48.3% 44.8% 3.36


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





Citizenship 2.1% 5.6% 51.0% 41.3% 3.32


Leadership 4.2% 5.6% 46.9% 43.4% 3.29



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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.76 to 3.53.


Page | 23


projects)?

JROTC Parent Survey Results ( N=97, 18.7% Response Rate )

Strongly Disagree


N/A

Participating in an LDC program prepared my student for high school.

2.1% 3.1% 25.8% 26.8% 40.2%

Strongly Disagree


Mean

JROTC is setting my student on a path to be workforce ready and successful in the real world when they graduate.

3.2% 1.1% 46.3% 49.5% 3.42

Compared to when my student first began the JROTC courses, my student's self‐confidence has improved.

3.2% 4.2% 45.3% 47.4% 3.37

Compared to when my student first began the JROTC courses, my student's problem‐solving skills are stronger.

3.2% 8.4% 50.5% 37.9% 3.23

Compared to when my student first began the JROTC courses, my student's critical thinking skills are stronger.

3.2% 9.5% 54.7% 32.6% 3.17

My student's experience in JROTC has contributed to their growth in developing future college and/or career goals.

2.1% 2.1% 53.1% 42.7% 3.37

JROTC has increased my student's level of physical fitness.

4.3% 11.7% 39.4% 44.7% 3.25

The JROTC program assists with my student's academic responsibilities.

5.2% 9.4% 50.0% 35.4% 3.16

I believe participation in extracurricular JROTC activities has a strong impact on my student's social development and building positive relationships.

2.1% 3.2% 42.6% 52.1% 3.45

I believe participation in extracurricular JROTC activities contribute in my student's personal growth and desire to succeed.

2.1% 4.2% 40.0% 53.7% 3.45


1.1% 0.0% 42.6% 56.4% 3.54


Page | 24


projects)?

JROTC Parent Survey Results Continued

Strongly Disagree


Mean

I feel my student is rewarded or recognized for their service or achievements in JROTC.

3.2% 11.6% 42.1% 43.2% 3.25

I feel participation in after school teams within the JROTC program has a positive impact on my student's success in JROTC and school.

1.1% 8.6% 37.6% 52.7% 3.42


4.2% 4.2% 47.6% 44.2% 3.32


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





Citizenship 2.1% 2.1% 48.9% 46.8% 3.40


Leadership 3.2% 3.2% 48.4% 45.3% 3.36



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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.85 to 3.54.


Page | 25


projects)?

LDC Instructor Survey Results (N=7)

Strongly Disagree


Mean

Participating in an LDC program will prepare my students for high school.

14.3% 0.0% 28.6% 57.1% 3.29

LDC is setting my students on a path to succeed at the high school level and helps them develop life skills.

14.3% 0.0% 28.6% 57.1% 3.29

Compared to when my students first began the LDC courses, their self‐confidence skills have improved.

14.3% 0.0% 42.9% 42.9% 3.14

Compared to when my students first began the LDC courses, their problem‐solving skills are stronger.

14.3% 0.0% 57.1% 28.6% 3.00

Compared to when my students first began the LDC courses, their critical thinking skills are stronger.

14.3% 0.0% 57.1% 28.6% 3.00

My student's experience in LDC has contributed to their growth in developing choices in high school and potential career goals.

14.3% 0.0% 42.9% 42.9% 3.14

LDC has increased my students' level of physical fitness.

14.3% 0.0% 42.9% 42.9% 3.14

The LDC program assists with my students’ academic responsibilities.

14.3% 0.0% 28.6% 57.1% 3.29

I believe participation in extracurricular activities in the LDC program has a positive impact on my students' social development and building positive relationships.

14.3% 0.0% 28.6% 57.1% 3.29

I believe participation in extracurricular activities in the LDC program contributes in my students' personal growth and desire to succeed.

14.3% 0.0% 28.6% 57.1% 3.29


14.3% 0.0% 14.3% 71.4% 3.43

I feel my students are rewarded or recognized for their service or achievements in LDC.

14.3% 0.0% 28.6% 57.1% 3.29


Page | 26


projects)?

LDC Instructor Survey Results Continued

Strongly Disagree


Mean

I feel participation in extracurricular activities in the LDC program has a positive impact on my students' success in LDC and school.

0.0% 0.0% 42.9% 57.1% 3.57


14.3% 0.0% 14.3% 71.4% 3.43


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





Citizenship 14.3% 14.3% 28.6% 42.9% 3.00


Leadership 14.3% 0.0% 28.6% 57.1% 3.29



Current LDC instructor completed an LDC instructor survey. Questions were measured with a Likert scale of 1‐4 with 1 being “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.86 to 3.57.


Page | 27


projects)?

JROTC Instructor Survey Results (N=11)

Strongly Disagree


Mean

Participating in an LDC program prepares my students for high school.

9.1% 27.3% 54.5% 9.1% 2.64

JROTC is setting my students on a path to be workforce ready and successful in the real world when they graduate.

0.0% 0.0% 54.5% 45.5% 3.46

Compared to when my students first began the JROTC courses, their self‐confidence has improved.

0.0% 0.0% 18.2% 81.8% 3.82

Compared to when my students first began the JROTC courses, their problem‐solving skills are stronger.

0.0% 0.0% 54.5% 45.5% 3.46

Compared to when my students first began the JROTC courses, their critical thinking skills are stronger.

0.0% 0.0% 9.1% 63.6% 3.18

My students' experience in JROTC has contributed to their growth in developing future college and/or career goals.

0.0% 0.0% 63.6% 36.4% 3.36

JROTC has increased my students' level of physical fitness.

0.0% 27.3% 45.5% 27.3% 3.00

The JROTC program assists with my students' academic responsibilities.

0.0% 0.0% 50.0% 50.0% 3.50

I believe participation in extracurricular JROTC activities has a strong impact on my students' social development and building positive relationships.

0.0% 0.0% 18.2% 81.8% 3.82

I believe participation in extracurricular JROTC activities contribute in my students' personal growth and desire to succeed.

0.0% 0.0% 27.3% 72.7% 3.73


0.0% 0.0% 18.2% 81.8% 3.82


Page | 28


projects)?

JROTC Instructor Survey Results Continued

Strongly Disagree


Mean

I feel my students are rewarded or recognized for their service or achievements in JROTC.

0.0% 0.0% 36.4% 63.6% 3.64

I feel participation in after school teams within the JROTC program has a positive impact on my students' success in JROTC and school.

0.0% 0.0% 27.3% 72.7% 3.73


0.0% 0.0% 18.2% 81.8% 3.82


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





Citizenship 0.0% 0.0% 18.2% 81.8% 3.82


Leadership 0.0% 0.0% 27.3% 72.7% 3.73



Current JROTC instructor completed a JROTC instructor survey. Questions were measured with a Likert scale of 1‐5 with 1 being “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.64 to 3.82.


Page | 29


projects)?

Comparison of Survey Results

Student Parent Instructor

LDC JROTC LDC JROTC LDC JROTC

Mean

Participating in an LDC program prepared me for high school.

3.21 3.27 3.29 2.64

JROTC is setting me on a path to be workforce ready and successful in the real world when I graduate.

3.37 3.36 3.36 3.42 3.29 3.46

Compared to when I first began the JROTC courses, my self‐confidence skills have improved.

3.23 3.22 3.25 3.37 3.14 3.82

Compared to when I first began the JROTC courses, my problem‐solving skills are stronger.

3.16 3.16 3.11 3.23 3.00 3.46

Compared to when I first began the JROTC courses, my critical thinking skills are stronger.

3.16 3.14 3.12 3.17 3.00 3.18

My experience in JROTC has contributed to my growth in developing future college and/or career goals.

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.

3.16 3.11 3.15 3.16 3.29 3.50

I believe participation in extracurricular JROTC activities has a strong impact on my social development and building positive relationships.

3.16 3.25 3.29 3.45 3.29 3.82

I believe participation in extracurricular JROTC activities contribute in my personal growth and desire to succeed.

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 | 30


projects)?

Comparison of Survey Results Continued



Mean

I feel I am rewarded or recognized for my service or achievements in JROTC.

3.13 3.16 3.29 3.25 3.29 3.64

I feel participation in after school teams within the JROTC program has a positive impact on my success in JROTC and school.

3.00 3.18 3.27 3.42 3.57 3.73


3.29 3.33 3.36 3.32 3.43 3.82


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 | 31


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; clean‐up/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 | 32


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 | 33


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 | 34


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 | 35


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 | 36


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: LDC I LDC II LDC III

59.5% 24.6% 15.9%

Strongly Disagree


Mean

My LDC instructor communicates effectively with students.

1.9% 5.1% 37.9% 55.0% 3.46

I feel accepted and supported by my peers and the staff in the LDC program.

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.

5.9% 13.2% 52.6% 28.3% 3.03

My LDC instructor's expectations of me are clear.

1.6% 3.1% 39.7% 55.6% 3.49

I am treated with respect by other cadets and instructors in the LDC program.

5.1% 13.7% 51.9% 29.3% 3.05

If I have an idea to make the program better, my instructor in the LDC program would listen to me.

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.

3.4% 18.2% 53.9% 24.6% 3.00

My LDC instructor uses available technology to keep students well informed of events.

2.3% 5.9% 37.9% 53.9% 3.43


Page | 37


LDC Student Survey Results Continued

Strongly Disagree


Mean

My LDC instructor is concerned about my needs as a student.

2.1% 5.0% 50.5% 42.4% 3.33

My LDC program instructor manages the classroom effectively.

2.4% 5.8% 44.4% 47.4% 3.37

My LDC instructor's expectations are clearly communicated to the students and parents prior to enrollment.

2.4% 8.7% 49.0% 39.9% 3.26

My LDC instructor communicates with me about my progress.

2.9% 16.2% 52.6% 28.3% 3.06

I believe participation in after school teams within the LDC program is strongly encouraged by my LDC instructor.

2.7% 7.9% 45.3% 44.1% 3.31

I believe participation in after school teams within the LDC program is a fundamental part of why I stay in LDC.

10.9% 27.0% 37.3% 24.8% 2.76

I feel my LDC instructor cares about my academic success outside of LDC.

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 “Strongly Disagree” and 4 being “Strongly Agree.” 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 | 38


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?

1 2 3 4

40.9% 30.0% 19.2% 9.9%

Current Leadership Education and Training level:

LET I LET II LET III LET IV

42.0% 29.3% 18.8% 9.9%

In intermediate school, I participated in an LDC program.

Yes 49.4% No 50.6%

Strongly Disagree


Mean

JROTC instructors communicate effectively with students.

4.3% 3.9% 48.1% 43.8% 3.31

I feel accepted and supported by my peers and the staff in the JROTC program.

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.

1.3% 6.0% 57.5% 35.1% 3.27

My JROTC instructors' expectations of me are clear.

1.5% 3.2% 52.2% 43.1% 3.37

I am treated with respect by other cadets and instructors in the JROTC program.

1.9% 8.2% 56.0% 33.8% 3.22

If I have an idea to make the program better, the instructors in the JROTC program would listen to me.

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).

1.5% 6.0% 51.1% 41.4% 3.32

JROTC instructors use available technology to keep students well informed of events.

1.3% 8.8% 55.6% 34.3% 3.23


Page | 39


JROTC Student Survey Results Continued

Strongly Disagree


Mean

JROTC instructors are concerned about my needs as a student.

0.6% 4.3% 56.3% 38.8% 3.33

Topics covered in JROTC courses are interesting.

1.9% 11.4% 53.9% 32.8% 3.17

JROTC program instructors manage the classroom effectively.

0.9% 5.8% 53.2% 40.1% 3.33

JROTC expectations are clearly communicated to the students and parents prior to enrollment.

1.7% 7.8% 57.8% 32.8% 3.22

JROTC instructors communicate with me about my progress.

0.9% 12.1% 56.0% 31.0% 3.17

I believe participation in after school teams is strongly encouraged by JROTC instructors.

1.7% 6.7% 44.6% 47.0% 3.37

I believe participation in extracurricular JROTC activities are a fundamental part of why I stay in JROTC.

4.5% 17.0% 44.8% 36.6% 3.11

I feel JROTC instructors care about my academic success outside of JROTC.

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 “Strongly Disagree” and 4 being “Strongly Agree.” 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 | 40


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?

1 2 3

60.8% 22.4% 16.1%

My student's current Leadership Development Corps level:

LDC I LDC II LDC III

63.6% 21.0% 15.4%

Strongly Disagree


Mean

My student's LDC instructor communicates effectively with students.

4.9% 9.1% 38.5% 47.6% 3.29

My student feels accepted and supported by their peers and the staff in the LDC program.

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.

4.2% 12.6% 51.0% 32.2% 3.11

My student's LDC instructor's expectations of them are clear.

4.2% 6.3% 42.7% 46.9% 3.32

My student is treated with respect by other cadets and instructors in the LDC program.

2.1% 7.7% 46.9% 43.4% 3.32

If my student has an idea to make the program better, the instructor in the LDC program would listen to them.

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.

2.1% 23.1% 46.2% 28.7% 3.01

My student's LDC instructor uses available technology to keep students well informed of events.

2.1% 11.2% 38.5% 48.3% 3.33


Page | 41


LDC Parent Survey Results Continued

Strongly Disagree


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 parents prior to enrollment.

5.6% 7.0% 49.7% 37.8% 3.20

My student's LDC instructor communicates with my student about their progress.

2.1% 10.5% 46.9% 40.6% 3.26

I believe participation in after school teams within the LDC program is strongly encouraged by my student's LDC instructor.

3.5% 13.3% 47.6% 35.7% 3.15

I believe participation in after school teams within the LDC program are a fundamental part of why my student stays in LDC.

3.5% 23.8% 41.3% 31.5% 3.01

I feel my student's LDC instructor cares about my student's academic success outside of LDC.

4.2% 9.1% 41.3% 45.5% 3.28

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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 3.01 to 3.52. The overall average Likert scale score was 3.26.


Most parents like that students learn respect and leadership skills

They like how their students have developed better self‐discipline

They like the instructors


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 | 42


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?

1 2 3 4

42.3% 29.9% 10.3% 17.5%

My student's current Leadership and Training level:

LET I LET II LET III LET IV

38.1% 29.9% 6.2% 16.5%

In intermediate school, my student participated in an LDC program.

Yes 56.7% No 42.3%

Strongly Disagree


Mean


3.1% 7.3% 43.8% 45.8% 3.32

My student feels accepted and supported by their peers and the staff in the JROTC program.

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.

3.2% 3.2% 44.2% 49.5% 3.40

The JROTC instructors' expectations of my student are clear.

4.2% 3.1% 37.5% 55.2% 3.44

My student is treated with respect by other cadets and instructors in the JROTC program.

3.2% 10.5% 35.8% 50.5% 3.34

If my student has an idea to make the program better, the instructors in the JROTC program would listen to them.

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 | 43


JROTC Parent Survey Results Continued

Strongly Disagree


Mean

My student is kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce).

3.2% 4.3% 52.1% 40.4% 3.30


5.2% 9.4% 47.9% 37.5% 3.18

JROTC instructors are concerned about the academic needs of my student.

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


5.3% 3.2% 44.2% 47.4% 3.34


4.2% 6.3% 46.3% 43.2% 3.28

JROTC instructors communicate with my student about their progress.

3.2% 7.4% 45.3% 44.2% 3.31

I believe participation in extracurricular JROTC activities is strongly encouraged by JROTC instructors.

2.1% 3.2% 46.3% 48.4% 3.41

I believe participation in extracurricular JROTC activities are a fundamental part of why my student stays in JROTC.

1.1% 18.1% 40.4% 40.4% 3.20

I feel JROTC instructors care about my student's academic success outside of JROTC.

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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 3.20 to 3.58. The overall average Likert scale score was 3.35.


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


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 | 44


LDC Instructor Survey Results (N = 7)

Including this year, how many years have you been an LDC instructor?

1 ‐ 3 Years

4 ‐ 6 Years

11 ‐ 15 Years

16+ Years

42.9% 28.6% 14.3% 14.3%

Strongly Disagree


Mean

My students feel accepted and supported by their peers and the staff in the LDC program.

28.6% 0.0% 14.3% 57.1% 3.00

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.

28.6% 14.3% 28.6% 28.6% 2.57

My students are treated with respect by other cadets and instructors in the LDC program.

14.3% 0.0% 28.6% 57.1% 3.29

If one of my students has an idea to make the program better, I would listen to them.

14.3% 0.0% 14.3% 71.4% 3.43

My students are kept informed of the opportunities available through the JROTC program at the high school level.

14.3% 0.0% 71.4% 14.3% 2.86

I use available technology to keep students well informed of events.

14.3% 0.0% 0.0% 85.7% 3.57

I am concerned about my student's academic needs.

14.3% 0.0% 14.3% 71.4% 3.43

Topics covered in LDC courses are interesting.

14.3% 0.0% 14.3% 71.4% 3.43

LDC expectations are clearly communicated to the students and parents prior to enrollment.

14.3% 0.0% 42.9% 42.9% 3.14

I communicate with my students about their progress.

14.3% 14.3% 14.3% 57.1% 3.14

I strongly encourage participation in extracurricular activities in the LDC program.

14.3% 14.3% 0.0% 71.4% 3.29


Page | 45


LDC Instructor Survey Results Continued

Strongly Disagree


Mean

I believe participation in extracurricular activities in the LDC program are a fundamental part of why my students' stay in LDC.

14.3% 14.3% 14.3% 57.1% 3.14

I care about my students' academic success outside of LDC.

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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 2.57 to 3.43. The overall average Likert scale score was 3.23.


Most instructors liked how the LDC program is student centered

They believe they have the ability to positively influence young people


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 | 46


JROTC Instructor Survey Results (N = 11)

My current campus 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%

Including this year, how many years have you been an instructor for JROTC in CCISD?

1 ‐ 3 Years

4 ‐ 6 Years

7 ‐ 10 Years

11 ‐ 15 Years

16+ Years

18.2% 18.2% 27.3% 27.3% 9.1%

Strongly Disagree


Mean

My students feels accepted and supported by their peers and the staff in the JROTC program.

0.0% 0.0% 27.3% 72.7% 3.73

My students feels safe in the JROTC program.

0.0% 0.0% 18.2% 81.8% 3.82

I am available for my students to get extra help outside of the normal school day.

0.0% 0.0% 27.3% 72.7% 3.73

My expectations of the JROTC cadets is clear.

0.0% 0.0% 36.4% 63.6% 3.64

My students are treated with respect by other cadets and instructors in the JROTC program.

0.0% 0.0% 45.5% 54.5% 3.55

If one of my students has an idea to make the program better, I would listen to them.

0.0% 0.0% 9.1% 90.9% 3.91

My students are kept informed of the opportunities available through the JROTC program (scholarships, enlistment opportunities, workforce).

0.0% 0.0% 18.2% 81.8% 3.82

I use available technology to keep students well informed of events.

0.0% 0.0% 36.4% 63.6% 3.64


Page | 47


JROTC Instructor Survey Results Continued

Strongly Disagree


Mean

I am concerned about the academic needs of my students.

0.0% 0.0% 18.2% 81.8% 3.82

Topics covered in JROTC courses are interesting.

0.0% 0.0% 45.5% 54.5% 3.55


0.0% 0.0% 40.0% 60.0% 3.60

I communicate with my students about their progress.

0.0% 0.0% 27.3% 72.7% 3.73

I strongly encourage participation in extracurricular JROTC activities for cadets.

0.0% 0.0% 36.4% 63.6% 3.64

I believe participation in extracurricular JROTC activities are a fundamental part of why my students stays in JROTC.

0.0% 9.1% 27.3% 63.6% 3.55

I care about my students' academic success outside of JROTC.

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 “Strongly Disagree” and 4 being “Strongly Agree.” Average Likert scale scores ranged from 3.55 to 3.94. The overall average Likert scale score was 3.71.


Instructors said they liked developing cadets into responsible citizens

They liked how students develop leadership skills

Hearing the success stories of former cadets


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 | 48


Comparison of Survey Results



Mean


3.46 3.31 3.29 3.32

I feel accepted and supported by my peers and the staff in the JROTC program.

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.

3.05 3.22 3.32 3.34 3.29 3.55

If I have an idea to make the program better, the instructors in the JROTC program would listen to me.

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


3.43 3.23 3.33 3.18 3.57 3.64

JROTC instructors are concerned about my needs as a student.

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


3.37 3.33 3.24 3.34


Page | 49


Comparison of Survey Results Continued



Mean


3.26 3.22 3.2 3.28 3.14 3.60

JROTC instructors communicate with me about my progress.

3.06 3.17 3.26 3.31 3.14 3.73

I believe participation in after school teams is strongly encouraged by JROTC instructors.

3.31 3.37 3.15 3.41 3.29 3.64

I believe participation in extracurricular JROTC activities are a fundamental part of why I stay in JROTC.

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 | 50


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 Expenses

$936,879 $977,519 $1,043,087 $1,112,524 $1,169,698 $5,239,707

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 (6‐12)

1200 1280 1332 1345 1361 6518

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 | 51

Summary of Findings

The following questions were determined by this program evaluation team to evaluate the JROTC program:


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.


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.


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 | 52

Summary of Findings


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.


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 | 53

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 | 54

Appendix A: JROTC Cadet Creed


Page | 55

Resources

Army JROTC Accreditation‐U.S. Army JROTC (n.d). Retrieved March 31, 2016, from http://www.usarmyjrotc.com/home/xtesting/accreditation Army JROTC History ‐ U.S. Army JROTC. (n.d.). Retrieved April 13, 2016, from

http://www.usarmyjrotc.com/jrotc‐history.

Army JROTC Program ‐ U.S. Army JROTC. (n.d.). Retrieved April 13, 2016, from http://www.usarmyjrotc.com/jrotc‐program.

Army JROTC Instructor Continuing Edcuation‐U.S. Army JROTC (n.d). Retrieved March 31, 2016, from http://www.usarmyjrotc.com/home/xtesting/instructor‐continuing‐education

Cadet Command Regulation 145‐8‐3. Junior Reserve Officers’ Training Corps Program. Retrieved March 29, 2016, from http://www.ajrotc.us/docs/Regs/ccr_145_8_3_28jul14.pdf

CCISD JROTC website. Retrieved February 2016, from http://www2.ccisd.net/for‐students/jrotc

JROTC Curriculum ‐ U.S. Army JROTC. (n.d.). Retrieved April 13, 2016, from http://www.usarmyjrotc.com/jrotc‐program/jrotc‐curriculum

League City News (2007). School district honors retiring military science leader.

http://www.lcnews.us/ccisdHonorsRetiringMilitaryScienceLeader020107.htm

US Military. Can someone get advanced enlisted rank for college credits or JROTC? (n.d.). Retrieved April 14, 2016, from http://usmilitary.about.com/cs/joiningup/f/faqadvancedrank.htm


Page | 56

Superintendent’s Recommendations

1. We will consider adding one LDC instructor in 2016‐17 to the campus with the highest need based on LDC enrollment.

2. We will investigate how to provide other state course credit for LET III and LET IV for students enrolled in those courses.

jrotc/ldc program evaluation

Documents