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Provides a detailed account of the U.S. Army Cadet Command activities between 1996 and 2006, telling of the Army's expectations of the ROTC program, and providing an analysis of success and challenges of recruitment within the 20th century and beyond.
Scholarships are an important tool the Army uses to recruit and retain students in the Reserve Officer Training Corps (ROTC) program. Any scholarship program faces challenges because of the high and rising cost of college. In response to this challenge and limited Army budgets, Cadet Command has made a number of recent alterations in the scholarship program to try to sustain a sufficient number of scholarships to attract students in fulfillment of its mission to commission officers into the U.S. Army. This report analyzes those recent policy changes and their effect on students' acceptance of Army scholarships as well as the types of schools they choose to enroll in. This report has two purposes. First, it recommends a structure for evaluating scholarship programs. Our analysis suggests that the schools participating in the ROTC program fall into five categories: historically black colleges and universities (HBCUs), ROTC military colleges, other public colleges, prestigious private colleges, and other private colleges. Each category of school has desirable characteristics for the Army, but each attracts a different type of student and has a different cost structure. The report examines several criteria that may be used to assess the value of these different types of programs and considers the factors that influence the costs the Army faces in attracting students at each type of school. The second purpose of this report is to explore reasonable options for structuring the scholarship program today. Based on an examination of student responses to past programs, the report offers four ways the Army could structure its scholarship program. The report illustrates the effect of each alternative program across the five categories of schools. Since the Army has not made definitive statements about the types of students or schools that it sees as desirable for ROTC, it is not possible to be more precise in recommending a scholarship program.
From the fall of the Berlin Wall in 1989 through the years immediately after the collapse of the World Trade Center and Pentagon in 2001, and within the administrations of George H. W. Bush, William J. Clinton, and George W. Bush, soldiers' lives underwent enormous changes. Without the benefit of national conscription, these professionals, nurtured on stories of World War II, Korea, and Vietnam, experienced repetitive tours of duty in one combat zone after another to an extent the warriors of earlier eras could never have imagined. They fought every kind of war during this period; high-intensity mechanized war, air and heliborne raids, peace-keeping activities, urban combat, counter-insurgency operations, refugee support, and counter-narcotics operations. What makes the story of this era's soldiers all the more compelling is that these activities took place as the American military actually decreased its military strength during the period, leading to more and longer tours of duty. The book also includes a timeline to put dates and events in better perspective, a comprehensive, topically arranged bibliography, and a thorough index.
This report discusses alternatives to current SROTC battalion staffing in which many active-duty soldiers performing teaching and training functions would be replaced by reservists or by contracted civilians with former military service.