Perceptions of Mentoring, Dropout Rates, School Attendance, and Academic Achievement in Core Subject Areas Among Students in the Various Branches of JROTC
The purpose of this study was to investigate the perceptions of cadets in the Army, Navy, and Air Force JROTC program regarding their beliefs about mentorship and how it affects students’ perceptions. Funding for education is constantly under review and programs that are considered unnecessary are facing increased scrutiny. Schools are held accountable for educating students and this accountability includes both the quality of the program provided by the district and also the commitment among students to be successful in life.
Haveman, Wolfe, and Wilson (2001) reported that graduating from high school provides benefits to society both socially and economically. Graduating from high school is but one variable that is discussed in this study; however, the research suggests that mentorship, academic achievement, and school attendance are all vital components for at-risk students. Just as students themselves report a variety of reasons for quitting school, the research literature presented in this study identified a number of factors that appeared to influence the decision.
This research study examined whether differences existed within the context of three branches of JROTC concerning the variables of school completion/dropping out, school attendance, academic achievement, and mentoring. Results from the Air Force, Army, and Navy respondents indicate that there are no statistical differences in how students perceive these variables. Respondents viewed these school outcomes favorably, indicating that participation in a JROTC program could positively influence behaviors that pertain to these tested variables. Perceptions of mentorship ranked highest among all variables researched during this study
