VA EDUCATION 

BENEFITS

VA Should Strengthen 

Its Efforts to Help 

Veterans Make 

Informed Education 

Choices

Report to Congressional Requesters

May 2014

GAO-14-324

United States Government Accountability Office
United States Government Accountability Office

Highlights of GAO-14-324, a report to 

congressional requesters

May 2014

VA EDUCATION BENEFITS

VA Should Strengthen Its Efforts to Help Veterans 

Make Informed Education Choices

Why GAO Did This Study

In fiscal year 2013, VA provided over 

$12 billion in benefits for veterans’ 

postsecondary education; however, 

questions have been raised as to 

whether some schools are receiving 

these funds as a result of inappropriate 

recruiting practices. GAO was asked to 

examine issues related to schools’ 

recruitment of veterans. This report 

examines (1) how selected schools 

recruit veterans, (2) veterans’ school 

search and recruiting experiences, and 

(3) VA’s actions to help veterans make 

informed decisions and to identify 

inappropriate recruiting practices.

For the first question, GAO interviewed 

officials from 9 schools and reviewed 

websites of 30 additional schools; both 

groups were selected for variation in 

sector (public, nonprofit, and for-profit) 

and other criteria. For the second 

question, GAO surveyed a nationally 

representative group of student 

veterans, producing results 

generalizable to the student veteran 

population. For the third question, GAO 

reviewed relevant federal requirements

and agency documents and

interviewed agency officials. GAO also 

spoke with veteran and higher 

education organizations.

What GAO Recommends

GAO recommends that VA improve 

outreach and accessibility of its 

educational counseling services and 

more consistently develop and 

communicate realistic timelines as it 

implements initiatives based on federal 

requirements. VA agreed with GAO’s 

recommendations and noted its current 

efforts to improve its outreach and 

planning efforts. The Department of 

Education had no comments on our 

findings or recommendations.

What GAO Found

Selected schools used various practices, from mass advertising to individual 

outreach, to recruit and inform prospective student veterans. Eight of nine 

schools GAO interviewed reported advertising in print or online media dedicated 

to military audiences. Most of the nine schools contacted veterans directly by 

phone or email, sometimes with military-focused recruiters, to provide information 

on benefits or services or to highlight the school as “military-friendly.” Further, 29 

of the 30 school websites GAO reviewed included a section specifically for 

veterans, some of which were featured prominently on the home page.

Many surveyed veterans reported that school communication was important in 

selecting a school; however, nearly 23 percent (about 15,200 veterans when 

generalized nationally) reported excessive contacts from schools and an 

estimated 10 percent (about 6,900 veterans nationwide) said they felt pressure to 

enroll. In addition, while most surveyed veterans reported receiving generally 

accurate information from their school, about 23 percent (about 16,500 veterans 

nationwide) reported receiving some information they viewed as inaccurate, such 

as estimated student loan debt. Many veterans also wanted more information 

from their schools, such as on veteran support services (see figure below). 

Inaccurate or incomplete information can lead veterans to choose schools that do 

not meet their needs and exhaust their benefits before achieving their goals. 

Veteran and higher education groups said that greater access to independent 

and objective advice would help veterans with their education choices.

The Department of Veterans Affairs (VA) has taken steps to inform and protect 

student veterans, but some efforts have been insufficient. VA is developing tools 

to help veterans understand their education benefits and compare information on 

schools. VA has also taken some action to improve veterans’ awareness of its 

free education counseling services, as required by law, but its efforts to expand 

awareness among prospective students and ease the application process have

been limited. At the same time, almost half of surveyed veterans were not aware 

of VA’s counseling when considering schools. To help identify misleading or 

aggressive recruiting, VA has launched a new complaint system, created a riskbased approach to oversee schools, and taken other steps. While VA has made 

some progress implementing federally required initiatives, its project planning 

has lacked realistic timelines and goals—in contrast to sound planning practices.

As a result, Congress and others lack information on VA's progress implementing

planned initiatives to protect and inform student veterans.

View GAO-14-324. For more information, 

contact Melissa Emrey-Arras at (617) 788-

0534 or emreyarrasm@gao.gov.
Page i GAO-14-324 VA Education Benefits

Letter 1

Background 4

Selected Schools Use Veteran-Focused Recruiting Practices 

Ranging from National Advertising to Individual Communication 9

A Large Number of Veterans Reported Experiencing Problems 

with School Interactions and Facing Challenges Obtaining 

Complete School Information 16

VA Is Taking Steps to Better Inform and Protect Student Veterans, 

but Its Counseling Outreach and Planning Efforts Are 

Insufficient 26

Conclusions 40

Recommendations for Executive Action 40

Agency Comments and Our Evaluation 41

Appendix I Objectives, Scope, and Methodology 44

Appendix II Survey of Veterans’ Educational Decisions 49

Appendix III Comments from the Department of Veterans Affairs 75

Appendix IV Comments from the Department of Education 79

Appendix V GAO Contact and Staff Acknowledgments 81

Related GAO Products 82

Contents
Page ii GAO-14-324 VA Education Benefits

Table

Table 1: Selected VA Initiatives Based on Information and 

Oversight Requirements in Executive Order 13607 and 

Public Law 112-249 8

Figures

Figure 1: Beneficiaries of VA Education Programs, Fiscal Years 

2008-2015 5

Figure 2: Selected Advertising Practices for Veteran or Military 

Students Reported by Nine Schools 12

Figure 3: Estimated Percentage of Student Veterans Who 

Reported Receiving Generally Inaccurate Information 

from Their Schools and Estimated Number of Student 

Veterans When Generalized to the Population 20

Figure 4: Estimated Percentage of Student Veterans Who 

Reported Wanting More Information from Schools and 

Estimated Number of Student Veterans When 

Generalized to the Population 24

Figure 5: Part of VA’s GI Bill Website Featuring Informational 

Tools and Resources for Choosing a School 31

Abbreviations

Education U.S. Department of Education

Post-9/11 GI Bill Post-9/11 Veterans Educational Assistance 

Act of 2008

VA U.S. Department of Veterans Affairs

Yellow Ribbon Program Yellow Ribbon GI Education Enhancement 

Program

This is a work of the U.S. government and is not subject to copyright protection in the 

United States. The published product may be reproduced and distributed in its entirety 

without further permission from GAO. However, because this work may contain 

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Page 1 GAO-14-324 VA Education Benefits

441 G St. N.W.

Washington, DC 20548

May 13, 2014

The Honorable Patty Murray

Chairman

Committee on the Budget

United States Senate

The Honorable Bernie Sanders

Chairman

Committee on Veterans’ Affairs

United States Senate

The Honorable Jay Rockefeller

United States Senate

In fiscal year 2013, the Department of Veterans Affairs (VA) provided over 

$12 billion in benefits for veterans’ postsecondary education; however, 

questions have been raised as to whether some schools receive such 

funds as a result of inappropriate recruiting practices.1 Since the Post9/11 Veterans Educational Assistance Act of 2008 (Post-9/11 GI Bill) 

went into effect, the number of veterans receiving VA education benefits 

has almost doubled—to over 1 million in fiscal year 2013—and the use of 

these benefits will continue to grow as the number of post-9/11 veterans 

is expected to increase to more than 5 million by 2020.2

 1

In this report, we use the term “recruiting” to mean to seek to enroll students in a school. 

Recruiting would involve a school’s advertising, marketing, outreach, contacts, and 

communication with students.

Because of these 

education benefits, schools may be particularly interested in enrolling 

veterans. For-profit schools may have added incentive to enroll veterans 

because of requirements related to other federal student aid programs 

2

Pub. L. No. 110-252, tit. V, 122 Stat. 2323, 2357-86. For the Post-9/11 GI Bill, VA makes 

tuition and fee payments directly to schools. Other VA education programs typically 

provide a fixed monthly payment to a veteran to be used for tuition, books, or living 

expenses while in school.
Page 2 GAO-14-324 VA Education Benefits

administered by the Department of Education (Education).3 Recent 

congressional hearings and press accounts have included anecdotal 

reports of veterans experiencing aggressive recruiting practices or being 

misled by school recruiters. Additionally, some state attorneys general 

have begun investigations or filed lawsuits against schools for deceptive 

marketing and other consumer fraud concerns regarding veterans or 

other students, while the Federal Trade Commission recently issued a 

notice advising veterans about how to avoid schools that may pressure 

them to enroll in a program that does not meet their educational needs.4

Reports of misleading and aggressive school recruiting practices, as well 

as concerns about whether veterans have access to clear and accurate 

information about schools, have resulted in recent federal actions. 

Specifically, the President issued Executive Order 13607, which calls on 

VA and other agencies to strengthen enforcement mechanisms to ensure 

that schools are not engaged in deceptive or aggressive recruiting 

practices toward veteran and military students.5 In addition, legislation 

enacted in January 2013 (Public Law 112-249) required VA to develop a 

comprehensive policy to improve outreach and transparency to veterans 

and provide information to help veterans make informed education 

choices.6

Given the large and growing federal investment in veterans’ education 

benefits, GAO was asked to examine issues related to schools’

recruitment of veterans. This report provides information on the following 

questions:

 3

Specifically, for-profit schools (referred to as “proprietary institutions of higher education”

in statute) must comply with the 90/10 rule in order to maintain their eligibility for federal 

student aid programs, such as Pell Grants and federal student loans. 20 U.S.C. § 

1094(a)(24). Under this requirement, for-profit schools must obtain at least 10 percent of 

their total revenues from sources other than federal student aid programs. VA education 

payments are not counted as federal student aid for this purpose and, as a result, 

enrolling veterans helps for-profit schools meet the 90/10 rule.

4

See Federal Trade Commission, Choosing a College: 8 Questions to Ask (Washington, 

DC: January 2014). An online version of this notice can be found at 

http://www.consumer.ftc.gov/articles/0395-choosing-college.

5

Establishing Principles of Excellence for Educational Institutions Serving Service 

Members, Veterans, Spouses, and Other Family Members, Exec. Order No. 13,607, 77 

Fed. Reg. 25,861 (April 27, 2012).

6

Act of January 10, 2013, Pub. L. No. 112-249, § 1, 126 Stat. 2398, 2398-2401. 
Page 3 GAO-14-324 VA Education Benefits

1. How do selected schools recruit veterans?

2. What are the school search and recruiting experiences of student 

veterans?

3. What actions has VA taken to help veterans make informed education 

decisions and to identify inappropriate school recruiting?

To address the first question, we conducted phone interviews with 

officials from nine schools (three schools in each sector—public, for-profit, 

and nonprofit) to gather information on the extent and ways they reach 

out to veterans and military servicemembers.7

To address the second question, we administered a survey to a nationally 

representative sample of 900 recently enrolled student veterans (300 per 

sector) to ask about their recruiting experiences and information they 

received from their current school. A total of 254 students responded to 

the survey—an unweighted response rate of 28 percent. We conducted a 

nonresponse bias analysis with available administrative data from the 

sample population to determine whether any characteristics were 

correlated with the propensity to respond. We determined that our survey 

respondents were more likely to be older than the general population of 

veterans using VA education benefits. We therefore adjusted the sample 

weights so that our survey responses reflect the age distribution in the 

population. All survey results presented in the body of this report are 

generalizable to the population of student veterans receiving Post-9/11 GI 

We also reviewed the 

websites of an additional 30 schools (10 per sector) to review basic 

information on how schools’ websites are used to engage interested 

students and to provide information aimed at prospective veteran or 

military students. We selected the schools for our interviews and website 

analysis for variation in sector, VA funding levels, and level of degrees 

offered (e.g., bachelor’s vs. associate’s), among other criteria. All of our 

selected schools received at least $2 million in total Post-9/11 GI Bill 

payments from fiscal years 2010 through 2011, the most recent data 

available when we selected our schools. The information gathered from 

our school interviews and website review is not generalizable to all 

schools, but is useful in illustrating the range of recruiting practices used 

by selected schools.

 7

While this report focuses on student veterans, schools’ advertising and recruiting 

practices are often aimed at the larger group of military-affiliated students that includes 

both veterans and active-duty servicemembers. 
Page 4 GAO-14-324 VA Education Benefits

Bill benefits for the first time in 2012. Due to an insufficient response rate, 

we were not able to report results by sector. A detailed description of our 

sampling methodology can be found in appendix I. The survey instrument 

and a tabulation of the results can be found in appendix II.

To address the third question, we reviewed pertinent federal laws and 

requirements, including Executive Order 13607 and provisions in Public 

Law 112-249. We interviewed VA officials and reviewed agency 

documents to examine VA’s progress in implementing relevant portions of 

the executive order and the public law. We also interviewed officials and 

obtained documents from Education to better understand any relevant 

interagency work with VA. In addition, we asked students we surveyed 

and school officials we interviewed about the content and usefulness of 

relevant information and assistance provided by VA. Lastly, we 

interviewed officials from several veterans service organizations and 

higher education organizations to obtain their perspectives on key issues.

We conducted this performance audit from February 2013 through May 

2014, in accordance with generally accepted government auditing 

standards. Those standards require that we plan and perform the audit to 

obtain sufficient, appropriate evidence to provide a reasonable basis for 

our findings and conclusions based on our audit objectives. We believe 

that the evidence obtained provides a reasonable basis for our findings 

and conclusions based on our audit objectives.

Among VA’s several educational benefit programs, the Post-9/11 GI Bill 

program, which took effect on August 1, 2009, has become the largest 

(see fig. 1). In fiscal year 2013, the Post-9/11 GI Bill program had 754,529 

participants and accounted for about $10.2 billion in obligations, 

representing the majority of participants and funding of all VA education 

programs. This program provides benefits generally to veterans who 

served on active duty for at least 90 days after September 10, 2001.8

 8

38 U.S.C. §§ 3311(b)(1) and 3313(c)(2). 

For 

those who served on active duty for 36 months, VA will pay the full tuition 

and fees at an in-state public school and up to an annual maximum 

Background

Post-9/11 GI Bill Benefits
Page 5 GAO-14-324 VA Education Benefits

amount at nonprofit and for-profit schools ($19,198 in academic year 

2013-14).9 Veterans may also receive payments towards housing and 

other expenses, such as books. Veterans attending participating nonprofit 

or for-profit schools, or public schools as out-of-state students, may 

receive additional benefits to cover tuition and fees through the Yellow 

Ribbon G.I. Education Enhancement Program (Yellow Ribbon 

Program).10

Figure 1: Beneficiaries of VA Education Programs, Fiscal Years 2008-2015

Under this program, schools enter into voluntary agreements 

with VA to pay a portion of the tuition and fees that exceed an individual’s 

Post-9/11 GI Bill benefit and VA matches the schools’ contribution.

Note: Other VA education programs include the Montgomery GI Bill-Active Duty, the Montgomery GI 

Bill-Selected Reserve, Survivors’ and Dependents’ Educational Assistance, Reserve Educational 

Assistance, and Veterans Retraining Assistance programs, but not education payments made by 

VA’s Vocational Rehabilitation and Employment program.

 9

38 U.S.C. § 3313. Under certain circumstances, veterans can transfer their Post-9/11 GI 

Bill benefits to spouses and children. 38 U.S.C. § 3319. 

1038 U.S.C. § 3317.
Page 6 GAO-14-324 VA Education Benefits

VA education benefits, including Post-9/11 GI Bill benefits, may be used 

at different types of postsecondary schools. Veterans may use these 

benefits at schools from any of the three sectors: (1) public schools, 

which are operated and funded by state or local governments; (2) 

nonprofit schools, which are owned and operated by nonprofit 

organizations whose net earnings do not benefit any shareholder or 

individual; and (3) for-profit schools, which are privately owned and 

whose net earnings can benefit individuals or shareholders. Additionally 

veterans may use benefits for a variety of schools and degree programs, 

including 4-year colleges and universities that typically offer bachelor’s 

degrees or higher, community colleges that typically offer associates 

degrees, and vocational and technical schools that offer certificates, but 

typically not degrees.11 Lastly, students may participate in a program on a 

physical school campus, through online programs, or both. To receive 

education benefits through the Post-9/11 GI Bill, students submit 

applications to VA, schools certify students’ enrollment in classes, and VA 

processes claims and payments. VA then pays schools directly for tuition 

and fees and sends payments for housing allowances and book stipends 

to students who are eligible for these payments.12

VA conducts compliance reviews to assess whether schools that receive 

VA education benefits adhere to applicable laws and regulations.13 VA’s 

central office develops policies for these reviews, which are implemented 

by compliance personnel in VA’s regional offices, along with state 

approving agencies.14

 1138 U.S.C. § 3313(g)(1).

To conduct these reviews, compliance personnel at 

VA and state approving agencies visit schools, examine school records, 

1238 U.S.C. § 3313(a) and (c).

13These reviews are referred to as compliance surveys in statute. 38 U.S.C. § 3693.

1438 U.S.C. § 3313(b). State approving agencies are created or designated by the 

governor of each state and staffed by state employees, but are federally funded. 38 

U.S.C. §§ 3671 and 3672. The purpose of state approving agencies is to review, evaluate, 

and approve the quality of educational and training programs that receive VA education 

benefits based on state and federal criteria.

VA Oversight of Education 

Benefits

School Oversight
Page 7 GAO-14-324 VA Education Benefits

and interview school officials and students to check, for instance, if a 

school is enrolling beneficiaries in approved courses and making 

payments properly. Compliance personnel must also review whether a 

school’s advertising, sales, or enrollment practices are erroneous, 

deceptive, or misleading, under existing law.15 Additionally, existing law 

mandates that compliance reviews be conducted annually at all schools 

with 300 or more students who receive VA education benefits and at all 

schools that receive benefits and do not award college degrees; however, 

VA has the authority to waive these reviews for schools with a 

demonstrated record of compliance.16

Executive Order 13607 and Public Law 112-249 require VA to take 

additional steps to oversee schools and inform student veterans about 

their education choices (see table 1). The executive order, issued in April 

2012, aims to better protect veteran and military students from 

inappropriate school behavior, as well as provide these students with 

useful information on their school choices. For instance, the executive 

order required VA and other agencies to establish “Principles of 

Excellence,” calling on participating schools to end fraudulent and unduly 

aggressive recruiting practices and provide students, prior to enrollment, 

with a personalized form covering the total cost of an education program, 

among other things. Although schools receiving VA education benefits 

are not required to adopt the Principles of Excellence, VA strongly 

encourages schools to do so and posts lists of participating schools on 

the GI Bill website.17 Public Law 112-249, enacted in January 2013, 

focused on improving outreach and transparency of information to 

veterans and has elements similar to the executive order. It required VA 

to develop a comprehensive policy to include, for example, a public 

feedback system on schools and expand its outreach on its educational 

counseling service.18

 1538 U.S.C. § 3696.

This free service is available, upon request, to all 

1638 U.S.C. § 3693.

17The Principles of Excellence promote certain school practices, some of which are 

covered by existing statutory requirements. For example, as referenced earlier, VA is 

prohibited by statute from approving the enrollment of a veteran in any course offered by a 

school using advertising, sales, or enrollment practices that are in any way erroneous, 

deceptive, or misleading per existing law, regardless of whether or not a school agrees to 

adopt the Principles of Excellence. 38 U.S.C. § 3696(a).

18§ 1(a)(1), 126 Stat. 2398 (codified at 38 U.S.C. § 3698).

New GI Bill Requirements
Page 8 GAO-14-324 VA Education Benefits

individuals who are eligible for VA education benefits and can help them 

explore their career and educational goals and consider options for 

attaining those goals.19

Table 1: Selected VA Initiatives Based on Information and Oversight Requirements 

in Executive Order 13607 and Public Law 112-249 

Initiative Type of initiative

Executive Order 13607

Develop tools for student veterans that allow them to compare 

schools on key points (e.g., costs, graduation rates) before they use 

their benefits 

Information

Establish the Principles of Excellence for schools which, among 

other things, require participating schools to end fraudulent and 

aggressive recruiting techniques

Oversight and 

information

Assess participating schools for compliance with the Principles 

of Excellence 

Oversight

Develop a risk-based approach to compliance reviews that 

targets high-risk schools for additional oversight 

Oversight

Create centralized complaint system for students receiving VA

education benefits to register complaints against schools 

Oversight 

Take steps to prevent deceptive and fraudulent marketing by

websites and educational programs

Oversight

Public Law 112-249 

Improve outreach of VA educational and vocational counseling 

through efficient and effective ways 

Information

Provide student veterans with information on schools, including 

tuition and fees, loan default rate, graduation and retention rates, 

academic and support services 

Information

Establish a public feedback system that tracks and publishes 

veterans’ reviews of schools regarding their recruiting practices, 

quality of instruction, and employment outcomes 

Oversight and 

information

Source: GAO analysis of selected requirements of Executive Order 13607 and Public Law 112-249.

 1938 U.S.C. § 3697A. Educational counseling services are provided by VA’s Vocational 

Rehabilitation and Employment Program, which helps veterans with service-connected 

disabilities obtain and maintain suitable employment.
Page 9 GAO-14-324 VA Education Benefits

Officials from all of the nine schools we interviewed told us that their 

schools engaged in recruiting efforts specifically focused on attracting 

student veterans.20

Officials from five of the nine schools also said that they were actively 

trying to increase their military or student veteran population through their 

recruitment efforts. For example, officials at a nonprofit school said that in 

recent years it has placed a higher priority on adult students and online 

learning, in part, to increase enrollment and meet the needs of the 

veteran and military student population. Similarly, officials at a public 

community college near several military bases said that it wanted to 

increase its student population, with a specific focus on student veterans 

because they were a large and growing part of their local community. 

Officials at one nonprofit and one for-profit school said that they were 

interested in attracting student veterans for a variety of reasons, including 

a desire to meet the needs of this population and the availability of VA 

benefits to pay for tuition costs.

For instance, three schools had a separate 

department for military relations or services, which handled all of the 

recruiting and outreach for veteran and military students and coordinated 

with the school’s marketing and admissions departments. Four other 

schools did not have a separate office, but designated an admissions 

director or other official whose role was to oversee recruiting efforts for 

veteran and military students.

 20The information we gathered from our selected schools is not representative of all 

schools and is meant for illustrative purposes.

Selected Schools Use 

Veteran-Focused 

Recruiting Practices 

Ranging from 

National Advertising 

to Individual 

Communication

Veteran-Focused 

Recruiting, Advertising, 

and Promotion
Page 10 GAO-14-324 VA Education Benefits

Selected schools’ websites also demonstrated a focus on recruiting 

veteran or military students, as 29 of the 30 school websites we reviewed 

included sections dedicated to veteran or military students. Over half (19) 

of these schools had a direct link on their home page to a veteran or 

military student section that included information on veterans’ benefits, 

the school’s Yellow Ribbon Program, or information to help veterans 

apply to the school (5 public, 7 nonprofit, 7 for-profit). Moreover, seven 

schools featured veterans or military servicemembers prominently on 

their home page when we reviewed their websites, such as by posting 

photos of students in military attire or promoting the school’s veteran 

scholarship programs.

As part of their focus on the prospective veteran and military student 

population, eight of the nine schools we interviewed promoted themselves 

as “veteran friendly” or “military friendly,” and 14 of the 30 schools whose 

websites we reviewed (4 public, 6 nonprofit, 4 for-profit) used these or 

similar terms.

21 Schools generally cited ratings from external 

organizations, such as GI Jobs’ MilitaryFriendlySchools.com, as sources 

for their designation as a military friendly school.22 These organizations 

rate schools on various criteria, such as the availability of veteran or 

military support services or academic credit for military training or 

experience (see sidebar). Officials at one public school stated that they 

use such criteria to guide them in considering additional ways to support 

veterans and servicemembers at their school.

 21Two of the schools in our website review cited the term “Best for Vets,” instead of 

military-friendly or veteran-friendly. 

22Other rating organizations cited by schools we interviewed or reviewed included Military 

Advanced Education, Military Times, the Servicemembers Opportunity Colleges 

Consortium, and U.S. Veterans Magazine.

Examples of Criteria Used by External 

Organizations to Designate Schools as 

Military Friendly 

Simplified, expedited, or flexible 

enrolment processes for veteran or military

students.

Proportion of veteran or military students

of all enrolled students.

Credit transfer policies that minimize loss 

of credit and avoid duplication of course work, 

including academic credit for military training 

or experience.

Campus support services, such as full-time 

veteran counsellors at the school, mentoring, 

networking events, clubs and associations, 

and veterans’ lounges and centers.

Flexible policies for veteran or military 

students, such as availability of evening, 

weekend, and online academic programs or 

accommodating needs of military students 

who are deployed. 

Military student outcomes, such as 

graduation rates or employment rates for 

veteran and military students.

Participation in VA and Department of 

Defense programs, including the Post-9/11 

GI Bill, the Yellow Ribbon Program, and 

Department of Defense’s education benefits 

program for servicemembers. 

Source: GAO analysis of criteria organizations use to 

designate schools as military friendly.
Page 11 GAO-14-324 VA Education Benefits

Officials from eight of the nine schools we interviewed reported 

advertising to some extent in print or online media dedicated to military 

audiences (see fig. 2). For instance, eight schools advertised in print 

media, ranging from national military publications to local military base 

newspapers. Officials from one for-profit school said that their school 

advertised in about 20 military base newspapers across the country, 

typically at bases where the school is regularly invited to speak.23 Some 

of the schools we interviewed also advertised to veteran or military 

students through social media, such as Facebook© and Twitter©, and 

online advertising, such as banner advertisements on military-affiliated 

websites.24

 23Department of Defense officials told us that the agency has issued proposed regulations 

that, among other things, would implement rules to strengthen existing procedures for 

access to military installations by schools. They noted that if finalized, the regulations 

would limit such speaking opportunities. See Voluntary Education Programs, 78 Fed. Reg. 

49,382 (to be codified at 32 C.F.R. pt. 68) (August 14, 2013).

24Banner advertisements are a form of online advertising that embeds an advertisement 

into a web page. It is generally intended to attract traffic to a website by linking to the 

website of the advertiser.
Page 12 GAO-14-324 VA Education Benefits

Figure 2: Selected Advertising Practices for Veteran or Military Students Reported by Nine Schools

Note: In all cases, schools also reported using these practices for prospective students generally.

In addition to broad advertising, officials from all nine schools we 

interviewed reported conducting in-person recruiting activities, such as 

participating in education fairs, where they could interact with prospective 
Page 13 GAO-14-324 VA Education Benefits

veteran and military students. For instance, all nine schools participated 

in education or career fairs specifically for veteran or military students, 

with one school participating in around 70 such events a year. Officials at 

seven schools said that they made recruiting visits on military bases to 

which they were invited, generally those that were located near their 

campuses. For example, officials from one nonprofit school said that they 

did recruiting visits at the 18 military bases where they had a campus, as 

well as other bases to which they were invited. Officials from one for-profit 

school said that it visited about 30 military bases in a year, generally 

through education fairs held on bases. This school also routinely held 

office hours for military students currently enrolled in the school, and 

these office hours also provided opportunities for school representatives 

to meet prospective students who had heard about the school through 

word of mouth.25

Two recent studies conducted large surveys of schools and similarly 

found that many schools use recruiting practices that are focused on 

veteran and military students. In February 2014, Education published a 

study based on a nationally representative survey of schools that enrolled 

veterans, military service members, or their dependents in the 2012-2013 

academic year.

Beyond military bases, several schools participated in 

education or career fairs sponsored by veterans service organizations or 

held campus visits specifically for veteran or military students, such as on 

Veterans Day.

26 It found that 63 percent of these schools provided 

information at college admissions fairs for veterans and servicemembers, 

32 percent provided information at events held on military bases, and 28 

percent held campus admissions events customized for prospective 

veterans or military students.27

 25Department of Defense officials stated that the agency’s proposed rule on access to 

military bases would limit which schools can make recruiting visits and hold office hours. 

Another recent study conducted a survey 

of schools that offered services and programs designed for veteran and 

military students and found that almost two-thirds of responding schools 

26B. Queen and L. Lewis (2014). Services and Support Programs for Military Service 

Members and Veterans at Postsecondary Institutions, 2012–13 (NCES 2014-017), a 

report for the U.S. Department of Education, National Center for Education Statistics 

(Washington, D.C.: 2014). Retrieved Mar. 3, 2014 from http://nces.ed.gov/pubsearch.

27These estimates have a margin of error no larger than plus or minus 2.8 percentage 

points at the 95 percent level of confidence.
Page 14 GAO-14-324 VA Education Benefits

reported engaging in similar recruiting efforts specifically designed to 

attract veteran or military students.28

To communicate with individual students, selected schools identified a 

prospective student’s veteran or military status in various ways. Seven of 

the nine schools we interviewed explicitly asked if a prospective student 

was a veteran or affiliated with the military. While two of these schools 

asked this on the application, five schools asked this earlier in the 

recruiting process. For instance, officials at two for-profit schools said that 

one of the first questions asked of prospective students is whether they 

are affiliated with the military—in order to transfer these students to 

specialized recruiters who are familiar with VA and military education 

benefits. Officials at two nonprofit schools said they do not explicitly ask if 

a prospective student is a veteran, but can ascertain their status in other 

ways, such as when veterans discuss their background on the phone or 

because the contact was made at a veteran or military event. Officials at 

these schools also said that they know whether a prospective student is 

military affiliated based on the website through which the student came to 

them (e.g., a banner advertisement on a military site) or if they were on 

the veteran or military section of the school’s website.

In addition, officials at four of the schools we interviewed said that they 

work with military-affiliated “lead generator” websites that identify students 

who have submitted their contact information and agreed to be contacted 

by schools that may match their interests.29

 28American Council on Education, From Soldier to Student II: Assessing Campus 

Programs for Veterans and Service Members (Washington, D.C.: July 2012). Available 

online at

Officials at one nonprofit 

school noted that it used a lead generator for one campus near a military 

base and was considering using it with other campuses. Officials from a 

public school’s online program said the school used several lead 

generator companies to identity potentially interested students, including 

prospective veteran or military students. Two nonprofit schools that used 

lead generators also purchased military-affiliated names through other 

means. One school purchased a list of addresses for military residents in 

http://www.acenet.edu/news-room/Pages/From-Soldier-to-Student-II.aspx. This 

study reports survey results from a nonstatistical sample of chief student service 

administrators.

29Schools sometimes contract with lead generators, which are usually a third-party entity 

and can help organizations identify potential customers who may be interested in 

purchasing their products or services. 

Identification of Veterans 

and Individual 

Communication
Page 15 GAO-14-324 VA Education Benefits

an urban area with a heavy military presence to send direct mailings, and 

another school purchased a list of e-mails of subscribers to a military 

magazine.

Although not veteran specific, some of the 30 school websites we 

reviewed used techniques focused on encouraging students to provide 

their contact information or engage directly with the school at the start of 

their website search. For example, 10 of the 30 schools’ websites we 

reviewed (8 for-profit schools and 2 nonprofit schools) had a separate 

advertising link that appeared at the top of search engine results. This link 

opens up a separate “home page” for the school that includes a 

prominent request for a person’s contact information and much less 

information about the school than the school’s official home page. Also, 

some school websites encouraged students to engage with them right 

away. Specifically, 9 of the 30 schools (6 for-profit schools and 3 nonprofit 

school) used prominent pop-up chat windows or links to “live chats” on 

their traditional home page to respond to questions from prospective 

students about the school.

Once a veteran is identified, officials from most of the nine schools we 

interviewed said that they contacted veterans directly, such as by phone 

or email, and their school made special efforts to customize the individual 

communication. Officials from six schools said that they contacted 

prospective veteran or military students by phone. For instance, officials 

at one for-profit school said that they had around 400 admissions 

advisors who made individual contacts with prospective students, and 

about 60 were dedicated to communicating with military-affiliated 

students. Similarly, the recruiting official at a public school’s online 

program said that 6 of their 15 enrollment advisors were specifically 

designated to respond to inquiries from prospective veteran or military 

students, and that they did not have designated enrollment staff for any 

other student population group. Also, six schools sent veteran-focused email messages and four schools sent veteran-focused direct mailings, 

communicating information such as the military-friendly nature of the 

school or information on veteran or military benefits. For example, officials 

of one public school said that while they send a general “thank you” email to all students who apply, they send a second e-mail to veterans that 

encourages them to contact their office of veteran and military support 

services or seek out the school’s former-military peer advisors to respond 

to inquiries. Officials at most of the nine schools said that they did not 

make any contacts with students who had not first indicated interest or 

requested information. For instance, officials at all of the schools said that 

they did not make “cold calls,” or calls to someone who had not previously 
Page 16 GAO-14-324 VA Education Benefits

expressed interest in the school or provided their contact information. 

Officials from seven of the nine schools we interviewed said that they did 

not send any e-mails or direct mailings to individuals who had not 

previously expressed interest or agreed to be contacted.

Many of the student veterans we surveyed relied on school 

communication and information when deciding where to enroll. For 

instance, 73 percent of our survey respondents reported direct 

communications with school personnel as extremely or very important in 

their school selection.30 Veterans cited this as one of the highest rated 

factors in their school selection decision, along with school location and 

financial considerations. Also highly rated was a school’s military 

friendliness—a characteristic that schools promote to appeal to veteran 

and military students. Additionally, about half of veterans rated schools’

websites as an extremely or very important factor in their school selection 

and almost three-fourths of veterans requested more information after 

visiting a school website.31

 30A copy of the full questionnaire and aggregate responses for all close-ended survey 

questions is included in appendix II. The 73 percent estimate for the importance of direct 

communications with schools has a 95 percent confidence interval that ranges from 66 to 

80 percent. 

31The 54 percent estimate for the importance of school websites has a 95 percent 

confidence interval that ranges from 46 to 62 percent. The 73 percent estimate for website 

follow-up has a 95 percent confidence interval that ranges from 66 to 80 percent.

A Large Number of 

Veterans Reported 

Experiencing 

Problems with School 

Interactions and 

Facing Challenges 

Obtaining Complete 

School Information

School Communications 

Influence Veterans’

Decisions, but Almost a 

Quarter of Veterans 

Reported Unwanted 

School Contacts
Page 17 GAO-14-324 VA Education Benefits

The majority of veterans reported being exposed to school 

advertisements—an indirect form of school communication—which, 

although not rated as important in their final school selection, may have 

influenced the schools they considered in the first place. About 64 percent 

of student veterans reported seeing some type of advertisement for the

school they enrolled in and other schools they considered, most 

commonly on television or the Internet.32 While a small percentage of 

veterans indicated that advertising was an extremely or very important 

factor in their ultimate school selection (12 percent), advertising may 

influence their decision to consider a particular school.33 According to a 

study by Public Agenda, a nonpartisan research and advocacy 

organization, advertisements are one of the most common ways that 

students learn about college choices after having spent some or many 

years away from school.34

Our survey results indicate that veterans generally had positive 

experiences regarding the amount and nature of communication from 

schools; however, almost a quarter reported receiving unwanted school 

contacts. The majority of veterans felt that they received the right amount 

of email and phone contacts from schools.

Veterans who use VA education benefits are 

often nontraditional students, in that they are typically older and have 

families and did not go to college immediately after high school.

35

 32The 64 percent estimate for exposure to advertisements has a 95 percent confidence 

interval that ranges from 57 to 71 percent.

When asked about school 

actions they found helpful, a number of student veterans said that the 

prompt e-mail replies they received and the conversations they had with 

school recruiting personnel who were aware of VA benefits and veteran 

needs were particularly helpful in deciding where to attend school. In 

contrast, however, about 23 percent—or an estimated 15,200 veterans 

when generalized to the population of veterans receiving Post-9/11 GI Bill 

benefits—said that they felt the contacts they received from schools were 

33The 12 percent estimate for the importance of advertising has a 95 percent confidence 

interval that ranges from 7 to 18 percent.

34Public Agenda, Is College Worth It for Me? How Adults Without Degrees Think About 

Going (Back) to School (New York, N.Y.: November 2013). Available online at: 

http://www.publicagenda.org/pages/is-college-worth-it-for-me.

35The 55 percent estimate for those receiving about the right amount of phone calls has a 

95 percent confidence interval that ranges from 47 to 62 percent. The 55 percent estimate 

for those receiving about the right amount of e-mails has a 95 percent confidence interval 

that ranges from 47 to 62 percent.
Page 18 GAO-14-324 VA Education Benefits

excessive, generally from schools they considered but did not ultimately 

attend.36 Specifically, about 4 percent of student veterans reported feeling 

that the school they chose to attend contacted them excessively, while 19 

percent reported excessive contacts from other schools they 

considered.37

Further, approximately 1 in 10 student veterans—or an estimated 6,900 

veterans when generalized to the population—also reported feeling 

pressure from a school to enroll.38

Although most student veterans we surveyed considered the information 

they received from their schools—such as on financial issues or credit 

transfer policies—to be accurate, almost a quarter reported receiving 

inaccurate information. About 23 percent of student veterans—or about 

16,500 veterans when generalized to the population—reported receiving 

generally inaccurate information in at least one of the 13 topic areas in 

our survey. 

In open-ended comments, a few 

students explained that their experiences included receiving “constant” or 

“daily” e-mails or phone calls, even after they informed the school that 

they were no longer interested or had enrolled in another school. In one 

instance, a student said that a school both called and e-mailed her for a 

month after she requested an information packet, and then encouraged 

her to attend a campus out of state after closing down the campus that 

was nearest to her. Another student said that his school called him 

repeatedly after he had finished classes to encourage him to enroll in 

more classes, even though he was not ready to do so at that time.

39

 36The 23 percent estimate for excessive contacts received has a 95 percent confidence 

interval that ranges from 17 to 30 percent, which would be a range of 10,600 to 19,800 

veterans when generalized to the population of veterans receiving benefits for the first 

time in 2012. When reporting population numbers, we round to the nearest 100 veterans.

For example, about 12 percent reported that the information 

37The 4 percent estimate for the excessive contact from schools attended has a 95 

percent confidence interval that ranges from 2 to 8 percent. The 19 percent estimate for 

the excessive contact from other schools considered has a 95 percent confidence interval 

that ranges from 14 to 26 percent.

38The 10 percent estimate for veterans experiencing pressure from schools has a 95 

percent confidence interval that ranges from 6 to 15 percent, which would be a range of 

3,900 to 9,900 veterans when generalized to the population of veterans receiving benefits.

39The 23 percent estimate for veterans receiving inaccurate information has a 95 percent

confidence interval that ranges from 17 to 30 percent, which would be a range of 11,100 

to 21,900 veterans when generalized to our population of veterans receiving benefits.

Veterans Reported Facing 

Challenges Obtaining 

Accurate and Complete 

Information to Make 

Informed School Choices
Page 19 GAO-14-324 VA Education Benefits

they received on their estimated student loan debt upon graduation was 

generally inaccurate. 40 Similar rates of inaccuracy were reported for job 

placement rates, the acceptance of military experience for academic 

credit, and the extent to which VA funds would cover total school costs 

(see fig.3). Some veterans we surveyed were not able to assess the 

accuracy of the information they received from their school, with up to a 

third reporting that they were not sure if the information in each of the 

areas was accurate or inaccurate.41

 40The 12 percent estimate for inaccurate information received on estimated student loan 

debt has a 95 percent confidence interval that ranges from 6 to 22 percent.

41See appendix II for more information about the percentages of student veterans for each 

area who reported that the information was generally accurate or who were not sure about 

the accuracy of the information. 
Page 20 GAO-14-324 VA Education Benefits

Figure 3: Estimated Percentage of Student Veterans Who Reported Receiving Generally Inaccurate Information from Their 

Schools and Estimated Number of Student Veterans When Generalized to the Population

Note: Percentages and the numbers of student veterans generalized to the population are based on 

respondents who obtained information, which varies for each item, and excludes those who did not 

look for or did not obtain information. Respondents who did obtain information from their school on a 

topic area could rate the information as “generally accurate,” “generally inaccurate,” or “not sure.” The 

percentage of student veterans who considered school information to be generally accurate cannot 

be determined based on the percentage of students who considered school information to be 

generally inaccurate. For example, while 11 percent of student veterans we surveyed considered 

information on credits for military training or experience to be inaccurate, 73 percent considered this 

information to be accurate and 16 percent were not sure about the accuracy of the information.

a

For this item, a lower number of respondents looked for or obtained information; thus, the number of 

student veterans generalized to the population is relatively smaller, despite having a higher 

percentage of respondents reporting that they received generally inaccurate information.
Page 21 GAO-14-324 VA Education Benefits

Student veterans may report receiving inaccurate information when 

schools provide misleading or incorrect information, but students may 

also do so if they do not understand the information provided, even if the 

information is accurate.42 Given the complexities of higher education 

information, some veterans may not fully understand the school 

information they obtain and a lack of familiarity or experience with higher 

education issues can make it difficult to assess the accuracy of 

information. For example, while most veterans reported that they obtained 

information on a school’s accreditation, representatives from several 

schools and veterans service and higher education organizations we 

interviewed said that veterans sometimes lacked a clear understanding 

about the importance of accreditation and how different types of 

accreditation could affect their ability to transfer credits to other schools.43

Reports of inaccuracy can be useful in highlighting areas that warrant 

additional attention, as selecting a school based on inaccurate 

information or an incomplete understanding of available information can 

adversely affect a veteran’s education or career plans. For example, 

representatives from one veterans service organization said several 

veterans told them that they were led to believe by school staff or 

marketing materials that successfully completing their chosen program 

would allow them to work in a certain occupation (e.g., information 

technology) or obtain a certain type of job (e.g., police officer); however, 

these veterans later discovered that potential employers generally did not 

If a veteran cannot transfer credits earned previously at a different school, 

he or she may have to take additional courses, incur additional tuition 

charges, and possibly use all of his or her VA education benefits before 

completing the educational program or degree.

 42It was not possible to independently assess the accuracy of information provided by 

schools to our survey respondents. In addition, we surveyed veterans who had recently 

begun using their Post-9/11 GI Bill benefits and their status as current students could 

affect how they assessed the accuracy of certain information. For example, students who 

are still enrolled in school and have not yet tried to transfer credits to another school or 

started looking for employment may not have complete information about the accuracy of 

a school’s information about transfer credits or job placement rates.

43Educational institutions can be accredited by national or regional accrediting agencies, 

and these types of accreditation are often considered when schools evaluate credits for 

transfer. As we have previously reported, students can face numerous challenges 

transferring credits from one school to another, due in part to differences in accreditation. 

See GAO, Transfer Students: Postsecondary Institutions Could Promote More Consistent 

Consideration of Coursework by Not Basing Determinations on Accreditation, GAO-06-22 

(Washington, D.C.: Oct. 18, 2005).
Page 22 GAO-14-324 VA Education Benefits

hire graduates of their program or required additional job experience. One 

of these veterans said that he was unable to obtain a job in his chosen 

field and was left with tens of thousands of dollars in debt and no 

remaining VA education benefits. When commenting on the accuracy of 

the information he received from his school, a veteran we surveyed said 

that although he received credits for his military training, he did not expect 

that they would be counted as elective credits and would not satisfy the 

required credits he needed to earn the degree in his program.44

Many veterans also reported that they would have liked more information 

from schools about each of the 13 topic areas on our survey, suggesting 

that students may not obtain all the information they would like during 

their school search. For instance, more than 60 percent of student 

veterans—or about 37,300 veterans when generalized to the 

population—reported wanting more information on veteran support 

services from schools (see fig. 4).

If 

veterans do not have accurate or complete information on the ability to 

obtain credit for past military experience, they may need to take additional 

classes to complete their degree and may not be able to accomplish their 

educational goals in the time frame they had anticipated.

45

 44If a school accepts previously taken classes, they may choose to accept them as 

elective credits rather than crediting them toward a student’s degree or major. In this case, 

the student may need to take additional courses to meet the degree requirements of the 

program or major. As a result, the transferred credits may not reduce the number of 

classes the student must take or the amount of time needed to complete the degree or 

program.

Other key areas in which veterans 

wanted additional information included financial issues, such as financial 

aid eligibility and the extent to which VA benefits cover school costs, as 

well as job outcomes, such as job placement rates and employment 

opportunities in their field. For example, one student in an open-ended 

survey comment wrote that he thought it would have been helpful if his 

school had told him that a veteran receiving VA benefits can also receive 

other types of financial aid. Veterans who do not have complete 

information on possible financial aid options may face challenges 

45For more information on the importance of veteran support services for student 

veterans, see GAO, VA Education Benefits: VA Needs to Improve Program Management 

and Provide More Timely Information to Students, GAO-13-338 (Washington, D.C.: May 

22, 2013). The 62 percent estimate for wanting more information on veteran support 

services has a 95 percent confidence interval that ranges from 54 to 69 percent. See 

appendix II for more information about the percentages and associated confidence 

intervals of student veterans for each area who reported wanting more information.
Page 23 GAO-14-324 VA Education Benefits

financing their education and may have to incur personal loan debt. 

Further, in our review of 30 school websites, a key source of information 

cited by most of our survey respondents, we also found that information 

veterans want may be difficult to locate in some cases. For instance, 

when we looked for information on costs and fees, tools to help a student 

calculate out-of-pocket costs, and graduation rates, in several cases we 

found this information under sections called “Consumer Information,” 

“Program Disclosures,” or “Regulatory Disclosures.” Headings such as 

these may not be obvious to, or may be easily overlooked by, a 

prospective student.46

 46Schools participating in programs under the Higher Education Act of 1965, as amended,

are required to make certain information available to current and prospective students, 

such as on the cost of attendance, financial assistance, graduation rates, and future 

employment outcomes. 20 U.S.C. § 1092(a)(1). 
Page 24 GAO-14-324 VA Education Benefits

Figure 4: Estimated Percentage of Student Veterans Who Reported Wanting More Information from Schools and Estimated 

Number of Student Veterans When Generalized to the Population

In some cases, veterans may not actively seek information on job or 

educational outcomes associated with schools or programs.47

 47Schools participating in programs under the Higher Education Act of 1965, as amended,

must make certain job placement rate data available to prospective students if they 

advertise these rates to attract students. 20 U.S.C. § 1094(a)(8).

For 

example, about 35 percent of student veterans reported on our survey 
Page 25 GAO-14-324 VA Education Benefits

that they did not seek or obtain information on job placement rates.48

According to the study by Public Agenda, barely half of adult students 

look for information on a graduate’s average debt from a particular school 

or a typical graduate’s success in the labor market before deciding to 

attend.49

Representatives from several veteran and higher education organizations 

noted that some veterans could benefit from greater access to 

independent and objective advice from knowledgeable individuals, who 

could help them sort through all the factors they must consider to make 

well-informed education decisions and navigate the higher education 

system. A representative from one higher education organization noted 

that more traditional students have access to high school guidance 

counselors to guide them through their decision-making process. Many of 

the nontraditional students surveyed by Public Agenda said that they 

would benefit from personal contact with experts who could help them 

weigh their options and navigate the college process. A representative 

from a veterans service organization noted that many veterans are first 

generation college students, who may not necessarily know how to 

distinguish between different types of schools and may be more 

susceptible to “hard sells” from aggressive recruiters. A representative 

from another veterans service organization also explained that some 

veterans may not be aware of the differences in the quality of education 

provided by different schools; as a result, they can end up with a degree 

that does not help them obtain the kind of job they want.

The study found that many prospective nontraditional students 

do not think these types of information are essential in selecting schools, 

even though their primary goal in seeking education is often to advance 

their careers.

 48The 35 percent estimate for veterans who did not obtain job placement rate information 

has a 95 percent confidence interval that ranges from 28 to 43 percent.

49Public Agenda, Is College Worth It for Me?
Page 26 GAO-14-324 VA Education Benefits

In response to the Executive Order and recent legislation, VA is taking 

steps to help veterans more easily obtain information on schools to 

support their decision making. For example, starting in the 2013-2014 

school year, VA required schools that have formally agreed to the 

Principles of Excellence (see sidebar) to provide prospective students 

with a personalized form that contains information on total school costs. 

This form, known as the “Financial Aid Shopping Sheet,” provides 

information on a school’s tuition, fees, and other expenses; personalized 

information on available grants and loans (based on the student’s federal 

financial aid application), and a school’s graduation rate and loan default 

rate, among other information.50

More recently, VA launched the “GI Bill Comparison Tool” on its website 

that provides an interactive way for veterans to obtain school information, 

as well as estimates on how much they can receive in Post-9/11 GI Bill 

benefits. Over the longer term, future phases of this tool are meant to 

The Financial Aid Shopping Sheet is 

meant to help prospective students calculate how much they would have 

to pay out-of-pocket at different schools and compare costs and 

outcomes across schools.

 50The Financial Aid Shopping Sheet was developed by Education and the Consumer 

Financial Protection Bureau.

VA Is Taking Steps to 

Better Inform and 

Protect Student 

Veterans, but Its 

Counseling Outreach 

and Planning Efforts 

Are Insufficient

VA Plans to Offer More 

Information about Schools, 

but Is Not Effectively 

Promoting Educational 

Counseling

New Information Tools

The Principles of Excellence set forth 

requirements for schools to provide 

meaningful information to veterans about 

schools and prevent abusive and deceptive 

recruiting. For example, schools who have 

signed on to these principles must:

• provide students with a personalized 

form on total school costs

• designate a point of contact to provide 

academic and financial advice to veteran 

and military students

• provide educational plans for students 

receiving veteran and military education 

benefits

• accommodate servicemembers and 

reservists who are absent due to service 

requirements

• end fraudulent and unduly aggressive 

recruiting practices and 

misrepresentations.

Source: GAO analysis of Executive Order 13607 and VA 

information on the Principles of Excellence.
Page 27 GAO-14-324 VA Education Benefits

provide more customized and veteran-specific information, as such data 

become available and as required by the executive order.51

• The current comparison tool, a preliminary version of which was 

launched in February 2014, allows veterans to:

• estimate education benefits they may be eligible for under the 

Post-9/11 GI Bill (previously this information was not readily 

available until after a veteran applied for benefits);

• obtain information on a school’s participation in the Yellow Ribbon 

Program and the Principles of Excellence; and

• access graduation rates, default rates, and median borrowing for a 

school’s student body as a whole, as well as access to further 

information about a school through a link to Education’s College 

Navigator database.52

• VA is planning future versions of the comparison tool that are 

intended to allow veterans to:

• more precisely calculate personalized Post-9/11 GI Bill and other 

VA education benefits, as well as out-of-pocket costs for tuition 

and fees;

• obtain information on veteran-specific outcome measures (e.g., a 

school’s graduation rate for veterans, specifically), whether a 

school provides credit for military experience, a school’s dedicated 

point of contact for veteran support services, and other veteranrelated information as these data become available (data 

collection is estimated to start in the 2014-2015 school year);53

 51See 

and

http://department-of-veterans-affairs.github.io/gi-bill-comparison-tool/.

52College Navigator provides a variety of information on individual schools, including 

tuition and fees, enrollment, and graduation rates. 

53In school year 2014-2015, Education will begin to collect outcome data specifically on 

student veterans, which we have noted in prior work is lacking (see GAO-13-338). The 

current outcome measures collected by Education may not be applicable for many student 

veterans. For instance, the graduation rates include only first-time, full-time students and 

exclude students who attend part-time or transfer to another school, which likely include 

many student veterans. 
Page 28 GAO-14-324 VA Education Benefits

• more easily search for schools and compare information across 

multiple schools.

VA officials said that the Comparison Tool is intended to provide veterans 

with school information collected from multiple sources in one central 

location. It also supplements the Financial Aid Shopping Sheet, which 

provides a student with more personalized information on loans and 

grants available from the Department of Education, but not on how much 

a veteran may be able to receive in VA education benefits. Both the 

Comparison Tool and the Financial Aid Shopping Sheet facilitate access 

to information that may be hard for students to find on some schools’

websites and may help respond to the needs of veterans who reported 

wanting more information on issues such as finances, outcomes, and 

veteran support services. Our survey results indicate student veterans

want this information from VA and not just from schools themselves. More 

than half of student veterans reported that they wanted more information 

from VA on VA education benefits, federal financial aid, or out-of-pocket 

costs.54 Similarly, about half of the veterans we surveyed reported 

wanting more information from VA about school graduation rates and 

employment outcomes.55

In addition to providing more accessible information on schools, VA also 

expanded access to CareerScope, an online tool that allows veterans to 

assess their interests and aptitudes and help them develop their career 

goals. The tool also helps veterans determine if they are ready for college 

or other postsecondary training opportunities or if they need additional 

preparation. Public Law 112-249 required VA to make available an offthe-shelf tool to help veterans determine if they are ready for college. VA 

previously offered the Career Scope tool only to veterans with serviceconnected disabilities as part of its Vocational Rehabilitation and 

Employment program, but now offers it to any veteran who is eligible for 

 54An estimated 64 percent of veterans wanted more information from VA about VA 

education benefits, with a 95 percent confidence interval that ranges from 56 to 72 

percent. Likewise, an estimated 70 percent of veterans wanted information from VA on 

federal financial aid (with a confidence interval that ranges from 61 percent to 78 percent), 

and an estimated 60 percent of veterans wanted additional information on out-of-pocket 

costs (with a confidence interval that ranges from 52 percent to 68 percent).

55An estimated 51 percent of veterans reported wanting more information from VA on 

academic outcomes, with a 95 percent confidence interval that ranges from 43 to 60 

percent. An estimated 53 percent of veterans wanted information from VA on employment 

outcomes, with a confidence interval that ranges from 45 percent to 61 percent.
Page 29 GAO-14-324 VA Education Benefits

VA education benefits. According to VA officials, many more veterans 

have used CareerScope since VA more prominently featured the tool on 

its GI Bill website and expanded veterans’ access to it. VA officials said 

that CareerScope and the Comparison Tool are intended to allow 

veterans at different stages of their decision-making process to more 

easily access the information they need.

Outreach

VA has taken some steps to increase awareness of its educational and 

vocational counseling services, which have not been widely used. 

Veterans who are eligible for VA education benefits are also eligible to 

apply for free education counseling. This service offers one-on-one, 

objective advice from knowledgeable counselors and can help veterans 

formulate their career and educational goals and plans. Less than 2 

percent of eligible veterans, however, have applied for this service in the 

last few years.56 Servicemembers learn about VA’s educational 

counseling services as one of many VA-offered benefits and services 

when they are transitioning out of the military.57 However, about half of 

student veterans we surveyed said that they did not start thinking about 

schools until after leaving the military.58

 56Based on numbers of applicants of VA’s counseling services and total beneficiaries 

receiving VA education benefits in fiscal years 2011, 2012, and 2013.

As a result, many veterans may 

not know about educational counseling services or may not remember 

them when they decide to return to school, according to several veteran 

groups and schools we interviewed. To improve awareness of these 

services among veterans, VA officials told us that VA has encouraged 

schools participating in its VetSuccess on Campus program to remind 

57Department of Defense’s Transition Assistance Program provides services and 

information to help departing servicemembers transition from the military to civilian life, 

including information on federal veteran benefits. For more information on this program, 

see GAO, Transitioning Veterans: Improved Oversight Needed to Enhance 

Implementation of Transition Assistance Program, GAO-14-144 (Washington, D.C.: Mar. 

5, 2014).

58Veterans may decide much later that they want to return to school, as Post-9/11 GI Bill 

benefits are available for use up to 15 years after a servicemember is discharged. 38 

U.S.C. § 3321(a). The 50 percent estimate for veterans who made the decision to start 

looking for schools after being released from military service has a 95 percent confidence 

interval that ranges from 42 to 58 percent.

Educational Counseling
Page 30 GAO-14-324 VA Education Benefits

veterans on their campuses of these services.59

Although some of VA’s promotion efforts, such as the GI Bill website and 

social media, are aimed at both current and prospective students, VA has 

not taken sufficient steps to promote counseling as a service for 

prospective student veterans. For instance, VA does not mention 

counseling in its recently updated guide on choosing a school (or its 

corresponding web version) or on the web page that lists resources for 

helping veterans make school decisions.

VA is also currently 

working with VA’s vocational rehabilitation staff nationwide to increase the 

visibility and use of counseling at schools without the VetSuccess on 

Campus program. In addition, VA provides information about counseling 

services on its GI Bill website, on the CareerScope web page, and 

through social media platforms to increase awareness. VA officials also 

stated that they are working to finalize a communications plan for 

educational counseling that includes additional outreach to schools, 

veterans service organizations, and government agencies.

60

 59The VetSuccess on Campus program, currently available on 94 campuses nationwide, 

helps veterans transition from military service to student life through career, academic, 

and readjustment counseling.

Moreover, while VA included 

educational counseling on the web page with its new GI Bill Comparison 

Tool, the service was promoted as a way to help veterans “succeed in 

school,” after they have chosen a school and applied for benefits, and not 

as a tool for veterans in the process of selecting a school (see fig. 5). VA 

officials told us that they believe that educational counseling is useful for 

veterans both while they are making educational decisions and while they 

are in school and that veterans may learn about counseling in an earlier 

phase of their decisionmaking process (for example, while using the 

CareerScope tool). However, based on this presentation, a prospective 

student may see counseling as a resource to enhance their study skills or 

other ways to do well in school and not as a resource to help them 

identify schools that can best suit their needs. VA officials have stated 

that counseling awareness is more difficult to promote among prospective 

students because the agency doesn’t know which veterans are 

considering school when they have not yet applied for education benefits. 

However, VA is neglecting to highlight counseling services in resources 

60See VA, Factors to Consider When Choosing a School: A guide before using the GI 

Bill® SECOND EDITION, (Washington, D.C.: August 2013). The web version of this guide 

can also be found on VA’s website: 

http://www.benefits.va.gov/gibill/choosing_a_school.asp.
Page 31 GAO-14-324 VA Education Benefits

that prospective student veterans would be expected to use when 

considering a return to school. According to officials from one school we 

interviewed, the most effective way to facilitate veterans’ use of VA 

services is to make information accessible to veterans when they are 

looking for it and in resources they will turn to for guidance.

Figure 5: Part of VA’s GI Bill Website Featuring Informational Tools and Resources for Choosing a School

The need for more effective outreach to prospective students is 

underscored by our survey results and the recent law, which calls for 

more comprehensive outreach. Almost half of the veterans we surveyed, 

or an estimated 33,000 veterans when generalized to the population, 

were not aware of VA’s educational counseling services when they were 
Page 32 GAO-14-324 VA Education Benefits

considering schools.61

Application process

While Public Law 112-249 calls on VA to increase 

awareness of its counseling services through efficient and effective ways, 

as mentioned above, VA is overlooking some simple ways to inform 

prospective students about these services. Veterans who are considering 

school, but not yet enrolled are a critical group for counseling outreach, 

according to various veterans groups, higher education organizations, 

and schools we interviewed. While some veterans may be able to 

successfully navigate the higher education decision-making process on 

their own, others may need additional assistance. Officials from veteran 

and higher education organizations emphasized the need for veterans to 

take advantage of VA’s educational counseling services before enrolling 

in a school that does not meet their needs and possibly exhausting their 

GI Bill benefits (and expending taxpayer dollars) without achieving their 

educational and career goals.

Even if veterans are aware of VA’s educational counseling, they may be 

deterred by the current paper application process. In contrast to many of 

VA’s other services for which veterans can apply online, the process for 

obtaining educational counseling involves finding the application form 

online, printing a hard copy, filling it out, and mailing it to a VA office. 

Officials from a higher education organization and several veterans 

service organizations noted that the cumbersome application process can 

deter veterans from using these services. According to officials, VA has 

not yet automated the application—a simple 2-page form that primarily 

asks for basic identifying information and dates and branch of service—

due to limited information technology resources. Yet, VA indicated in its 

April 2013 report to Congress that it would prioritize creating an online 

application for its counseling services, and Public Law 112-249 required 

VA to develop an outreach policy that includes effective and efficient 

methods to inform individuals of education counseling.62

 61The 49 percent estimate for veterans who were not aware of VA’s educational 

counseling services when considering schools has a 95 percent confidence interval that 

ranges from 42 to 57 percent, which would be a range of 26,200 to 36,900 veterans when 

generalized to our population of veterans receiving benefits.

Additionally, in 

its current strategic plan, VA has emphasized the importance of providing 

62See VA, Report to Congress: Implementing Public Law 112-249: Improving 

Transparency of Education Opportunities for Veterans Act of 2012 (Washington, D.C: April 

2013). 
Page 33 GAO-14-324 VA Education Benefits

benefits and services to veterans through automated and paperless 

processes, with the goal of reducing the burden for veterans and meeting 

their needs in a timely way.63

Data on service timeliness and other program elements

VA lacks key data to manage its educational counseling program, 

including the extent to which it provides counseling services in time to 

meet veterans’ needs. For instance, even when veterans complete the 

application process, many do not follow through with the counseling itself. 

After veterans mail in their application form, they must wait for VA to 

contact them to set up a counseling session. In fiscal year 2013, VA 

closed almost half its counseling applications as incomplete because it 

attempted to contact applicants, but was unable to do so.64 Such data 

suggest that counseling services may not be offered in time to be useful. 

While VA officials managing the program did not know why the agency 

was unsuccessful in these attempts, they stated that one reason could be 

that some individuals no longer needed counseling services by the time 

VA contacted them.65 Additionally, several veteran groups we interviewed 

noted that the length of time it takes to receive services can be an 

impediment to veterans’ use of VA’s counseling services. Our survey 

results also indicate that some veterans are making school-related 

decisions in a relatively short window of time, often starting and 

completing their school search within 2 months.66

 63VA, Strategic Plan Refresh 2011-2015 (Washington, D.C.). 

VA officials told us that 

they are developing a new performance measure to gauge how quickly 

the agency administratively processes counseling applications—from 

receipt of an application to closure of the file. However, VA does not have 

plans to measure how quickly counseling services are actually offered or 

provided to veterans, due to limitations with its case management system. 

Despite these limitations, this lack of customer-focused performance data 

is not aligned with one the agency’s guiding principles outlined in its 

64Fiscal year 2013 was the first year VA tracked information on the completion of 

counseling applications. 

65VA officials also said that a veteran may relocate without providing updated contact 

information, making it impossible for VA to schedule the counseling sessions.

66An estimated 42 percent of student veterans reported spending fewer than 2 months 

looking at schools before deciding where to enroll with a 95 percent confidence interval 

that ranges from 35 to 50 percent.
Page 34 GAO-14-324 VA Education Benefits

strategic plan: to provide client-centered services to best meet the needs 

of veterans. Moreover, VA’s lack of knowledge about whether they are 

providing counseling services in a timely way prevents VA from 

conducting efficient and effective counseling outreach, as required by 

Public Law 112-249.

VA does not collect or have readily available data on counseling 

applicants and users, which hinders it from conducting effective outreach. 

While the current application form asks for some information about 

applicants, such as what VA education benefits they have applied for, it is 

not collected or stored in a way that allows VA to use or track the 

information. As a result, officials told us that they are not able to identify, 

for example, how long after leaving military service veterans generally 

apply for counseling or what percentage of counseling applicants are 

Post-9/11 GI Bill beneficiaries. Additionally, VA does not collect 

information on why veterans seek counseling, such as to obtain help 

determining career goals, selecting a school, or completing a degree. 

Officials said that while it might be possible to collect some of these data 

through the addition of a few questions when VA develops a new online 

application, they have not developed any plans to do so. The lack of basic 

data on counseling applicants and users prevents program managers 

from being able to understand service trends and gaps. Without such 

operational information, managers are unable to assess if program goals 

are being met and resources are being used effectively, according to 

federal internal control standards for effective program operations.67

Further, without a better understanding of when and why veterans are 

applying for counseling services, VA’s ability to conduct effective 

counseling outreach is hindered, as is its ability to provide services in a 

client-focused way, as laid out in its strategic plan.

 67See GAO/AIMD-00-21.3.1. 
Page 35 GAO-14-324 VA Education Benefits

In January 2014, VA launched its new system to allow veterans to file 

complaints about abusive and misleading school recruiting and other 

violations of the Principles of Excellence, as required by the Executive 

Order.68 The new system is the first to systematically track veterans’

complaints about aggressive or misleading school recruiting actions. 

Previously, VA had only anecdotal information about this type of school 

behavior, which had been difficult to identify through its regular school 

compliance reviews. Under the system, students receiving veteran 

education benefits can submit a brief description of the complaint and VA 

will work with the school and veteran to come to a resolution.69 VA will 

forward these complaints to a central database operated by the Federal 

Trade Commission and the complaints will be accessible to other relevant 

federal agencies, as well as state and local law enforcement.70

VA has also taken some initial steps to develop a related system to 

publish student feedback on schools’ recruiting practices, quality of 

This new 

coordinated system should allow agencies to more easily identify 

complaints involving individual schools across agencies or patterns of 

complaints across school chains. To create awareness of the new 

complaint system, VA featured it on its GI Bill website and used social 

media platforms to announce it. As of March 2014, VA officials said that 

they had received over 1,000 complaints through the system and about 

12 percent were related to recruiting and marketing practices.

 68See http://www.benefits.va.gov/gibill/feedback.asp.

69Before contacting the school, VA will determine if the complaint is relevant. For instance, 

complaints about VA payments would not be relevant for this complaint system and would 

be addressed by another VA process. Complaints regarding Department of Defense 

programs would be transferred to the Department of Defense to address. 

70The Department of Defense system also logs similar complaints submitted by 

servicemembers. VA, the Department of Defense, Education, the Department of Justice, 

and the Consumer Finance Protection Bureau have access to the Federal Trade 

Commission’s central database. Education also has a complaint system for veterans and 

servicemembers and is transmitting these complaints monthly to the Federal Trade 

Commission.

VA Is Implementing 

Recent Requirements to 

Strengthen School 

Oversight

New System for Complaints 

about Schools
Page 36 GAO-14-324 VA Education Benefits

instruction, and postgraduation employment outcomes, as required by 

Public Law 112-249.71

VA has also taken steps to strengthen its school oversight by enhancing 

its existing compliance process and policies, as required by the Executive 

Order.

In contrast to the complaint system, this feedback 

can be positive or negative and will be made public so that veterans can 

use it in making their education decisions. VA has yet to determine key 

aspects of the feedback system, such as how to categorize the feedback 

(e.g., using stars, grades, or reviewer comments); how schools would 

verify feedback; and how to determine what feedback should be made 

available to the public. VA officials said that when the feedback system is 

completed, it will ultimately be integrated with the complaint system.

• Risk-based reviews: VA has established a new process to identify 

high-risk schools for compliance reviews, specifically schools that are 

considered at high-risk of failing to comply with the Principles of 

Excellence, including employing aggressive or deceptive recruiting 

practices.72 To identify schools as high-risk, VA is using information 

from its new complaint system and prior compliance reviews, as well 

as external data from other federal agencies and publicly available 

information. For instance, VA’s risk factors include:

• complaints that a school is inappropriately inducing students to 

enroll,

• large increases in tuition and fees or in veteran attendance,

• whether a school is close to being out of compliance with the 

90/10 rule.73

 71§ 1(a)(1), 126 Stat. 2398 (codified at 38 U.S.C. § 3698(b)(2)).

72VA’s risk-based review protocols note that they are applicable to all schools approved to 

receive VA education benefits, not just signatories to the Principles of Excellence. The 

new protocols will augment VA’s existing process for selecting schools for review, in which 

schools with over 300 veterans and schools that offer noncollege degrees are reviewed on 

an annual basis regardless of whether they are Principle of Excellence signatories. 

73As mentioned earlier, the 90/10 rule requires that for-profit schools obtain at least 10 

percent of their funding from sources other than student aid programs administered by 

Education, such as Pell Grants, in order to be eligible for these programs. 20 U.S.C. § 

1094(a)(24).

Enhancements to Existing 

Compliance Review Process
Page 37 GAO-14-324 VA Education Benefits

• Principles of Excellence checklist: VA has added a checklist of 

questions on school compliance with the Principles of Excellence to 

its existing compliance review protocols, including a specific question 

about fraudulent or unduly aggressive recruiting. While VA’s existing 

protocols contain a review of school marketing information to identify 

potentially deceptive advertising or enrollment practices, the existing 

compliance reviews have generally emphasized identifying payment 

issues, according to officials from several state approving agencies.74

• New training to identify inappropriate recruiting practices: VA has 

begun training compliance staff to better identify “red flags” of 

potentially misleading, fraudulent, or unduly aggressive recruiting 

practices. The training, developed by the Department of Justice, helps 

staff identify a variety of possibly misleading statements or practices 

that might be made on school websites or recruitment materials, or 

identified through student interviews. Examples include:

• marketing materials stating that federal money, including GI Bill 

funds, will cover the entire cost of the program;75

• lack of clarity about a school’s accreditation, such as not 

distinguishing between different types of accreditation; and

• endorsements by, or affiliation with, the military.

According to VA officials, this training should help compliance staff, 

who are not investigators or enforcement officials, better identify 

problematic school practices and answer the new Principles of 

Excellence compliance question on fraudulent and aggressive 

recruiting. One official noted that the new training as well as other 

efforts to enhance school oversight under the Principles of Excellence 

would help bring recruiting issues to the forefront.

 74We have also noted in prior work that compliance reviews generally focus on the 

accuracy of payments to schools and students. See GAO, VA Education Benefits: Actions 

Taken, but Outreach and Oversight Could Be Improved, GAO-11-256 (Washington, D.C.: 

Feb, 28, 2011).

75Post-9/11 GI Bill funds may not fully cover school costs if, for example, the school is a 

private school with costs that exceed a veteran’s allotted GI Bill fund amount and the 

school does not participate in VA’s Yellow Ribbon Program.
Page 38 GAO-14-324 VA Education Benefits

• GI Bill trademark: VA has protected the phrase “GI Bill” by registering 

it as a trademark to combat fraudulent use of the term and to prevent 

websites and others from implying VA endorsement.

While VA has made progress implementing its multiple new oversight and 

information responsibilities based on the Executive Order and Public Law 

112-249, VA’s plans have not consistently included realistic timeframes 

for achieving project goals. VA’s plans—including its revised plans—have 

frequently underestimated the amount of time needed to implement these 

complex efforts and achieve various goals by many months. For example:

• VA initially planned to launch the new online complaint system by 

November 2012. After learning about delays outside of VA’s control in 

June 2013, VA revised that date to November 2013. However, VA 

was not able to accept complaints—a key source of risk information 

for the risk-based review protocols—until January 2014.

• VA proposed to establish its targeted risk-based review program by 

August 2012, then estimated March 2013. While it had a draft policy in 

place by October 2013 and stated that it was implementing it for fiscal 

year 2014, VA did not finalize the policy until January 2014. VA also 

had not determined or documented the general data analyses it would 

conduct to assess risk by the start of the fiscal year.

• Although VA stated in an April 2013 report to Congress that it would 

prioritize efforts to allow veterans to apply online for its educational 

counseling service, almost a year later, VA officials said that they are 

just beginning to plan the steps required for this to occur.

• As recently as its January 2014 monthly report, VA was 

communicating that the next phase of the Comparison Tool would be 

implemented by April 2014. However, the next phase of the tool has 

not yet been implemented—it is still in preliminary planning stages, as 

VA officials said that they cannot develop a more detailed 

implementation plan before they have identified additional funding.

VA has also not consistently documented accurate and detailed 

assessments of work to be done or accounted for resource constraints or 

other risks that can affect its ability to meet projected goals and

deadlines. Although VA created plans for its new complaint system that 

identified the resources necessary to accomplish goals, planning for other 

key efforts has been more limited and has not included such information. 

For the risk-based review protocols and procedures, the educational 

VA’s Project Planning Is 

Inconsistent and Lacks 

Realistic Time Frames
Page 39 GAO-14-324 VA Education Benefits

counseling outreach, and the school Comparison Tool, for instance, VA 

relied mostly on monthly status reports to track work accomplished and 

tasks to be done the next month. While these monthly reports sometimes 

included future actions, they frequently did not lay out specific activities 

needed to achieve these goals and the associated timing beyond the next 

month. The monthly status reports, which are communicated to external 

shareholders, such as the White House, also frequently did not outline 

necessary resources, such as financial or personnel needs. Additionally, 

the reports did not identify potential internal or external risks that could 

create implementation delays—such as coordination with other internal 

efforts to update VA’s website or external approval for VA’s new 

complaint form—and ways to manage these risks.

Key elements of sound planning include identifying specific activities 

needed to achieve project goals and realistic timelines that outline when 

activities will occur and how long they will take, according to project 

planning practices developed by GAO.76 According to these practices, 

sound planning also lays out resource issues or other potential internal or 

external risks that may affect the ability to meet project goals and 

deadlines. Effective management also requires documentation and 

communication of plans and progress to facilitate informed decisionmaking among stakeholders, based on federal internal controls for 

effective government management and strategic planning standards.77

 76GAO developed these sound practices by reviewing research on project management 

standards, internal controls for effective government management, and prior GAO work as 

part of its assessment of VA’s update of its disability compensation program. See GAO, 

VA Disability Compensation: Actions Needed to Address Hurdles Facing Program 

Modernization, 

Although VA officials said that their working groups met regularly to 

discuss implementation tasks, given the scope and complexity of the 

multiple initiatives VA must implement, the agency’s planning efforts have 

been insufficient. Without more realistic time frames and communication 

of more complete planning, Congress, other federal agencies, veterans, 

and the public lack complete and reliable information to be able to fully 

collaborate, assess VA’s plans and progress, and make informed 

decisions on resource allocation or other priorities.

GAO-12-846 (Washington, D.C.: Sept. 10, 2012). 

77See GAO/AIMD-00-21.3.1, GAO, Executive Guide: Effectively Implementing the 

Government Performance and Results Act, GAO/GGD-96-118 (Washington D.C.: June 

1996), and Results Oriented Government: Practices that Can Help Enhance and Sustain 

Collaboration Among Federal Agencies, GAO-06-15 (Washington D.C.: October 21, 

2005).
Page 40 GAO-14-324 VA Education Benefits

A sizeable number of veterans report experiencing problems with school 

recruiting and obtaining accurate information from their schools. Many 

others reported that they wanted more information about schools. When 

generalized to the entire student veteran population, our survey results 

indicate that tens of thousands of veterans are affected. Such numbers 

highlight the need for agency action to better protect and inform veterans 

and prevent them from squandering their educational benefits on 

programs that do not meet their educational or career goals. Along with 

efforts to enhance oversight, VA has taken steps to provide veterans with 

information to become better consumers of higher education. However, 

information alone may not be enough to help veterans navigate the 

complex decision-making process involved in selecting a school that will 

best meet their needs. VA provides individual counseling that can help 

veterans fully understand the higher education environment and make 

informed decisions, but it is missing opportunities to improve the 

effectiveness of its outreach and connect prospective student veterans 

with these services. Without easier and timely access to objective 

information and guidance, veterans may rely on readily available 

marketing materials and advice from school representatives, even the 

best-intended of which may not align with a veteran’s specific needs or 

goals.

Further, while VA has made some progress in meeting the multiple and 

substantial goals for informing and protecting veterans that were laid out 

in recent executive and legislative actions, various obstacles have caused 

these initiatives to be delayed. Some of these obstacles have been out of 

VA’s control. However, VA has often moved forward without identifying 

realistic time frames based on sound planning practices— practices that 

are critical to ensure that VA can effectively implement the complex 

initiatives with which it has been tasked. Subsequently, stakeholders and 

policymakers have frequently lacked reliable information on VA’s 

progress in implementing measures that will better protect and inform 

student veterans. Such information is critical to ensure that VA 

implements these new initiatives as quickly as possible, given the many 

thousands of veterans using their GI Bill benefits now and in the coming 

years and the significant federal investment involved.

To ensure that veterans’ education benefits are used effectively, we 

recommend that the Secretary of VA take the following actions:

Conclusions

Recommendations for 

Executive Action
Page 41 GAO-14-324 VA Education Benefits

1) Take additional steps to improve the outreach, accessibility, and 

usefulness of its educational counseling services, particularly for 

prospective student veterans, for example by

• featuring these services in resources intended for prospective 

students veterans;

• prioritizing efforts to enable veterans to apply for educational 

counseling online; and

• considering cost-effective ways to gather more information on 

applicants, users, and key program areas (such as the timeliness of 

service) to better identify service needs or gaps and to improve the 

effectiveness of future outreach.

2) More consistently develop, document, and communicate realistic 

timelines and goals for implementing VA initiatives based on federal 

requirements by identifying specific activities needed to achieve goals 

and associated implementation timelines, as well as resource issues or 

potential internal or external risks that may affect timing.

We provided a draft copy of this report to VA and Education for review 

and comment. VA concurred with our recommendations. In agreeing with 

our recommendation related to its educational counseling services, VA 

noted that it has started making plans to develop an online application 

and is taking additional steps to enhance the outreach and delivery of 

these services. In concurring with our recommendation to use sound 

planning practices to implement its ongoing initiatives, VA acknowledged 

it was slow to use formal project management concepts when it began to 

implement Executive Order 13607. VA stated that it has since used more 

formal project management methods to implement Public Law 112-249, 

citing as evidence of its improved planning the use of interagency working 

groups to identify activities necessary to achieve goals, the development 

of a master schedule, and the anticipated timeframes for various 

initiatives outlined in its April 2013 report to Congress. In our report, we 

acknowledge the considerable new initiatives that VA was responsible for 

implementing and we note examples of VA’s working groups and the 

Agency Comments 

and Our Evaluation
Page 42 GAO-14-324 VA Education Benefits

plans and timeframes outlined in VA’s April 2013 report to Congress.78

Education had no comments on our findings or recommendations, but 

outlined its efforts to help veterans and other students make informed 

educational choices and noted its collaboration with VA and other 

agencies to support implementation of the Executive Order. Education’s 

comments are reproduced in appendix IV. VA and Education provided 

technical comments that were incorporated, as appropriate. We also 

provided selected relevant portions of the draft to the Department of 

Defense and incorporated its technical comments, as appropriate.

While VA’s more recent actions represent a step in the right direction, its 

overall efforts did not consistently produce sound planning activities and 

documents that included appropriate timeframes, specific identification of 

activities and resources needed, and risks that could delay 

implementation. We continue to believe that, moving forward, VA needs 

to improve its planning efforts to ensure that it implements the future 

initiatives required by the Executive Order and Public Law 112-249 as 

quickly as possible. For example, to mitigate risks and better establish 

realistic timeframes, VA could do more to develop implementation plans 

for the feedback system and the next phase of the comparison tool. VA’s 

comments are reproduced in appendix III. 

We are sending copies of this report to relevant congressional 

committees, the Secretaries of VA and Education, and other interested 

parties. In addition, this report will be available at no charge on GAO’s 

website at http://www.gao.gov.

 78VA did not provide us with any master schedule during our review. In response to VA’s 

comment, we asked for this document and VA provided it. While we support VA’s use of 

this type of schedule to improve its planning, the schedule provided does not include 

substantive information on several of VA’s key initiatives. When it provided the master 

schedule, VA also provided minutes from its working groups implementing Public Law 

112-249, documents that VA did not provide during our review. These minutes reflect 

some discussion of risks and financial contingencies, but do not fully incorporate all 

elements of sound planning.
Page 43 GAO-14-324 VA Education Benefits

If you or your staffs have any questions about this report, please contact 

me at (617) 788-0534 or EmreyArrasM@gao.gov. Contact points for our 

Offices of Congressional Relations and Public Affairs may be found on 

the last page of this report. GAO staff who made key contributions to this 

report are listed in appendix V.

Melissa Emrey-Arras

Director, Education, Workforce, and

 Income Security Issues 
Appendix I: Objectives, Scope, and 

Methodology

Page 44 GAO-14-324 VA Education Benefits

The objectives of our report were to examine: (1) how do selected 

schools recruit veterans; (2) what are the school search and recruiting 

experiences of student veterans; and (3) what actions has the 

Department of Veterans Affairs (VA) taken to help veterans make 

informed education decisions and to identify inappropriate school 

recruiting? To address our first question, we interviewed officials from 9 

schools and reviewed the websites of an additional 30 schools. To 

address our second question, we administered a national survey of 

student veterans. To address our third question, we reviewed pertinent 

federal laws, regulations, and requirements, as well as agency 

documents, and interviewed officials from VA and the Department of 

Education, as well as the Consumer Financial Protection Bureau, the 

Department of Defense, and the Department of Justice. For all three 

questions, we also spoke with veterans service and higher education 

organizations. We conducted this performance audit from February 2013 

to May 2014, in accordance with generally accepted government auditing 

standards. Those standards require that we plan and perform the audit to 

obtain sufficient, appropriate evidence to provide a reasonable basis for 

our findings and conclusions based on our audit objectives. We believe 

that the evidence obtained provides a reasonable basis for our findings 

and conclusions based on our audit objectives.

We conducted phone interviews with officials from nine schools to gather 

information on the extent and ways they reach out and provide 

information to veterans and military servicemembers (see table 1).1

We also reviewed the websites of 30 additional schools to obtain basic 

information on how schools’ used their websites to provide information to 

We 

selected these schools for variation among sectors, degrees offered, and 

the amount of funds received from VA under the Post 9/11 GI Bill 

program. However, all of our selected schools received at least $2 million 

in total Post-9/11 GI Bill funds from fiscal years 2010 through 2011, the 

most recent data available when we selected our schools. We also chose 

schools with a relatively higher proportion of veterans in their student 

population. Finally, we sought to include some schools that had online 

programs or were near a military base.

 1

While this report focuses on student veterans, schools’ advertising and recruiting 

practices are often aimed at the larger group of military-affiliated students that includes 

both veteran and active-duty servicemembers.

Appendix I: Objectives, Scope, and 

Methodology

School Interviews and 

School Website Analysis
Appendix I: Objectives, Scope, and 

Methodology

Page 45 GAO-14-324 VA Education Benefits

veteran or military students.2 Similar to the schools selected for interview, 

all schools in our website analysis received at least $2 million in total 

Post-9/11 GI Bill funds from 2010 through 2011. We selected 10 schools 

per sector, in which we randomly selected five schools that were in the 

top 10 percent of schools in each sector based on their Post-9/11 GI Bill 

funding amounts and five that were not. From each website, we 

determined whether the site included specific information for veterans and 

whether this information was featured on the home page, as well as other 

veteran-related communication. We also looked for the availability of 

certain information for students generally, such as costs and fees and 

graduation rates. The information gathered from our school interviews 

and website review is not generalizable to all schools, but is useful in 

illustrating a range of recruiting practices used among our selected 

schools.

To obtain information on the factors that influenced student veterans’

school decisions, as well as their experiences with school recruitment, we 

administered a survey to a nationally representative sample of 900 

recently enrolled student veterans (300 each in the public, nonprofit, and 

public sectors) and asked them about their school search and recruiting 

experiences, information they received from their current school, and their 

perspectives on relevant information and services from VA. All survey 

results presented in the body of this report are generalizable to the 

population of 73,000 student veterans who were receiving Post-9/11 GI 

Bill benefits for the first time in 2012. Due to an insufficient response rate, 

we were not able to report results by sector. We administered the survey 

using mail and electronic distribution from July 2013 to November 2013. A 

copy of the full questionnaire and aggregate responses for all closeended questions are included in appendix II. The practical difficulties of 

conducting any survey may introduce errors, commonly referred to as 

nonsampling errors. For example, difficulties in interpreting a particular 

question or sources of information available to respondents can introduce 

 2

We collected information from websites from May 2013 to November 2013, with some 

additional website review in January and February 2014 for verification purposes. Website 

content may have changed since we reviewed these sites.

National Survey of Student 

Veterans

Overview
Appendix I: Objectives, Scope, and 

Methodology

Page 46 GAO-14-324 VA Education Benefits

unwanted variability into the survey results. We took steps in developing 

the questionnaire, collecting the data, and analyzing them to minimize 

such nonsampling error (see below).

Using data from VA, we identified the population of all veterans who were 

enrolled in postsecondary education for the first time between July and 

December 2012 and were using Post-9/11 GI Bill benefits to fund their 

education—approximately 90,000 student veterans.3

To inform the design of our survey instrument, we met with individual 

veterans and veterans service organizations. We conducted seven 

pretests with veterans who attended schools across the sectors to ensure 

that survey questions collected the expected information, obtain any 

suggestions for clarification, and determine whether veterans were able to 

appropriately recall their experiences when they were selecting schools. 

We also discussed survey questions and administration modes with 

students from two veterans service organizations.

To stratify our 

random sample into three equal groups based on school sector (public, 

public, and for-profit), we merged data from the Department of Education 

on school sectors with our list of student veterans, using school identifier 

information in both data sets. While some veterans’ school information 

could not be matched to the existing information on school sector, we 

matched schools representing most of the veterans in our population, 

which resulted in a universe of approximately 73,000 veterans from which 

we drew our stratified random sample of 900 student veterans, 300 

attending schools in each sector.

To encourage survey participation, we conducted pre-administration and 

follow-up phone calls, sent survey instruments to both e-mail and mailing 

addresses, and took other measures. Before administering the survey, we 

contacted individuals in our sample for whom we had telephone or e-mail 

contact information to inform them about the survey, update their 

preferred contact information, and answer any questions or concerns they 

had. In addition, we included information from Student Veterans of 

America to help promote our survey. We administered the survey using 

both e-mail and mailing addresses. We sent a hard copy of our survey to 

individuals in our sample with a mailing address but without an e-mail 

 3

We excluded active duty servicemembers, dependents, and spouses who were using 

Post-9/11 GI Bill benefits. 

Sample Design and Survey 

Development and 

Administration
Appendix I: Objectives, Scope, and 

Methodology

Page 47 GAO-14-324 VA Education Benefits

address, and sent an e-mail message with a hyperlink to an online 

version of the survey to those for whom we had e-mail addresses. We 

also included a postcard with the hard copy survey that provided 

instructions on how to complete the survey online, for those who 

preferred to respond online. A few weeks after our initial request, we did a 

second round of hard copy mailings to all recipients who had not 

completed the survey online or by mail, so that all these recipients 

received at least one mailed survey. We also sent follow-up emails and 

conducted follow-up phone calls to encourage participation. Additionally, 

we requested updated contact information from VA and searched public 

records for additional contact information for a subset of those in our 

sample for whom we had returned mail or other indications that their 

contact information was incorrect.

A total of 254 students responded to the survey, for an unweighted 

response rate of 28 percent. We conducted a nonresponse bias analysis 

to see if characteristics available from the sample frame for survey 

respondents correlated with the propensity to respond. We used logistic 

regression models with a binary response variable to test for this. Our 

non-response bias analysis indicated that our survey respondents did not 

reflect the age distribution of the sample frame population. Specifically, 

our respondents tended to be older than the population from which we 

selected our sample. To adjust for this, we post-stratified the sample 

weights by age so that the weighted age distribution of our sample 

respondents reflected the age distributions in the sample frame. All 

estimates presented in this report are weighted to reflect the sample 

design, a non-response adjustment, and post-stratification for age.

Because we followed a probability procedure based on random 

selections, our sample is only one of a large number of samples that we 

might have drawn. Since each sample could have provided different 

estimates, we express our confidence in the precision of our particular 

sample’s results as a 95 percent confidence interval (e.g., plus or minus 7 

percentage points). This is the interval that would contain the actual 

population value for 95 percent of the samples we could have drawn. 

Confidence intervals are provided along with each sample estimate in the 

report.

We interviewed several veterans service organizations and higher 

education organizations to obtain their perspectives on key issues 

affecting recruitment of student veterans. These organizations included 

the American Association of Collegiate Registrars and Admissions 

Officers, American Association of Community Colleges, American 

Analysis of Respondents

Interviews with Veterans 

Service and Higher 

Education Organizations
Appendix I: Objectives, Scope, and 

Methodology

Page 48 GAO-14-324 VA Education Benefits

Association of State Colleges and Universities, American Council on 

Education, The American Legion, Association of Private Sector Colleges 

and Universities, The Institute for College Access and Success, Iraq and 

Afghanistan Veterans of America, National Association of State 

Approving Agencies, NASPA - Student Affairs Administrators in Higher 

Education, National Association of Student Financial Aid Administrators, 

National Association of Veterans Program Administrators, 

Servicemembers Opportunity Colleges, Student Veterans of America, 

Veterans of Foreign Wars, and VetJobs.
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 49 GAO-14-324 VA Education Benefits

The questions we asked in our survey of student veterans are shown 

below. Our survey was comprised of closed- and open-ended questions. 

In this appendix, we include all survey questions and aggregate results of 

responses to the closed-ended questions; we do not provide information 

on responses provided to the open-ended questions. For a more detailed 

discussion of our survey methodology, see appendix I.

Section A: Background

1. Have you received ANY GI Bill education benefits since July 

2012? We are interested in all GI Bill benefits, including Post 9/11, 

Montgomery, and all other GI bill education benefits.

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 95.1 90.4 97.9

No 4.9 2.1 9.6

2. For use at what school did you most recently receive your GI Bill 

education benefits?

[Open-ended]

3. If known, where is the school located?

[Open-ended]

4. In what year did you first attend this school?

[Open-ended]

5. What degree or certificate were you working on during your most 

recent term of enrollment?

Appendix II: Survey of Veterans’ Educational 

Decisions
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 50 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Certificate program 

(less than 2 years)

4.6 2.1 8.6

Associate’s degree 35.7 28.6 43.3

Undergraduate 

certificate/diploma

1.2 0.1 5.9

Bachelor’s degree 43.1 35.8 50.7

Post-baccalaureate 

certificate

0.4 0 2.3

Master’s degree 10.6 7.3 15.2

Post-Master’s 

certificate

0.5 0 2.5

Professional degree 

(such as J.D., M.D.)

1.9 0.4 5.3

6. In addition to GI Bill education benefits, what other sources of 

financial aid did you use or are you using to finance your education 

at current or most recent school? (Check all that apply).

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Federal student loans (such as 

Direct Loans, Perkins Loans, and 

Stafford Loans)

44.5 34.9 54.5

Pell Grants 56.5 46.5 66.0

Supplemental Education 

Opportunity Grants

4.4 0.8 13.4

Teacher Education Assistance for 

College and Higher Education 

(TEACH) Grants

0.4 0 4.3

Iraq and Afghanistan Service 

Grants

1.5 0.1 6.3

Federal work study 6.6 2.0 15.3

Private student loans 4.6 1.1 12.1
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 51 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Other (such as state grants, 

employer education assistance, 

and scholarships from private 

entities)

20.3 11.8 31.3

Section B: Enrollment Decisions

7. At what point did you make the decision to start looking at 

schools? (Check one response.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Prior to entering military service 6.3 3.3 10.7

While on active duty or in 

service 43.8 36.4 51.5

After being released from 

military service 49.9 42.3 57.5

8. How much time did you spend looking at schools? (Check one 

response.)

Response

Estimated 

Percentage

95 percent 

confidence interval 

– lower bound 

(percentage)

95 percent 

confidence interval 

– upper bound 

(percentage)

Less than 2 months 41.9 34.5 49.6

2 to less than 6 months 26.1 20.1 33.1

6 to less than 12 months 17.4 12.3 23.9

12 to less than 24 months 6.5 3.1 11.8

More than 24 months 4.6 2.2 8.5

Not sure 3.5 1.5 7.0
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 52 GAO-14-324 VA Education Benefits

9. About how many schools did you consider attending? (Check one 

response.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Only considered the school I 

currently or most recently 

attended

19.0 13.7 25.7

2 to 4 schools 70.4 63.0 76.9

5 or more school 10.2 5.9 16.1

Not sure 0.4 0 2.3

Section C: Factors Affecting School Selection

10. Before deciding to attend your current or most recent school, do 

you recall going to a school fair either on or off a military base? 

(Check one response for each item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

School fairs or 

conferences on a military 

base

Yes 12.6 7.5 19.3

No 82.5 75.3 87.9

Not 

sure

5.0 2.1 9.7

School fairs or 

conferences off of a 

military base, but not on 

school campus

Yes 7.0 3.6 11.9

No 85.9 79.2 91.1

Not 

sure

7.1 3.3 13.1
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 53 GAO-14-324 VA Education Benefits

11. Before deciding to attend your current or most recent school, do 

you recall going on a campus visit to that school? (Check one 

response).

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 42.1 34.7 49.9

No 57.4 49.6 64.8

Not sure 0.5 0 2.6

12. Before deciding to attend your current or most recent school, do 

you recall seeing advertising from any of the following sources for 

either the school you are attending or any other schools you were 

considering? (Check one response for current school and one 

response for other school(s) you considered.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

12a. Military 

television

Yes (current 

school)

1.8 0.4 4.8

Yes (other 

schools)

6.5 3.2 11.8

12b. Other 

television

Yes (current 

school)

25.5 19.4 32.7

Yes (other 

schools)

35.6 27.9 44.1

12c. Radio Yes (current 

school)

17.9 12.4 25.1

Yes (other 

schools)

25.5 18.5 33.9

12d. Emails Yes (current 

school)

18.5 13.3 25.3

Yes (other 

schools)

32.6 25.1 41.1

12e. Text 

messages

Yes (current 

school)

1.9 0.4 5.6

Yes (other 

schools)

2.6 0.8 6.3
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 54 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

12f. Social media 

(such as 

Facebook, Twitter, 

etc.)

Yes (current 

school)

23.3 17.4 30.6

Yes (other 

schools)

24.0 17.3 32.3

12g. Other internet 

ads

Yes (current 

school)

23.9 18.2 30.7

Yes (other 

schools)

30.7 23.5 39.0

12h. Direct 

mailings

Yes (current 

school)

18.6 13.0 25.8

Yes (other 

schools)

24.9 18.0 33.2

12i. Military 

newspaper, 

magazines, or 

journals

Yes (current 

school)

12.7 8.5 18.6

Yes (other 

schools)

14.3 9.1 21.1

12j. Other 

newspaper, 

magazines, or 

journals

Yes (current 

school)

14.3 10.1 19.8

Yes (other 

schools)

21.9 15.6 29.8

12k. Other Yes (current 

school)

13.4 8.1 20.3

Yes (other 

schools)

5.8 2.5 11.0

If yes to 12k: What other type of advertising do you recall seeing 

either for the school you are attending or for any other school you 

considered?

[Open-ended]

13. How important, if at all, were each of the following factors in your 

decision to enroll in your current or most recent school? (Check one 

response for each item).
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 55 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

13a. School fairs No basis to 

judge

38.3 31.3 45.9

Extremely 

important

1.7 0.3 5.4

Very important 4.6 2.1 8.7

Moderately 

important

9.7 5.4 15.9

Somewhat 

important

4.8 2.0 9.5

Not at all 

important

40.8 33.5 48.6

13b. Campus visits No basis to 

judge

25.1 19.3 32.0

Extremely 

important

12.8 8.0 19.0

Very important 14.6 9.8 21.0

Moderately 

important

9.3 5.2 15.2

Somewhat 

important

8.6 4.7 14.3

Not at all 

important

29.6 23.1 37.1

13c. Direct 

communications 

with school 

personnel

No basis to 

judge

6.6 3.5 11.0

Extremely 

important

36.4 29.3 44.1

Very important 31.9 25.2 39.5

Moderately 

important

12.7 8.5 18.5

Somewhat 

important

1.7 0.4 4.8

Not at all 

important

10.7 6.4 16.5

13d. 

Advertisements

No basis to 

judge

15.7 11.0 21.8

Extremely 

important

4.8 1.9 9.6

Very important 5.0 2.3 9.3
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 56 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

Moderately 

important

15.6 10.7 22.2

Somewhat 

important

12.7 8.4 18.7

Not at all 

important

46.2 38.6 53.9

13e. School 

websites

No basis to 

judge

10.8 6.4 16.7

Extremely 

important

19.1 13.7 25.9

Very important 28.8 22.5 35.9

Moderately 

important

18.3 13.0 25.2

Somewhat 

important

10.1 5.9 15.9

Not at all 

important

13.0 8.3 19.0

13f. 

Recommendations 

from family, 

mentors, or friends

No basis to 

judge

9.2 5.7 14.0

Extremely 

important

32.3 25.4 40.0

Very important 15.2 10.7 21.2

Moderately 

important

15.4 10.8 21.5

Somewhat 

important

11.5 6.7 18.0

Not at all 

important

16.4 11.4 22.9

13g. Information 

from VA

No basis to 

judge

22.6 17.1 29.2

Extremely 

important

18.5 13.2 25.2

Very important 19.4 13.9 26.4

Moderately 

important

11.8 7.2 17.9

Somewhat 

important

7.8 4.1 13.2
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 57 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

Not at all 

important

19.9 14.4 26.9

13h. Characteristics 

of the school 

program (such as 

size, reputation, 

etc.)

No basis to 

judge

8.0 4.4 13.1

Extremely 

important

27.7 21.4 35.0

Very important 32.6 25.8 40.2

Moderately 

important

11.1 6.7 17.0

Somewhat 

important

10.3 6.0 16.2

Not at all 

important

10.3 6.0 16.1

13i. School location No basis to 

judge

8.2 4.7 13.0

Extremely 

important

42.3 34.9 50.0

Very important 27.9 21.3 35.6

Moderately 

important

11.0 6.8 16.5

Somewhat 

important

2.8 1.1 5.8

Not at all 

important

8.0 4.8 12.3

13j. Financial 

reasons such as 

overall cost or 

availability of 

financial aid

No basis to 

judge

6.4 3.2 11.3

Extremely 

important

43.8 36.4 51.5

Very important 23.0 17.2 30.0

Moderately 

important

10.8 6.3 16.8

Somewhat 

important

9.8 5.7 15.5

Not at all 

important

6.2 3.2 10.8
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 58 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

13k. Military 

friendliness (such 

as active veterans

organizations, or 

veterans services 

and programs)

No basis to 

judge

4.5 2.1 8.1

Extremely 

important

45.3 37.9 52.9

Very important 24.0 17.8 31.5

Moderately 

important

11.6 7.1 17.6

Somewhat 

important

5.8 3.0 10.2

Not at all 

important

8.8 5.0 14.1

13l. Other No basis to 

judge

57.9 46.2 68.8

Extremely 

important

17.7 9.4 29.2

Very important 1.7 0.2 6.6

Moderately 

important

8.1 2.8 17.2

Somewhat 

important

- - -

Not at all 

important

14.6 7.3 25.0

If yes to 13l: What other factor was important in your decision to 

enroll in your current school?

[Open-ended]

Section D: Types of Contact with Schools

14. Before deciding to attend your current or most recent school, did 

you visit the school’s website? (Check one response.)
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 59 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 87.7 82.1 91.7

No 10.3 6.4 15.6

Not sure 2.0 0.5 5.2

15. Did you request more information after visiting the website? 

(Check one response.)

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 73.4 65.4 80.1

No 22.0 15.9 29.6

Not sure 4.6 1.6 9.9

16. Before you decided to attend your current or most recent school, 

about how many phone calls, emails, or text messages did you 

receive from the school encouraging you to enroll in the program? 

We would like you to consider only phone calls, emails, and text 

messages from the school you are currently attending. (Check one 

response on each row.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Phone calls None 44.6 37.2 52.2

1 to 2 30.8 24.2 38.1

3 to 5 15.3 10.7 21.2

More than 5 6.4 3.4 10.8

Not sure 3.0 1.0 6.8

Emails None 33.8 26.8 41.6

1 to 2 26.0 20.0 33.2

3 to 5 19.0 13.9 25.3

More than 5 16.8 11.7 23.5

Not sure 4.3 1.8 8.6

Text messages None 94.3 90.4 96.9
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 60 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

1 to 2 3.7 1.7 7.1

3 to 5 0.2 0 2.0

More than 5 0.3 0 2.2

Not sure 1.4 0.3 4.0

17. Do you feel that you received too few, about the right amount, or 

too many phone calls, emails, and texts from the school 

encouraging you to enroll in the program? (Check one response for 

each item).

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Phone calls I did not receive 

any

37.7 30.4 45.5

Too few 2.7 0.8 6.5

About the right 

amount

54.6 46.8 62.1

Too many 1.6 0.4 4.2

Not sure 3.4 1.2 7.5

Emails I did not receive 

any

31.5 24.5 39.5

Too few 4.8 2.0 9.7

About the right 

amount

54.7 46.8 62.3

Too many 4.2 1.8 8.1

Not sure 4.8 2.1 9.3

Text messages I did not receive 

any

83.5 77.2 88.4

Too few 1.3 0.2 4.8

About the right 

amount

13.4 9.1 19.4

Too many 0.2 0 2.1

Not sure 1.5 0.3 4.5
Appendix II: Survey of Veterans’ Educational 

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Page 61 GAO-14-324 VA Education Benefits

18. Thinking of the various ways schools contacted you about 

enrolling in the program and provided you with information, what, if 

anything, did you find helpful in deciding where to attend school?

[Open-ended]

19. We also are interested in contact you may have had with any 

schools other than the school you are currently attending. Do you 

feel that any schools, other than the one you are currently attending, 

contacted you excessively? (Check one response.)

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 19.2 13.9 25.9

No 80.8 74.1 86.1

20. On average for the schools that contacted you excessively, 

about how many phone calls, emails, texts or other types of contact 

did you receive? (Check one response for each item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

Phone calls I did not 

receive any

18.3 7.4 34.7

1 to 2 11.5 2.5 30.1

3 to 5 n/r n/r n/r

6 to 10 12.7 4.2 27.5

More than 10 20.4 9.6 35.6

Emails I did not 

receive any

16.0 5.8 32.5

1 to 2 6.8 1.3 19.4

3 to 5 14.2 4.7 30.2

6 to 10 n/r n/r n/r

More than 10 n/r n/r n/r

Text messages I did not 

receive any

90.6 76.7 97.7

1 to 2 5.1 0.4 19.5
Appendix II: Survey of Veterans’ Educational 

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Page 62 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

3 to 5 - - -

6 to 10 - - -

More than 10 4.3 0.5 15.1

Note: N/R indicates that we are not reporting results because the width of the confidence interval is 

greater than 30 percentage points.

21. Did you ever feel pressure from any school to enroll? (Check one 

response.)

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 10.2 6.4 15.4

No 89.8 84.6 93.6

22. If yes to 21: What type of pressure did you experience?

[Open-ended]

Section E: Information Received from Schools

23. Do you think the following information you obtained from your 

current or most recent school was generally accurate or inaccurate? 

(Choose one response for each item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

23a. 

Acceptance of 

credits earned 

in the military

I did not look for or obtain 

information

29.1 22.9 36.1

Generally accurate 51.9 44.3 59.5

Generally inaccurate 7.6 3.8 13.3

Not sure 11.4 6.8 17.7
Appendix II: Survey of Veterans’ Educational 

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Page 63 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

23b. 

Acceptance of 

credits 

transferred 

from other 

institutions

I did not look for or obtain 

information

24.6 18.6 31.6

Generally accurate 63.6 56.0 70.6

Generally inaccurate 6.0 2.8 11.0

Not sure 5.8 2.9 10.2

23c. 

Transferability 

of credits to 

other 

institutions

I did not look for or obtain 

information

28.1 21.9 35.4

Generally accurate 58.8 51.1 66.0

Generally inaccurate 2.8 0.8 6.8

Not sure 10.3 6.3 15.7

23d. Total cost 

of program

I did not look for or obtain 

information

7.2 3.9 11.9

Generally accurate 86.8 81.2 90.9

Generally inaccurate 1.5 0.3 4.0

Not sure 4.6 2.1 8.6

23e. Amount of 

total cost 

covered by VA 

educational 

benefits

I did not look for or obtain 

information

2.5 0.9 5.3

Generally accurate 85.1 78.5 89.9

Generally inaccurate 9.1 4.7 15.5

Not sure 3.3 1.3 6.8

23f. Type and 

amount of 

eligible 

financial aid

I did not look for or obtain 

information

10.8 7.3 15.6

Generally accurate 76.8 70.1 82.3

Generally inaccurate 5.6 2.4 10.9

Not sure 6.9 3.9 11.1
Appendix II: Survey of Veterans’ Educational 

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Page 64 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

23g. Estimated 

student loan 

debt upon 

graduation

I did not look for or obtain 

information

36.2 29.2 43.9

Generally accurate 43.8 36.2 51.6

Generally inaccurate 7.7 3.5 14.2

Not sure 12.3 8.3 17.8

23h. Veteran 

support 

services

I did not look for or obtain 

information

9.1 5.5 14.0

Generally accurate 80.1 73.6 85.3

Generally inaccurate 6.4 3.3 11.0

Not sure 4.4 1.8 8.9

23i. 

Accreditation 

status of school 

and/or program

I did not look for or obtain 

information

7.1 3.8 11.8

Generally accurate 86.8 80.9 91.0

Generally inaccurate 2.4 0.8 5.8

Not sure 3.7 1.4 7.7

23j. Graduation 

rates

I did not look for or obtain 

information

17.8 12.9 24.0

Generally accurate 68.6 61.2 75.2

Generally inaccurate 4.3 1.6 9.3

Not sure 9.2 5.2 14.8

23k. 

Employment 

requirements 

for intended 

occupations 

(such as 

certification or 

licensure 

requirements)

I did not look for or obtain 

information

26.2 20.3 33.3

Generally accurate 54.7 46.9 62.2

Generally inaccurate 5.2 2.0 10.7

Not sure 13.9 9.1 20.1
Appendix II: Survey of Veterans’ Educational 

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Page 65 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

23l. Job 

placement 

rates after 

graduation

I did not look for or obtain 

information

35.3 28.3 42.9

Generally accurate 38.6 31.3 46.4

Generally inaccurate 6.7 3.1 12.2

Not sure 19.5 14.0 26.4

23m. Future 

employment or 

job market 

potential 

associated with 

educational 

program

I did not look for or obtain 

information

29.6 23.1 37.0

Generally accurate 47.7 40.0 55.4

Generally inaccurate 2.8 1.1 5.9

Not sure 19.9 14.3 27.1

Note: Percentages reported in this table do not exclude those who reported not obtaining information 

in each area, as presented in the body of the report.

In the space below, please provide any additional details you would 

like on the accuracy of information obtained.

[Open-ended]

24. In which of the following areas, if any, would you have liked 

more information from your current or most recent school? (Check 

one response for each item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent

confidence 

interval –

upper bound 

(percentage)

24a. Acceptance of credits earned in 

the military

Yes 50.0 41.9 58.0

No 50.0 42.0 58.1

24b. Acceptance of credits 

transferred from other institutions

Yes 38.3 30.6 46.7

No 61.7 53.3 69.4
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 66 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent

confidence 

interval –

upper bound 

(percentage)

24c. Transferability of credits to 

other institutions

Yes 42.8 34.8 51.2

No 57.2 48.8 65.2

24d. Total cost of program Yes 41.6 33.8 49.9

No 58.4 50.1 66.2

24e. Amount of total cost covered by 

VA educational benefits

Yes 51.5 43.4 59.5

No 48.5 40.5 56.6

24f. Type and amount of eligible 

financial aid

Yes 53.8 45.7 61.7

No 46.2 38.3 54.3

24g. Estimated student loan debt 

upon graduation

Yes 40.4 32.6 48.7

No 59.6 51.3 67.4

24h. Veteran support services Yes 62.1 54.2 69.4

No 37.9 30.6 45.8

24i. Accreditation status of school 

and/or program

Yes 41.9 34.1 50.2

No 58.1 49.8 65.9

24j. Graduation rates Yes 40.1 32.3 48.3

No 59.9 51.7 67.7

24k. Employment requirements for 

intended occupations (such as 

certification or licensure 

requirements)

Yes 44.4 36.5 52.6

No 55.6 47.4 63.5

24l. Job placement rates after 

graduation

Yes 49.7 41.6 57.8

No 50.3 42.2 58.4

24m. Future employment or job 

market potential associated with 

educational program

Yes 51.1 43.1 59.1

No 48.9 40.9 56.9

24n. Other Yes 21.7 13.3 32.3

No 78.3 67.7 86.7

If yes to 24n: What other type of information would you have liked?
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 67 GAO-14-324 VA Education Benefits

[Open-ended]

Section F: Information Received from the U.S. Department of 

Veterans Affairs (VA)

25. Did you use VA’s GI Bill website to learn more about your GI Bill 

benefits prior to deciding to attend your current or most recent 

school?

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 76.9 70.1 82.5

No 20.3 15.1 26.7

Not sure 2.8 0.9 6.7

26. If yes to 25: How helpful was this website in providing you with 

information about your education benefits?

Response

Estimated 

Percentage

95 percent 

confidence interval 

– lower bound 

(percentage)

95 percent 

confidence interval 

– upper bound 

(percentage)

Very helpful 34.3 26.7 42.8

Moderately helpful 38.1 29.7 47.2

Somewhat helpful 23.1 16.4 31.4

Not at all helpful 4.6 1.7 9.7

27. What, if any, suggestions do you have for improving VA’s GI Bill 

website?

[Open-ended]

28. VA provides educational and vocational counseling, available to 

all individuals who are eligible for VA educational benefits. Were you 

aware of this service while considering schools? The VA 

educational and vocational counseling is not part of any exit briefing 

that you may have received.
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 68 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 43.0 35.7 50.7

No 49.3 41.7 56.9

Not sure 7.7 4.2 12.7

29. Did you apply for education and vocational counseling services 

from VA?

Response

Estimated 

Percentage

95 percent confidence 

interval – lower bound 

(percentage)

95 percent confidence 

interval – upper bound 

(percentage)

Yes 24.9 15.5 36.4

No 66.0 54.2 76.1

Not sure 9.1 3.6 18.4

30. If no to 29: Which of the following reasons, if any, best describes 

why you did not apply for educational and vocational counseling 

services from VA? (Check all that apply.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

I did not want or need the counseling 83.7 68.9 93.4

I did not know how to apply for the 

counseling

n/r n/r n/r

I did not have time to attend 

counseling

11.6 2.9 28.6

I did not live near the counseling 

locations

n/r n/r n/r

I felt that applying for the service was 

too difficult

n/r n/r n/r

Other reasons 12.8 3.4 30.5

Note: N/R indicates that we are not reporting results because the width of the confidence interval is 

greater than 30 percentage points.
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 69 GAO-14-324 VA Education Benefits

31. If yes to 29: If you received VA’s educational and vocational 

counseling: How satisfied, if at all, were you with the educational 

and vocational counseling you received from VA?

Response

Estimated 

Percentage

95 percent 

confidence 

interval – lower 

bound 

(percentage)

95 percent 

confidence 

interval – upper 

bound 

(percentage)

I did not receive 

counseling

n/r n/r n/r

Very satisfied n/r n/r n/r

Mostly satisfied n/r n/r n/r

Somewhat satisfied n/r n/r n/r

Not at all satisfied - - -

Note: N/R indicates that we are not reporting results because the width of the confidence interval is 

greater than 30 percentage points.

32. What, if any, suggestions do you have for improving VA’s 

educational and vocational counseling services?

[Open-ended]

33. VA provides resource to veterans looking to go to school. Which 

of the following types of information, if any, did you obtain from VA 

about the schools you considered? (Check one response for each 

item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

33a. Information on total costs of 

education

Yes 36.4 29.3 44.0

No 63.6 56.0 70.7

33b. Information on your VA 

educational benefits

Yes 75.1 67.6 81.4

No 24.9 18.6 32.4

33c. Information on other federal 

financial aid programs for which 

you might qualify

Yes 32.0 25.3 39.5

No 68.0 60.5 74.7
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 70 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

33d. Calculation of your expected 

out of pocket costs

Yes 31.9 25.2 39.6

No 68.1 60.4 74.8

33e. Information on academic 

outcomes, such as graduation 

rates

Yes 20.3 14.7 27.3

No 79.7 72.7 85.3

33f. Information on employment 

outcomes, such as job placement 

rates

Yes 21.8 15.8 29.1

No 78.2 70.9 84.2

33g. Other Yes 4.4 1.4 9.9

No 95.6 90.1 98.6

If yes to 33g: What other information did you obtain?

[Open-ended]

34. If yes to any of questions 33a through 33g: how helpful was the 

information from VA when choosing where to attend? (Check one 

response for each item.)

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

34a. Information on 

total costs of 

education

Extremely 

helpful

29.7 18.4 43.2

Very helpful 33.0 20.8 47.2

Moderately 

helpful

30.7 18.9 44.6

Somewhat 

helpful

3.3 0.5 10.3

Not at all helpful 1.9 0.1 8.1

No basis to 

judge

1.5 0 7.9
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 71 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

34b. Information on 

your VA educational 

benefits

Extremely 

helpful

29.4 21.7 38.6

Very helpful 34.6 26.4 43.8

Moderately 

helpful

22.1 15.2 30.8

Somewhat 

helpful

8.3 3.6 15.7

Not at all helpful 2.7 0.7 7.0

No basis to 

judge

2.9 0.8 7.2

34c. Information on 

other federal financial 

aid programs for 

which you might 

qualify

Extremely 

helpful

32.8 20.0 47.8

Very helpful 23.9 13.4 37.4

Moderately 

helpful

28.4 16.5 42.9

Somewhat 

helpful

3.4 0.3 13.5

Not at all helpful 3.5 0.5 11.3

No basis to 

judge

8.0 2.4 18.7

34d. Calculation of 

your expected out of 

pocket costs

Extremely 

helpful

27.6 16.2 41.7

Very helpful 22.7 11.6 37.6

Moderately 

helpful

39.2 25.0 54.8

Somewhat 

helpful

4.1 0.5 13.7

Not at all helpful 1.7 0 9.1

No basis to 

judge

4.7 0.9 13.3

34e. Information on 

academic outcomes, 

such as graduation 

rates

Extremely 

helpful

22.4 10.6 38.8

Very helpful n/r n/r n/r
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 72 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

Moderately 

helpful

23.3 10.8 40.7

Somewhat 

helpful

4.4 0.5 15.3

Not at all helpful 3.4 0.2 13.8

No basis to 

judge

8.0 1.6 22.2

34f. Information on 

employment 

outcomes, such as 

job placement rates

Extremely 

helpful

21.3 9.6 37.9

Very helpful n/r n/r n/r

Moderately 

helpful

n/r n/r n/r

Somewhat 

helpful

12.4 3.6 28.4

Not at all helpful 3.5 0.2 14.7

No basis to 

judge

2.5 0.1 13.2

34g. Other Extremely 

helpful

3.5 0.4 12.0

Very helpful 2.1 0.1 9.3

Moderately 

helpful

9.8 3.2 21.5

Somewhat 

helpful

3.3 0.1 16.5

Not at all helpful 9.0 2.9 20.3

No basis to 

judge

72.2 57.7 84.0

Note: N/R indicates that we are not reporting results because the width of the confidence interval is 

greater than 30 percentage points.

If yes to 34g: What other information was helpful?

[Open-ended]

35. In which of the following areas, if any, would you have liked 

more information from VA about the schools that you considered to 

help you make a choice about where to attend? (Check one 

response for each item.)
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 73 GAO-14-324 VA Education Benefits

Response

Estimated 

Percentage

95 percent 

confidence 

interval –

lower bound 

(percentage)

95 percent 

confidence 

interval –

upper bound 

(percentage)

35a. Information on total costs of 

education

Yes 54.9 46.6 63.0

No 45.1 37.0 53.4

35b. Information on your VA 

educational benefits

Yes 64.1 55.9 71.6

No 35.9 28.4 44.1

35c. Information on other federal 

financial aid programs for which 

you might qualify

Yes 70.0 60.5 78.1

No 30.0 21.9 39.5

35d. Calculation of your expected 

out of pocket costs

Yes 60.1 51.8 67.8

No 39.9 32.2 48.2

35e. Information on your estimated 

student loan debt upon graduation

Yes 48.8 40.5 57.1

No 51.2 42.9 59.5

35f. Information on policies 

regarding the acceptance of credits 

transferred from other schools

Yes 53.7 45.4 61.8

No 46.3 38.2 54.6

35g. Information on a school’s 

accrediting agency, including 

contact information to file 

complaints

Yes 53.5 45.2 61.6

No 46.5 38.4 54.8

35h. Information on academic 

outcomes, such as graduation 

rates

Yes 51.2 42.9 59.5

No 48.8 40.5 57.1

35i. Information on employment 

outcomes, such as job placement 

rates

Yes 53.3 44.9 61.4

No 46.7 38.6 55.1

35j. Other Yes 13.8 7.1 23.5

No 86.2 76.5 92.9

If yes to 35j: What other information would have been helpful?

[Open-ended]
Appendix II: Survey of Veterans’ Educational 

Decisions

Page 74 GAO-14-324 VA Education Benefits

36. If you have any additional comments for us, please include them 

in the space below.

[Open-ended]
Appendix III: Comments from the Department 

of Veterans Affairs

Page 75 GAO-14-324 VA Education Benefits

Appendix III: Comments from the 

Department of Veterans Affairs
Appendix III: Comments from the Department 

of Veterans Affairs

Page 76 GAO-14-324 VA Education Benefits
Appendix III: Comments from the Department 

of Veterans Affairs

Page 77 GAO-14-324 VA Education Benefits
Appendix III: Comments from the Department 

of Veterans Affairs

Page 78 GAO-14-324 VA Education Benefits
Appendix IV: Comments from the Department 

of Education

Page 79 GAO-14-324 VA Education Benefits

Appendix IV: Comments from the 

Department of Education 
Appendix IV: Comments from the Department 

of Education

Page 80 GAO-14-324 VA Education Benefits
Appendix V: GAO Contact and Staff 

Acknowledgments

Page 81 GAO-14-324 VA Education Benefits

Melissa Emrey-Arras, (617) 788-0534 or emreyarrasm@gao.gov.

In addition to the contact named above, Michelle St. Pierre (Assistant 

Director), Carl Barden, Deborah Bland, Kathleen van Gelder, Mark M. 

Glickman, Nathan Gottfried, Kirsten Lauber, Theresa Lo, Ashley McCall, 

Sheila McCoy, Amanda Miller, John Mingus, Andrew Nelson, Mimi 

Nguyen, Anna Maria Ortiz, Carl Ramirez, Mark Ward, James Whitcomb, 

and Craig Winslow made key contributions to this report.

Appendix V: GAO Contact and Staff 

Acknowledgments

GAO Contact

Staff Acknowledgments
Related GAO Products

Page 82 GAO-14-324 VA Education Benefits

Transitioning Veterans: Improved Oversight Needed to Enhance 

Implementation of Transition Assistance Program. GAO-14-144. 

Washington, D.C.: March 5, 2014.

VA Education Benefits: Student Characteristics and Outcomes Vary 

across Schools. GAO-13-567. Washington, D.C.: July 25, 2013.

VA Education Benefits: VA Needs to Improve Program Management and 

Provide More Timely Information to Students. GAO-13-338. Washington, 

D.C.: May 22, 2013.

Veterans’ Education Benefits: Enhanced Guidance and Collaboration 

Could Improve Administration of the Post-9/11 GI Bill Program.

GAO-11-356R. Washington, D.C.: May 5, 2011.

VA Education Benefits: Actions Taken, but Outreach and Oversight Could 

Be Improved. GAO-11-256. Washington, D.C.: February 28, 2011.

Transfer Students: Postsecondary Institutions Could Promote More 

Consistent Consideration of Coursework by Not Basing Determinations 

on Accreditation. GAO-06-22. Washington, D.C.: October 18, 2005.

Related GAO Products

(131229)
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