a

GAO

United States General Accounting Office

Report to the Subcommittee on Defense, 

Committee on Appropriations, House of 

Representatives

September 2003 MILITARY 

EDUCATION

Student and Faculty 

Perceptions of Student 

Life at the Military 

Academies

GAO-03-1001
The majority of students who responded to GAO’s survey expressed overall 

satisfaction with their academy, although students gave wide-ranging 

responses to a variety of quality-of-life questions. About 59 percent of 

students at the Military and Naval Academies and 71 percent at the Air Force 

Academy reported that quality-of-life problems are openly confronted and/or 

solved to some, little, or no extent. Over 90 percent of students rated their 

academic programs as good or excellent. About a quarter to a third of 

students rated their academy’s performance standards for developing 

military officers as too low. Most differences in student responses on 

academy emphasis on prevention of gender- and race-/ethnicity-based 

discrimination and harassment were generally between male and female 

students and minorities and nonminority students. Over 80 percent of 

students who were not recruited as athletes responded that recruited 

athletes receive preferential treatment during the admissions process. 

The faculty members who responded to the survey generally agreed with the 

students’ perceptions of student life at the academies, but they were less 

likely than students to say that quality-of-life problems are seldom openly 

confronted and/or solved. About a quarter to a third of faculty agreed with 

student perceptions that performance standards for developing military 

officers were too low. Faculty perceptions varied on issues associated with 

gender- and race-/ethnicity-based discrimination and harassment and 

preferential treatment. More than 90 percent of faculty who participated in 

the admissions process in the past 4 years at the Military and Naval 

Academies and 72 percent at the Air Force Academy responded that 

recruited athletes receive preferential treatment during the admissions 

process. 

Student Rating of Overall Satisfaction with Academies 

The Army, Navy, and Air Force 

each operate an academy to 

educate and train young men and 

women to become leaders and 

effective junior officers in the 

military services. The 

approximately 4,000 students who 

attend each academy undergo a 

challenging 4-year program of 

academic, physical, and military 

education that culminates in a 

bachelor’s degree and a 

commission as a military officer. 

In addition to completing academic 

course work, students must 

participate in rigorous military 

training and in mandatory athletic 

activities. In return for their free 

education, these students must 

serve on active duty for 5 years 

after graduation. In two reports, 

GAO reviewed all three service 

academies and their preparatory 

schools. In this report, GAO 

surveyed students and faculty to 

obtain their perceptions of various 

aspects of student life at the 

academies. 

GAO conducted a Web-based 

survey of 12,264 students and 2,065 

faculty members at the three 

service academies on questions 

related to such student life issues 

as academic and military programs; 

gender- and race-/ethnicity-based 

discrimination and harassment; and 

preferential treatment. GAO’s 

survey did not query students and 

faculty on specific incidents of 

alleged sexual assault at the 

academies. We are making no 

recommendations in this report. 

DOD reviewed a draft of this report 

and had no comments. 

www.gao.gov/cgi-bin/getrpt?GAO-03-1001.

To view the full product, including the scope 

and methodology, click on the link above. 

For more information, contact Derek Stewart 

at (202) 512-5559 or stewartd@gao.gov. 

Highlights of GAO-03-1001, a report to the 

Subcommittee on Defense, Committee on 

Appropriations, House of Representatives 

September 2003

MILITARY EDUCATION 

Student and Faculty Perceptions of 

Student Life at the Military Academies 
Page i GAO-03-1001 Military Education

Contents

Letter 1

Results in Brief 3

Background 5

Students Express Overall Satisfaction with Academies, 

but Perceptions Vary on Some Quality-of-Life Issues 8

Faculty Generally Agree with Student Perceptions on Some 

Quality-of-Life Issues 37

Conclusion 52

Agency Comments 52

Appendixes

Appendix I: Scope and Methodology 54

Appendix II: Aspects of Student Life at the Academies: 

Student Survey and Responses 58

Appendix III: Aspects of Student Life at the Academies: 

Faculty Survey and Responses 78

Appendix IV: GAO Contact and Staff Acknowledgments 93

Related GAO Products 94

Tables Table 1: Female and Racial/Ethnic Minorities at the Service 

Academies at Time of Survey (February-March 2003) 6

Table 2: Civilian and Military Faculty at the Service Academies, as 

of February 2003 7

Table 3: Satisfaction or Dissatisfaction of Male and Female 

Students with Social Life at the Academies 17

Table 4: Student Perceptions of Campus Services at the 

Military Academy 18

Table 5: Student Perceptions of Campus Services at the 

Naval Academy 18

Table 6: Student Perceptions of Campus Services at the 

Air Force Academy 19

Table 7: Perceptions of Male and Female Students of the Emphasis 

Placed on Prevention of Gender-based Discrimination 22

Table 8: Perceptions of Male and Female Students of the Emphasis 

Placed on Prevention of Sexual Harassment 24

Table 9: Perceptions of Male and Female Students of the Overall 

Atmosphere for Women at the Academies 26
Contents

Page ii GAO-03-1001 Military Education

Table 10: Perceptions of Minority and Nonminority Students of the 

Overall Atmosphere for Racial/Ethnic Minorities at 

the Academies 32

Table 11: Percentage of Student Group and Nongroup Members 

Perceiving Preferential Treatment of Student Groups 32

Table 12: Percentage of Student Group and Nongroup Members 

Perceiving Discriminatory Treatment of Student 

Groups 34

Table 13: Percentage of Faculty Perceiving Preferential Treatment of 

Student Groups in the Admissions Process 49

Table 14: Percentage of Faculty Perceiving Preferential Treatment of 

Student Groups While at the Academies 50

Table 15: Number of Student and Faculty Survey Responses and 

Corresponding Response Rates 56

Table 16: Characteristics of Survey Respondents Compared to 

Academy Student Populations 57

Figures Figure 1: Student Rating of Overall Satisfaction with 

the Academies 9

Figure 2: Student Perceptions of the Extent to Which 

Quality-of-Life Issues Are Openly Confronted and/or 

Solved at the Academies 10

Figure 3: Student Ratings of the Overall Academic Program at 

the Academies 11

Figure 4: Student Perceptions of Their Academic Workload 12

Figure 5: Student Perceptions of the Military Development 

Programs at the Academies 13

Figure 6: Student Perceptions of Whether the Honor Code/Concept 

Is Practiced As Taught 14

Figure 7: Student Perceptions of How Fairly the Honor Code/

Concept Is Applied at Their Academy 15

Figure 8: Student Perceptions of Social Life at the Academies 16

Figure 9: Student Perceptions of Adequacy or Inadequacy of Time 

to Handle Personal Affairs 20

Figure 10: Student Perceptions of the Emphasis Academies Place on 

Prevention of Gender-based Discrimination 21

Figure 11: Student Perceptions of the Emphasis Academies Place on 

Prevention of Sexual Harassment 23

Figure 12: Student Perceptions of the Overall Atmosphere for 

Women at the Academies 25

Figure 13: Student Perceptions of the Emphasis Academies Place on 

Prevention of Race-/Ethnicity-based Discrimination 27
Contents

Page iii GAO-03-1001 Military Education

Figure 14: Percentage of Minorities and Nonminorities Reporting 

Underemphasis of Academies’ Prevention of Race-/

Ethnicity-based Discrimination 28

Figure 15: Student Perceptions of the Emphasis Academies Place on 

Prevention of Race-/Ethnicity-based Harassment 29

Figure 16: Percentage of Minorities and Nonminorities Reporting 

Underemphasis of Academies’ Prevention of Race-/

Ethnicity-based Harassment 30

Figure 17: Perceptions of Students of the Overall Atmosphere for 

Racial/Ethnic Minorities at the Academies 31

Figure 18: Student Responses on Career Intentions 36

Figure 19: Faculty Perceptions of the Overall Academic Program at 

the Academies 38

Figure 20: Faculty Perceptions of the Academic Workload at the 

Academies 39

Figure 21: Faculty Perceptions of the Overall Military Development 

Program at the Academies 40

Figure 22: Faculty Perceptions of the Extent to Which the Honor 

Code/Concept Is Practiced as Taught 41

Figure 23: Faculty Perceptions of the Extent to Which the Honor 

Code/Concept Is Fairly Applied 42

Figure 24: Faculty Perceptions of the Emphasis Placed on the 

Prevention of Gender-based Discrimination 43

Figure 25: Faculty Perceptions of the Emphasis Placed on the 

Prevention of Sexual Harassment 44

Figure 26: Faculty Perceptions of the Overall Atmosphere for 

Women at the Academies 45

Figure 27: Faculty Perceptions of the Emphasis on the Prevention of 

Race-/Ethnicity-based Discrimination at 

the Academies 46

Figure 28: Faculty Perceptions of the Emphasis on the Prevention of 

Race-/Ethnicity-based Harassment 47

Figure 29: Faculty Perceptions of the Overall Atmosphere for 

Racial/Ethnic Minorities at the Academies 48

Figure 30: Faculty Perceptions of the Emphasis on Varsity 

Intercollegiate Athletics at the Academies 51
Contents

Page iv GAO-03-1001 Military Education

Abbreviations

DOD Department of Defense

USAFA U.S. Air Force Academy

USMA U.S. Military Academy

USNA U.S. Naval Academy

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Page 1 GAO-03-1001 Military Education

United States General Accounting Office

Washington, D.C. 20548

A

September 12, 2003 Letr

The Honorable Jerry Lewis

Chairman

The Honorable John P. Murtha

Ranking Minority Member

Subcommittee on Defense

Committee on Appropriations

House of Representatives

The Army, the Navy, and the Air Force each operate an academy to educate 

and train young men and women to be leaders and effective junior officers 

in the military services. Student life at the military service academies is 

demanding and, in many ways, differs from student life at other colleges 

and universities. The approximately 4,000 students1

 who attend each 

academy at any one time undergo a challenging 4-year program of 

academic, physical, and military education that culminates in a bachelor’s 

degree and a commission as a military officer. In addition to completing the 

academic course work at the service academies, students must participate 

in rigorous military training activities and in mandatory athletic activities. 

In return for their free education, these students must serve on active duty 

for 5 years after graduation.

The House of Representatives report on defense appropriations for fiscal 

year 20032

 directed that we perform reviews of all three service academies 

and their respective preparatory schools. In September 2003, we issued 

two reports on these topics. In our report on the three service academies, 

we recommended that the Secretary of Defense, in concert with the 

services, enhance performance goals and measures to improve oversight 

of the academies’ operations and performance.3

 In our report on the three 

service academy preparatory schools, we recommended that the Secretary 

of Defense, together with the services and service academies, clarify the

1

 Students attending the U.S. Military Academy at West Point, New York, and the U.S. Air 

Force Academy in Colorado Springs, Colorado, are called “cadets,” while those attending 

the U.S. Naval Academy, in Annapolis, Maryland, are called “midshipmen.” We refer to 

cadets and midshipmen collectively as “students.”

2

 H.R. Rept. 107-532, at 14-15 (2002).

3

 U.S. General Accounting Office, Military Education: DOD Needs to Enhance Performance 

Goals and Measures to Improve Oversight of Military Academies, GAO-03-1000

(Washington, D.C.: Sept. 10, 2003).
Page 2 GAO-03-1001 Military Education

schools’ mission statements, establish quantified performance goals 

and measures, and enhance the existing oversight framework by using 

quantified performance goals and measures to objectively evaluate 

the performance of the schools.4

 As part of our review of the service 

academies, the House report also directed us to survey students and 

faculty to obtain their perceptions of various aspects of student life at the 

academies. As agreed with your offices, this report presents the results of 

the student and faculty surveys.

We conducted Web-based surveys of all students and faculty at the 

three service academies—the U.S. Military Academy (Military Academy) 

at West Point, New York; the U.S. Naval Academy (Naval Academy) 

in Annapolis, Maryland, and the U.S. Air Force Academy (Air Force 

Academy), in Colorado Springs, Colorado. In total, we surveyed 

12,264 students and 2,065 faculty members5

 between February 5 and 

March 7, 2003. We obtained responses from 9,238 students (an overall 

response rate of 75 percent) and 1,586 faculty members (an overall 

response rate of 77 percent) to questions related to such student life issues 

as academic and military programs, the honor code/concept,6

 social life 

and campus services, gender- and race-/ethnicity-based discrimination7 and 

harassment,8 and preferential treatment for various student groups. 

We also asked students about their career intentions. Our surveys did not 

query students and faculty on specific incidents of alleged sexual assault at 

the academies.

4

 U.S. General Accounting Office, Military Education: DOD Needs to Align Academy 

Preparatory Schools’ Mission Statements with Overall Guidance and Establish 

Performance Goals, GAO-03-1017 (Washington, D.C.: Sept. 10, 2003). These schools exist to 

prepare selected students who are not ready academically to attend one of the academies.

5

 This number includes instructors and other academy staff who have contact with students.

6

 Students pledge not to lie, cheat, or steal as a fundamental guide to their conduct at the 

academies. This pledge is the basis for honor systems to investigate violations that are run 

by students and overseen by academy officials.

7

 Academy policies or practices that lead to unfair adverse treatment of a person or group 

based on race, ethnicity, gender, or religion.

8

 Derogatory comments, gestures, or other actions aimed at race, gender, religion, or 

ethnicity that interfere with an individual’s performance or create an intimidating, offensive, 

or hostile environment, including unwanted sexual advances, requests for sexual favors, 

and other verbal or physical conduct of a sexual nature.
Page 3 GAO-03-1001 Military Education

The individual academy response rates for the student survey were 

83 percent at the Military Academy; 82 percent at the Naval Academy; 

and 60 percent at the Air Force Academy. The individual academy response 

rates for the faculty survey were 90 percent at the Military Academy; 

73 percent at the Naval Academy; and 69 percent at the Air Force Academy. 

We were unable to determine the reason for the lower overall response 

rates from students and faculty at the Air Force Academy. There were 

initial difficulties in resolving inaccuracies in the list of student and faculty 

E-mail addresses provided to us by the Air Force Academy, resulting in 

delays in notifying all students and faculty of the surveys’ availability. 

Additionally, during the survey period, issues associated with alleged 

sexual assaults at the Air Force Academy became widely reported in 

the press, and several Air Force and Department of Defense (DOD) 

investigations commenced. Due to concerns about the overall lower Air 

Force Academy survey response rates, we extended the survey period by a 

week to March 7, 2003, at all academies. We received full cooperation from 

Air Force Academy officials, who sent additional notices to students and 

faculty encouraging them to respond to our surveys. Although overall 

response rates at the Air Force Academy were lower, our analysis shows 

that the survey responses for various groups at each academy (e.g., women 

and minorities) appear generally representative of their respective 

academy populations. Further details of our scope and methodology are 

in appendix I. Student and faculty surveys and responses are available 

in appendixes II and III, respectively. We performed our work between 

November 2002 and July 2003 in accordance with generally accepted 

government auditing standards.

Results in Brief The majority of the 9,238 students who responded to our survey at the 

three military academies expressed overall satisfaction with their academy, 

although the students gave wide-ranging responses to a variety of questions 

about quality-of-life issues. A majority of students at each academy 

reported that quality-of-life problems are openly confronted and/or solved 

at the academies to some, little, or no extent. For example, about 

59 percent of students at the Military and Naval Academies and 71 percent 

at the Air Force Academy held this view. Overall satisfaction with academic 

training was high, with 90 percent of students rating their academic 

programs as good or excellent. However, students reported somewhat less 

satisfaction with various aspects of their military training. For example, 

one-quarter to one-third of the students at each academy rated their 

school’s performance standards for developing military officers from much 

too low to generally too low. Students had mixed views about the practice 
Page 4 GAO-03-1001 Military Education

of the honor code/concept at their academies, with 15 percent at the 

Military Academy, 31 percent at the Naval Academy, and 28 percent at 

the Air Force Academy reporting that it is practiced as taught only to some, 

a little, or no extent. Students reported varying levels of satisfaction or 

dissatisfaction with their social life and with such campus services as the 

quality of mess hall food, laundry services, medical care, and computer 

equipment. Most differences in student responses on the emphasis the 

academies give to the prevention of gender- and race-/ethnicity-based 

discrimination and harassment were generally between male and female 

students and between minority and nonminority students. For example, 

about half the students at each academy responded that their academy’s 

emphasis on preventing sexual harassment was about right. However, 

25 percent of female students at the Military Academy, 21 percent at 

the Naval Academy, and 37 percent at the Air Force Academy reported 

that prevention of sexual harassment was generally or greatly 

underemphasized. Minority students were also more likely than 

nonminority students to report the prevention of race-/ethnicity-based 

discrimination and harassment as underemphasized. There were similar 

differences in perceptions of the degree to which various groups, such as 

females, minorities, and recruited athletes, received preferential treatment 

during the admissions process or at the academies in general. For example, 

58 percent of male students at the Military Academy, 63 percent at the 

Naval Academy, and 53 percent at the Air Force Academy responded that 

female students received preferential treatment during the admissions 

process, while about one quarter of female students at each academy 

reported the same perception. In addition, 86 percent of students who were 

not recruited athletes at the Military Academy, 83 percent at the Naval 

Academy, and 87 percent at the Air Force Academy reported that recruited 

athletes received preferential treatment during the admissions process, 

while over 60 percent of recruited athletes reported the same perception.

The 1,586 faculty members who responded to our survey at the three 

military academies generally agreed with the students’ perceptions of 

aspects of student life at the academies, but they were less likely than 

students to say that quality-of-life problems are seldom openly confronted 

and/or solved. A large majority of faculty rated the overall academic 

program at the academies as good or excellent. However, 26 percent of 

faculty at the Military Academy, 22 percent at the Naval Academy, and 

32 percent at the Air Force Academy rated their academy’s performance 

standards for developing military officers as generally too low or much too 

low. Faculty perceptions varied on the practice of the honor code/concept. 

While 51 percent of faculty at the Military Academy, 41 percent at the Naval 
Page 5 GAO-03-1001 Military Education

Academy, and 34 percent at the Air Force Academy reported that the 

honor code/concept was practiced as taught to a great or very great extent, 

22 percent of faculty at the Military Academy, 32 percent at the Naval 

Academy, and 36 percent at the Air Force Academy indicated that it was 

practiced as taught to some, a little, or no extent. Faculty perceptions 

varied on issues associated with gender- and race-/ethnicity-based 

discrimination and harassment and preferential treatment of various 

groups of students during the admissions process or at the academies in 

general. Seventy-five percent of faculty at the Military and Naval 

Academies and 65 percent at the Air Force Academy reported that the level 

of emphasis given to the prevention of sexual harassment was about right. 

However, about half of faculty at each academy reported that the overall 

atmosphere for women at the academies was good or excellent. About 

80 percent of the faculty reported that the level of emphasis placed on the 

prevention of race-/ethnicity-based harassment is about right. Finally, more 

than 90 percent of faculty who had participated in the admissions process 

in the past 4 years at the Military and Naval Academies and 72 percent at 

the Air Force Academy responded that recruited athletes received 

preferential treatment during the admissions process.

We are making no recommendations in this report. DOD reviewed a draft of 

this report and had no comments.

Background The Departments of the Army, Navy, and Air Force each have their own 

educational institutions (academies) to produce a portion of each branch’s 

officer corps:9

• U.S. Military Academy, established in 1802,

• U.S. Naval Academy, established in 1845, and

• U.S. Air Force Academy, established in 1954.

The academies are structured to provide a curriculum critical to the 

development of successful future officers in the areas of academic, 

military, and physical achievement. Additionally, the academies emphasize 

9

 Other sources for commissioned officers include Reserve Officer Training Corps programs 

at colleges and universities and Officer Candidate/Training Schools for individuals who 

already have college degrees.
Page 6 GAO-03-1001 Military Education

the moral and ethical development of students through their respective 

honor codes and concepts.

Approximately 4,000 students are enrolled at each of the three service 

academies at any one time, though in December 2002 Congress authorized 

an annual increase of up to 100 students until the total number reaches 

4,400 for each academy.10 Each academy’s student population consists of 

about 15 percent women and 19 to 24 percent racial/ethnic minorities. 

Table 1 shows the numbers of females and racial/ethnic minorities at each 

academy during the time our survey was taken.

Table 1: Female and Racial/Ethnic Minorities at the Service Academies at Time of Survey (February-March 2003)

Source: DOD.

Note: Demographic information is based on a snapshot of each academy. Therefore, there may be 

differences between our survey population and the demographic figures.

10 Pub. L. 107-314, Bob Stump National Defense Authorization Act for Fiscal Year 2003, 

§ 532, December 2, 2002.

Service academy

Total number

 of students

Total number of women

(percent of student body)

Total number of racial/ethnic 

minorities (percent of student body)

U.S. Military Academy 3,957 616 (16%) 947 (24%)

U.S. Naval Academy 4,229 648 (15%) 851 (20%)

U.S. Air Force Academy 4,073 669 (16%) 776 (19%)

Total 12,259 1,933 (16%) 2,574 (21%)
Page 7 GAO-03-1001 Military Education

The academies employ both civilian and military faculty. Faculty at the 

Military Academy and the Air Force Academy are comprised 

predominantly of military officers (79 and 75 percent, respectively), while 

at the Naval Academy 59 percent of the faculty are civilians. Table 2 shows 

the distribution of civilian and military faculty members at each academy 

during the time our survey was taken. Additionally, the academies’ staffs 

include others who have regular contact with students, such as military 

officers who serve as commanders to students at each academy (tactical 

officers at the Military Academy, company commanders at the Naval 

Academy, and air officers commanding at the Air Force Academy). About 

398 of these other staff were also given the faculty survey.

Table 2: Civilian and Military Faculty at the Service Academies, as of February 2003

Source: DOD.

Note: Demographic information is based on a snapshot of each academy. Therefore, there may be 

differences between our survey population and the demographic figures.

Between 1993 and 1995, we issued a series of reports11 on student 

treatment at the three service academies. At the core of our reviews 

were surveys of academy students and faculty on a range of student-related 

subjects, including sexual harassment and the treatment of women and 

minorities. In the reports, we concluded that more actions were needed to 

eliminate sexual harassment and that disparities in the treatment of women 

and minorities existed at the academies. We made recommendations to 

Service academy

Total number

 of faculty

Total number of civilian faculty 

(percent of faculty)

Total number of military faculty 

(percent of faculty)

U.S. Military Academy 622 131 (21%) 491 (79%)

U.S. Naval Academy 555 326 (59%) 229 (41%)

U.S. Air Force Academy 490 123 (25%) 367 (75%)

Total 1,667 580 (35%) 1,087 (65%)

11 U.S. General Accounting Office, DOD Service Academies: More Actions Needed to 

Eliminate Sexual Harassment, GAO/NSIAD-94-6 (Washington, D.C.: Jan. 31, 1994); 

DOD Service Academies: Update on Extent of Sexual Harassment, GAO/NSIAD-95-58

(Washington, D.C.: Mar. 31,1994); Naval Academy: Gender and Racial Disparities, 

GAO/NSIAD-93-54 (Washington, D.C.: April 30, 1993); Air Force Academy: Gender and 

Racial Disparities, GAO/NSIAD-93-244 (Washington, D.C.: Sept. 24, 1993); and Military 

Academy: Gender and Racial Disparities, GAO/NSIAD-94-95 (Washington, D.C.: 

Mar. 17, 1994).
Page 8 GAO-03-1001 Military Education

help DOD achieve its goal of a sexual harassment-free environment and to 

improve the monitoring and evaluation of gender and racial disparities.

Students Express 

Overall Satisfaction 

with Academies, 

but Perceptions 

Vary on Some 

Quality-of-Life Issues

Although a majority of the 9,238 students who responded to our survey 

at the three military service academies expressed overall satisfaction 

with their academy, the students gave wide-ranging responses to a variety 

of questions about quality-of-life issues. A majority responded that 

quality-of-life problems are openly confronted and/or solved at their 

academies to some, little, or no extent. Most students responded they 

were satisfied overall with their academic and military training, but they 

expressed mixed views on the practice of the honor code/concept on their 

campuses. They reported varying levels of satisfaction with their social life 

and certain campus services. Their perceptions of discrimination and 

harassment prevention and preferential treatment issues often varied 

according to gender and race/ethnicity. Finally, many students indicated 

that they planned long military careers.

Overall Satisfaction with 

Academies Is High

The majority of students at all three academies reported that, overall, 

they were satisfied with their academy, while about one-fifth of the 

students at each school responded that they were dissatisfied. As figure 1 

shows, 62 percent at the Military Academy (USMA), 64 percent at the 

Naval Academy (USNA), and 59 percent at the Air Force Academy 

(USAFA) reported their overall satisfaction with their academy.
Page 9 GAO-03-1001 Military Education

Figure 1: Student Rating of Overall Satisfaction with the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Very or generally satisfied

Neither satisfied nor dissatisfied

Generally or very dissatisfied

Source: GAO.

16.7 17.5 19.9 18.5

61.6 64.4

18.9

58.6

23.9
Page 10 GAO-03-1001 Military Education

At the same time, some 59 to 71 percent of students at each academy 

reported that quality-of-life problems are being openly confronted and/or 

solved at the academies to some, little, or no extent.

Figure 2: Student Perceptions of the Extent to Which Quality-of-Life Issues Are 

Openly Confronted and/or Solved at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Some/little or no extent

Moderate extent

Great or very great extent

Source: GAO.

22.6

32.2

10.1

30.5

59.3 59.1

8.7

71.2

6.1
Page 11 GAO-03-1001 Military Education

Students’ Rating of 

Academic and Military 

Training Is High

As figure 3 shows, between 90 and 93 percent of the students at each 

academy rated the overall academic program as good or excellent. At the 

same time, a majority of them reported that they thought their academic 

workload was definitely or probably too heavy (see fig. 4). This response 

ranged from 63 percent at the Military Academy, 56 percent at the 

Naval Academy, to 69 percent at the Air Force Academy.

Figure 3: Student Ratings of the Overall Academic Program at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good to excellent

Source: GAO.

5.8 8

92.7

5.5

1.8 2

90

1.8

92.4
Page 12 GAO-03-1001 Military Education

Figure 4: Student Perceptions of Their Academic Workload

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Definitely or probably too light

About right

Definitely or probably too heavy

Source: GAO.

30.3

42.9

62.9

35.3

1.8 1.6

55.5

.8

69
Page 13 GAO-03-1001 Military Education

In terms of military training, the majority of students at each academy 

evaluated their overall military development program as good or excellent. 

As figure 5 shows, the percentages ranged from 53 percent at the Air 

Force Academy to 71 percent at the Military Academy. However, about 

one-quarter to one-third of the students rated their academy’s performance 

standards for developing military officers as generally or much too low 

(see question 8, app. II). Moreover, about 40 percent of the students at the 

Air Force and Naval Academies and 27 percent at the Military Academy 

evaluated the 4-year class system for developing military officers as very 

or generally ineffective (see question 9, app. II).

Figure 5: Student Perceptions of the Military Development Programs at 

the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good to excellent

Source: GAO.

26.6 26.3

70.8

19.4

9.8

16.1

57.3

20.7

52.9
Page 14 GAO-03-1001 Military Education

Students Have Mixed 

Views on the Practice of 

the Honor Code/Concept 

at Their Academy

Students gave varied responses regarding the practice of the honor 

code/concept at their academy. Whereas 62 percent of students at the 

Military Academy believed the honor code/concept is practiced as taught to 

a great or very great extent, 37 percent of students at the Naval Academy 

and 43 percent at the Air Force Academy held the same view (see fig. 6).

Figure 6: Student Perceptions of Whether the Honor Code/Concept Is Practiced 

As Taught

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Some/little or no extent

Moderate extent

Great/very great extent

Source: GAO.

29.3

32.4

62.1

23.3

14.7

30.9

36.8

28.1

42.6
Page 15 GAO-03-1001 Military Education

Students also expressed varied impressions of how fairly the honor 

code/concept is applied at the academies with respect to students 

who have been accused of similar violations. As figure 7 shows, about 

40 percent of students at the Military and Air Force Academies and 

30 percent at the Naval Academy reported that they thought the honor 

code/concept was fairly applied to students with similar violations to a 

great or very great extent.

Figure 7: Student Perceptions of How Fairly the Honor Code/Concept Is Applied at 

Their Academy

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Some/little or no extent

Moderate extent

Great/very great extent

Source: GAO.

27.4

30.8

42.9

26.4

30.7

40.2

29.1

35.2 37.3
Page 16 GAO-03-1001 Military Education

Students Report Various 

Levels of Dissatisfaction 

with Social Life and Certain 

Campus Services

A majority of students at each academy expressed dissatisfaction with the 

social life on their campus. As figure 8 indicates, the percentages ranged 

from a high of 73 percent at the Military Academy to a low of 57 percent at 

the Naval Academy.

Figure 8: Student Perceptions of Social Life at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Very or generally dissatisfied

Neither satisfied nor dissatisfied

Generally or very satisfied

Source: GAO.

13.8

17.4

13.6 13.8

72.6

56.7

25.9

64.7

21.5
Page 17 GAO-03-1001 Military Education

Male students were more likely to be dissatisfied with their social life than 

female students. As table 3 shows, between 60 and 74 percent of males 

across the three academies expressed dissatisfaction with their social life 

while between 42 and 63 percent of females across the academies had a 

similar response.

Table 3: Satisfaction or Dissatisfaction of Male and Female Students with Social Life at the Academies

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

USMA USNA USAFA

Level of satisfaction Males Females Males Females Males Females

Generally or very satisfied 12 23 23 41 18 39

Neither satisfied nor 

dissatisfied 14 14 17 18 14 14

Generally or very dissatisfied 74 63 60 42 68 47
Page 18 GAO-03-1001 Military Education

Students also expressed varying levels of satisfaction or dissatisfaction 

with certain campus services. As tables 4, 5, and 6 indicate, the majority 

of students at the three academies were generally satisfied with medical 

care (except for the Air Force Academy), updating of school computer 

equipment, condition of athletic facilities (except for the Military 

Academy), and personal safety. At the same time, some 40 to 50 percent of 

students at each academy indicated that they were dissatisfied with the 

quality of mess hall food and laundry service on campus.

Table 4: Student Perceptions of Campus Services at the Military Academy

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Table 5: Student Perceptions of Campus Services at the Naval Academy

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

Level of 

satisfaction

Medical

 care

Updating of 

computer 

equipment

Quality of mess 

hall food

Laundry

 service

Condition of 

athletic 

facilities

Personal

 safety

Generally or 

very satisfied 58 57 40 31 27 89

Neither satisfied 

nor dissatisfied 21 25 21 20 14 9

Generally or very 

dissatisfied 21 18 39 49 59 3

Numbers in percent

Level of satisfaction

Medical

 care

Updating of 

computer 

equipment

Quality of mess 

hall food

Laundry

service

Condition of 

athletic 

facilities

Personal

 safety

Generally or very 

satisfied 56 53 39 30 72 85

Neither satisfied nor 

dissatisfied 24 25 24 24 14 12

Generally or very 

dissatisfied 21 22 38 47 14 3
Page 19 GAO-03-1001 Military Education

Table 6: Student Perceptions of Campus Services at the Air Force Academy

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

Level of 

satisfaction

Medical

 care

Updating of 

computer 

equipment

Quality of mess 

hall food

Laundry 

service

Condition of 

athletic 

facilities

Personal

 safety

Generally or very 

satisfied 36 60 24 18 57 84

Neither satisfied 

nor dissatisfied 21 26 19 25 15 13

Generally or very 

dissatisfied 43 14 57 56 29 4
Page 20 GAO-03-1001 Military Education

A majority of students, with higher percentages at the Military and Air 

Force Academies, reported that they did not have adequate time to handle 

their personal affairs. As figure 9 indicates, 58 percent at the Naval 

Academy, 67 percent at the Military Academy, and 73 percent at the 

Air Force Academy reported that the time they had was generally or 

very inadequate.

Figure 9: Student Perceptions of Adequacy or Inadequacy of Time to Handle 

Personal Affairs

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Very or generally inadequate

Adequate

Generally more, or much more than adequate

Source: GAO.

26.5

38.7

2.4

31

66.7

58.3

2.9

72.5

1.1
Page 21 GAO-03-1001 Military Education

Student Perceptions 

of Prevention of 

Discrimination and 

Harassment Varied

Student responses on a range of discrimination and harassment issues 

often varied according to gender or race/ethnicity. As figure 10 shows, 

47 percent of students at the Military Academy, 45 percent at the Naval 

Academy, and 51 percent at the Air Force Academy responded that their 

academy’s emphasis on preventing gender-based discrimination was about 

right. However, as table 7 indicates, these responses varied according to 

the respondents’ gender, with female students more likely to say that 

prevention was underemphasized. Between 34 and 47 percent of female 

students at each academy believed that prevention was underemphasized 

while between 8 and 17 percent of male students had a similar response.

Figure 10: Student Perceptions of the Emphasis Academies Place on Prevention of 

Gender-based Discrimination

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

51

45.1

40.7

47.1

12.3

16.2

38.6

22.4

26.5
Page 22 GAO-03-1001 Military Education

Table 7: Perceptions of Male and Female Students of the Emphasis Placed on Prevention of Gender-based Discrimination

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

USMA USNA USAFA

Level of emphasis Males Females Males Females Males Females

Greatly or generally 

underemphasized 8 34 13 35 17 47

Emphasis is about 

right 47 51 45 51 52 46

Generally or greatly 

overemphasized 45 15 43 14 31 7
Page 23 GAO-03-1001 Military Education

As figure 11 shows, in terms of sexual harassment, about one half of the 

students at each academy responded that their academy’s emphasis on 

the prevention of sexual harassment was about right. However, female 

students were more likely than male students to report that the prevention 

of sexual harassment was generally or greatly underemphasized. 

Twenty-five percent of female students at the Military Academy, 21 percent 

at the Naval Academy, and 37 percent at the Air Force Academy responded 

that the prevention of sexual harassment was generally or greatly 

underemphasized (table 8).

Figure 11: Student Perceptions of the Emphasis Academies Place on Prevention of 

Sexual Harassment

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

52.1

48.9

38.4

54

7.6 7

44.1

14.2

33.6
Page 24 GAO-03-1001 Military Education

Table 8: Perceptions of Male and Female Students of the Emphasis Placed on Prevention of Sexual Harassment

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

USMA USNA USAFA

Level of emphasis Males Females Males Females Males Females

Greatly or generally 

underemphasized 4 25 4 21 10 37

Emphasis is about 

right 54 60 48 55 54 46

Generally or greatly 

overemphasized 42 15 48 24 37 18
Page 25 GAO-03-1001 Military Education

As figure 12 shows, about one half of all students at each of the three 

academies rated the overall atmosphere for women as good or excellent. 

The percentages ranged from 57 percent at the Military and Air Force 

Academies to 49 percent at the Naval Academy. However, female students 

were more likely to view the atmosphere for women as poor or below 

average than were male students. As table 9 indicates, between 36 and 

43 percent of female students at the three academies expressed this view 

compared with between 17 and 22 percent of the males. The results of 

our 1994 survey of students on sexual harassment issues showed that 

the majority of women students experienced some form of gender-based 

harassment that interfered with their performance or created an 

intimidating, hostile, or offensive environment.

Figure 12: Student Perceptions of the Overall Atmosphere for Women at 

the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good or excellent

Source: GAO.

21.5

25

57.3

22.2 20.4

25.8

49.3

21.5

57.1
Page 26 GAO-03-1001 Military Education

Table 9: Perceptions of Male and Female Students of the Overall Atmosphere for Women at the Academies

Source: GAO.

Note: Percentages may not add to 100 due to rounding.

Numbers in percent

USMA USNA USAFA

Level of emphasis Males Females Males Females Males Females

Poor or below 

average 17 39 22 43 18 36

Average 21 30 24 30 20 29

Good or excellent 63 31 54 27 62 36
Page 27 GAO-03-1001 Military Education

The perceptions of students on the emphasis the academies place on 

preventing race-/ethnicity-based discrimination also varied according 

to group membership. As figure 13 shows, a large majority of students 

at each academy reported that the emphasis was about right. The 

percentages ranged from 75 percent at the Naval Academy to 68 and 

62 percent, respectively, at the Air Force and Military Academies.

Figure 13: Student Perceptions of the Emphasis Academies Place on Prevention of 

Race-/Ethnicity-based Discrimination

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

68

75

31.6

61.6

6.8 8.4

16.6

12

20.1
Page 28 GAO-03-1001 Military Education

However, minority students were more likely than nonminority students 

to report that the prevention of race-/ethnicity-based discrimination was 

generally or greatly underemphasized. As figure 14 shows, 4 percent of 

nonminority students at the Military Academy, 5 percent at the Naval 

Academy, and 9 percent at the Air Force Academy responded that their 

academy underemphasized this prevention. By comparison, 17 percent 

of minority students at the Military Academy, 21 percent at the Naval 

Academy, and 27 percent at the Air Force Academy responded in this way.

Figure 14: Percentage of Minorities and Nonminorities Reporting Underemphasis of 

Academies’ Prevention of Race-/Ethnicity-based Discrimination

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Minorities

Nonminorities

Source: GAO.

9

4 5

17

21

27
Page 29 GAO-03-1001 Military Education

In terms of race-/ethnicity-based harassment, a large majority of all 

students responded that their academy’s emphasis on preventing such 

harassment was about right. For example, as figure 15 shows, 77 percent 

of all students at the Naval Academy, 71 percent at the Air Force Academy, 

and 65 percent at the Military Academy reported this view. However, as 

figure 16 indicates, minority students were more likely to report that 

the prevention of race-/ethnicity-based harassment was generally or 

greatly underemphasized.

Figure 15: Student Perceptions of the Emphasis Academies Place on Prevention of 

Race-/Ethnicity-based Harassment

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

71.4

76.5

29.5

64.7

5.9 8.2

15.4

11.3

17.3
Page 30 GAO-03-1001 Military Education

Figure 16: Percentage of Minorities and Nonminorities Reporting Underemphasis of 

Academies’ Prevention of Race-/Ethnicity-based Harassment

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Minorities

Nonminorities

Source: GAO.

8

5 3

14

20

27
Page 31 GAO-03-1001 Military Education

A large majority of all students rated the overall atmosphere for racial/ 

ethnic minorities as good or excellent. As figure 17 shows, 83 percent of 

students at the Military Academy, 81 percent at the Naval Academy, and 

79 percent at the Air Force Academy expressed this view. However, these 

views varied within groups. As table 10 shows, minority students were 

more likely than nonminority students to evaluate the overall atmosphere 

for minorities as poor or below average. Some 10 to 17 percent of minority 

students expressed this view while about 2 percent of nonminority 

students had a similar view.

Figure 17: Perceptions of Students of the Overall Atmosphere for Racial/Ethnic 

Minorities at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good or excellent

Source: GAO.

16 14.4

83

12.8

4.2 4.2

81.4

5.5

78.5
Page 32 GAO-03-1001 Military Education

Table 10: Perceptions of Minority and Nonminority Students of the Overall Atmosphere for Racial/Ethnic Minorities at 

the Academies

Source: GAO.

Note: Percentages may not add to100 due to rounding.

Student Perceptions 

of Preferential 

Treatment Varied

Student perceptions varied as to whether various groups of students, 

such as women, recruited athletes, and minorities, receive preferential 

treatment during the admissions process and in general at the academies. 

The differences varied most between members of a particular group and 

those who were not part of that group. As table 11 shows, 58 percent of 

male students at the Military Academy, 63 percent at the Naval Academy, 

and 53 percent at the Air Force Academy believed that women received 

preferential treatment during the admissions process. By comparison, 

25 percent of female students at the Military Academy, 27 percent at the 

Naval Academy, and 24 percent at the Air Force Academy expressed the 

same view. Additionally, between 83 and 87 percent of students who were 

not recruited athletes believed that recruited athletes received preferential 

treatment during the admissions process. Between 64 and 68 percent of 

recruited athletes held the same view.

Table 11: Percentage of Student Group and Nongroup Members Perceiving Preferential Treatment of Student Groups

Numbers in percent

USMA USNA USAFA

Rating Nonminorities Minorities Nonminorities Minorities Nonminorities Minorities

Poor or below 

average 2 10 2 11 2 17

Average 10 23 12 22 14 22

Good or excellent 88 67 86 67 83 60

Numbers in percent

USMA USNA USAFA

Group

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 

Preferential treatment during the admissions process

Women 58 25 63 27 53 24

Recruited 

athletes 86 68 83 67 87 64
Page 33 GAO-03-1001 Military Education

Source: GAO.

Student perceptions also varied as to whether the same groups of students 

receive discriminatory treatment (unfair, adverse treatment) during the 

admissions process and in general at the academies. Table 12 shows the 

differences between groups of students and those who are outside those 

groups in perceptions of discriminatory treatment during the admissions 

process and at the academies in general. For example, between 37 and 

42 percent of female respondents at the three academies reported that they 

perceived discriminatory treatment in general at the academy while 8 to 

14 percent of male respondents held the same view.

AfricanAmerican 46 20 43 14 41 17

Hispanic 34 35 32 22 29 24

Asian 26 14 22 9 22 11

Native 

Hawaiian/other 

Pacific Islander 23 27 20 11 19 6

AmericanIndian/Alaska 

Native 26 31 22 36 22 15

Preferential treatment in general at the academies

Women 47 5 50 6 49 8

Varsity athletes 74 33 69 37 80 34

AfricanAmerican 18 3 16 0 22 3

Hispanic 8 5 7 4 8 10

Asian 8 4 5 2 2 8

Native 

Hawaiian/other 

Pacific Islander 5 6 4 4 5 0

AmericanIndian/Alaska 

Native 5 7 4 9 5 6

(Continued From Previous Page)

Numbers in percent

USMA USNA USAFA

Group

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 
Page 34 GAO-03-1001 Military Education

Table 12: Percentage of Student Group and Nongroup Members Perceiving Discriminatory Treatment of Student Groups

Source: GAO.

Numbers in percent

USMA USNA USAFA

Group

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 

Nonmembers 

of group

Members of 

group 

During the admissions process

Women 3 14 2 6 2 11

Recruited 

athletes 1 5 1 6 2 10

AfricanAmerican 1 18 1 18 2 17

Hispanic 2 4 1 6 2 8

Asian 2 7 1 8 1 8

Native 

Hawaiian/other 

Pacific Islander 1 12 1 11 1 18

AmericanIndian/Alaska 

Native 2 2 2 2 2 2

In general at the academy

Women 10 42 14 42 8 37

Varsity athletes 3 24 7 31 5 33

AfricanAmerican 2 23 2 31 2 29

Hispanic 2 4 2 6 2 8

Asian 1 9 1 7 1 14

Native 

Hawaiian/other 

Pacific Islander 1 9 1 4 1 18

AmericanIndian/Alaska 

Native 1 4 1 3 1 4
Page 35 GAO-03-1001 Military Education

A majority of students at the Military Academy and the Air Force 

Academy (54 percent and 64 percent, respectively) indicated that varsity 

intercollegiate athletics were generally or greatly overemphasized, 

while at the Naval Academy 39 percent of the students reported the same 

overemphasis (see question 29, app. II).

In our prior surveys on student treatment, we asked respondents whether 

they believed women and minorities were treated better than, the same 

as, or worse than men by various academy systems such as faculty 

members. Students perceived that women and minorities generally 

received treatment equal to that of men and whites. However, differences 

in student perceptions were generally between male and female students 

and minorities and nonminority students.
Page 36 GAO-03-1001 Military Education

Many Students Plan Long 

Military Careers

Many students at the three academies reported that they plan to stay in 

the military beyond their initial obligation or until retirement (40 percent 

at the Military Academy, 44 percent at the Naval Academy, and 55 percent 

at the Air Force Academy), while between 14 and 19 percent across all 

academies responded that they would probably or definitely leave at the 

end of their obligation. Figure 18 shows the student responses of their 

career intentions.

Figure 18: Student Responses on Career Intentions

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Remain in military beyond obligation, possibly or definitely until retirement

Undecided about remaining in military beyond obligation

Probably or definitely leave military upon completion of obligation

Source: GAO.

14

17 19

40.2 40.8

44.2

38.8

55.1

30.9
Page 37 GAO-03-1001 Military Education

Faculty Generally 

Agree with Student 

Perceptions on Some 

Quality-of-Life Issues

The 1,586 faculty members who responded to our survey generally agreed 

with student perceptions of aspects of student life at the academies, but 

they were less likely than students to report that quality-of-life problems 

at the academies are seldom openly confronted and/or solved. Faculty 

perceptions varied on the practice of the honor code/concept and gender 

and race-/ethnicity-based discrimination and harassment and preferential 

treatment issues.

Faculty Perceptions Varied 

on the Extent to Which 

Quality-of-Life Problems 

Are Addressed

Thirty-eight percent of the faculty at the Military Academy, 45 percent at 

the Naval Academy, and 46 percent at the Air Force Academy reported that 

quality-of-life problems are openly confronted and/or solved to some, little, 

or no extent at the academies. By comparison, 59 percent of students at the 

Military and Naval Academies and 71 percent of students at the Air Force 

Academy held the same views. About one third of faculty at each academy 

indicated that these problems are openly confronted and/or solved to a 

moderate extent (see question 29, app. III).
Page 38 GAO-03-1001 Military Education

Overall Satisfaction with 

Academic and Military 

Training Is High

Overall faculty satisfaction with academic and military training is high. As 

figure 19 shows, a large majority of faculty members at each academy 

rated the overall academic program as good or excellent (88 percent at the 

Military Academy, 87 percent at the Naval Academy, and 91 percent at the 

Air Force Academy).

Figure 19: Faculty Perceptions of the Overall Academic Program at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good to excellent

Source: GAO.

91.4

87.7 86.7

9.4

2.9 2.7

10.6

4.0 4.6
Page 39 GAO-03-1001 Military Education

With regard to the students’ academic workload, figure 20 shows that 

55 percent of faculty at the Military Academy, 60 percent at the Naval 

Academy, and 58 percent at the Air Force Academy responded that the 

workload was about right.

Figure 20: Faculty Perceptions of the Academic Workload at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Definitely or probably too light

About right

Definitely or probably too heavy

Source: GAO.

31.4 32.3

35.8

55.1

9.1 8.2

60.3

9.4

58.2
Page 40 GAO-03-1001 Military Education

Figure 21 shows the faculty perceptions of the overall military development 

program. Seventy-three percent at the Military Academy, 77 percent at the 

Naval Academy, and 60 percent at the Air Force Academy reported that the 

overall military development program was good or excellent. However, 

26 percent of faculty at the Military Academy, 22 percent at the Naval 

Academy, and 32 percent at the Air Force Academy rated their academy’s 

performance standards for developing military officers as generally too low 

or much too low (see question 10, app. III).

Figure 21: Faculty Perceptions of the Overall Military Development Program at 

the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good to excellent

Source: GAO.

60.2

76.7

73.1

17.4

9.6

6.1

17.3 18.5 21.3
Page 41 GAO-03-1001 Military Education

Faculty Perceptions 

Varied on Practice of the 

Honor Code/Concept

Faculty perceptions varied on the practice of the honor code/concept. 

Figure 22 shows that while 51 percent of faculty at the Military Academy, 

41 percent at the Naval Academy, and 34 percent at the Air Force Academy 

reported that the honor code/concept was practiced as taught to a great or 

very great extent. Twenty-two percent of faculty at the Military Academy, 

32 percent at the Naval Academy, and 36 percent at the Air Force Academy 

indicated that it was practiced as taught to some, a little, or no extent.

Figure 22: Faculty Perceptions of the Extent to Which the Honor Code/Concept Is 

Practiced as Taught

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Some/little or no extent

Moderate extent

Great/very great extent

Source: GAO.

33.6

41.2

50.9

26.7

22.4

31.8

27

35.6

30.8
Page 42 GAO-03-1001 Military Education

As figure 23 shows, 53 percent of faculty at the Military Academy and 

41 percent at the Naval and Air Force Academies reported that the honor 

code/concept was applied fairly with respect to students who have been 

accused of similar violations.

Figure 23: Faculty Perceptions of the Extent to Which the Honor Code/Concept Is 

Fairly Applied

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Some/little or no extent

Moderate extent

Great/very great extent

Source: GAO.

41.2 41.1

52.9

23.2 23.9

31

27.8

32.5

26.4
Page 43 GAO-03-1001 Military Education

Faculty Perceptions 

of Prevention of 

Discrimination and 

Harassment Varied

Faculty were asked for their perceptions on the same gender-based and 

race-/ethnicity-based discrimination and harassment issues as were 

students. The same definitions of discrimination and harassment were 

used. Figure 24 shows that about 70 percent of the faculty at each academy 

reported that the level of emphasis given to the prevention of gender-based 

discrimination was about right.

Figure 24: Faculty Perceptions of the Emphasis Placed on the Prevention of 

Gender-based Discrimination

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

9.7 9.8

14.3

70.2

15.5 18

72.3

21.4

68.9
Page 44 GAO-03-1001 Military Education

Figure 25 shows that 75 percent of the faculty at the Military and Naval 

Academies and 65 percent at the Air Force Academy reported that the level 

of emphasis given to the prevention of sexual harassment was about right. 

Figure 26 shows that just over one half of the faculty at each academy 

assessed the overall atmosphere for women at the academies as good 

or excellent.

Figure 25: Faculty Perceptions of the Emphasis Placed on the Prevention of 

Sexual Harassment

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

65.1

75

12

75

13

16.3

8

23.5

11.3
Page 45 GAO-03-1001 Military Education

Figure 26: Faculty Perceptions of the Overall Atmosphere for Women at 

the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good or excellent

Source: GAO.

50.7

54.8

58.2

23.8

17.9

23 22.2

25.3 24
Page 46 GAO-03-1001 Military Education

With regard to the emphasis the academies place on the prevention of 

race-/ethnicity-based discrimination, figure 27 shows that about 80 percent 

of faculty at each academy reported that the emphasis was about right.

Figure 27: Faculty Perceptions of the Emphasis on the Prevention of 

Race-/Ethnicity-based Discrimination at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

9.5 8.1

15.3

78.3

6.4

10.5

81.4

8.6

82
Page 47 GAO-03-1001 Military Education

A similar majority of faculty at each academy reported that the 

emphasis placed on the prevention of race-/ethnicity-based harassment is 

about right and that the overall atmosphere for racial/ethnic minority 

students at the academies is good or excellent. Figures 28 and 29 show 

these perceptions.

Figure 28: Faculty Perceptions of the Emphasis on the Prevention of 

Race-/Ethnicity-based Harassment

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

9.7 7.2

13.2

79.8

7 9.6

83.2

8.2

82.1
Page 48 GAO-03-1001 Military Education

Figure 29: Faculty Perceptions of the Overall Atmosphere for Racial/Ethnic 

Minorities at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Poor or below average

Average

Good or excellent

Source: GAO.

76.9

73.8

79.4

16.4

4.2 6.8

19.4

4.9

18.2
Page 49 GAO-03-1001 Military Education

Faculty Perceptions 

of Preferential 

Treatment Varied

Faculty perceptions varied as to whether different groups of students, 

such as women, recruited athletes, and minorities, receive preferential 

treatment during the admissions process and in general at the academies. 

Table 13 shows the differences between faculty who had been involved 

in the admissions process in the last 4 years and those who had not in 

perceptions of preferential treatment during the admissions process. 

More than 90 percent of the faculty who had participated in the 

admissions process in the last 4 years at the Military and Naval Academies 

and 72 percent at the Air Force Academy responded that they perceived 

recruited athletes as receiving preferential treatment during the admissions 

process. While 75 percent of the faculty who had participated in the 

admissions process at the Military Academy and 81 percent at the Naval 

Academy reported that they perceived African-Americans as receiving 

preferential treatment during the admissions process, only 29 percent of 

faculty at the Air Force Academy who had participated in the process gave 

the same assessment.

Table 13: Percentage of Faculty Perceiving Preferential Treatment of Student Groups in the Admissions Process

Source: GAO.

Numbers in percent

USMA USNA USAFA

Group

Participated 

in the process

Had not 

participated in 

the process

Participated in 

the process

Had not 

participated in 

the process

Participated in 

the process

Had not 

participated in 

the process

Women 14 36 16 32 13 24

Recruited 

athletes 93 88 92 86 72 84

AfricanAmerican 75 71 81 68 29 37

Hispanic 65 52 75 56 24 26

Asian 13 22 15 17 2 10

Native 

Hawaiian/other 

Pacific Islander 29 33 52 32 11 13

AmericanIndian/Alaska 

Native 45 40 63 46 18 19
Page 50 GAO-03-1001 Military Education

With the exception of perceptions regarding varsity athletes, faculty across 

the academies were less likely to perceive preferential treatment of various 

student groups while at the academies, as shown by table 14.

Table 14: Percentage of Faculty Perceiving Preferential Treatment of Student Groups 

While at the Academies

Source: GAO.

Numbers in percent

Group USMA USNA USAFA

Women 11 10 10

Varsity athletes 56 55 63

African-American 12 10 6

Hispanic 4 5 3

Asian 1 2 1

Native Hawaiian/other 

Pacific Islander 1 2 1

American-Indian/Alaska Native 2 3 2
Page 51 GAO-03-1001 Military Education

As figure 30 shows, about one-half the faculty at the Military and Naval 

Academies and 70 percent of the faculty at the Air Force Academy reported 

that the relative emphasis given to varsity intercollegiate athletics was 

generally or greatly overemphasized.

Figure 30: Faculty Perceptions of the Emphasis on Varsity Intercollegiate Athletics 

at the Academies

Note: Percentages may not add to 100 due to rounding.

In percent

0

10

20

30

40

50

60

70

80

90

100

USMA USNA USAFA

Greatly or generally underemphasized

Emphasis is about right

Generally or greatly overemphasized

Source: GAO.

69.1

51.4

56.5

36.6

6.9 5.8

42.8

2.8

28
Page 52 GAO-03-1001 Military Education

Conclusion The results of the student and faculty surveys presented in this report 

highlight several areas that may warrant further study. For example, 

the percentage of students and faculty that rated their academy’s 

performance standards for developing military officers as being generally 

or much too low suggests that this may be an area of concern. Likewise, 

similar responses from students and faculty related to the conduct of 

the honor code/concept underscore another area of potential concern. 

In addition, the high percentage of student responses indicating 

dissatisfaction with their social life at the academies and with certain 

campus services may also suggest cause for concern.

In our report on oversight and admissions issues at the service academies,12

we concluded that DOD conducts considerable oversight of the academies’ 

operations and performance, but they lack a complete oversight 

framework. To develop a more complete oversight framework, we 

recommended that DOD improve its oversight by enhancing its 

performance goals and measures. The academies’ climate surveys are 

conducted periodically and can inform decision makers about areas that 

may warrant further attention. The results of our surveys, especially those 

areas mentioned above, may be of use to DOD in enhancing the quality of 

its oversight.

Agency Comments DOD reviewed a draft of this report and had no comments.

We are sending copies of this report to the appropriate congressional 

committees; the Secretaries of Defense, the Army, the Navy, and the Air 

Force; and the Director, Office of Management and Budget. We will also 

make copies available to others upon request. In addition, the report will be 

available at no charge on the GAO Web site at http://www.gao.gov.

12 GAO-03-1000.
Page 53 GAO-03-1001 Military Education

Please contact me on (202) 512-5559 if you or your staff have any questions 

concerning this report. Key contributors are listed in appendix IV.

Derek B. Stewart

Director

Defense Capabilities and Management
Page 54 GAO-03-1001 Military Education

Appendix I

Scope and Methodology AAppenednxidexiIs

To obtain student and faculty perceptions of aspects of student life at the 

U.S. Military Academy, the U.S. Naval Academy, and the U.S. Air Force 

Academy, we took the following initial steps:

• To design two separate surveys (one for students and one for faculty), 

we reviewed our surveys used to query academy students in 1993 and 

1994 and prior service academy instruments to develop general topics 

and questions that were appropriate indicators of student life issues. 

Specifically, we reviewed student and faculty surveys on quality-of-life 

issues administered by the Military, Naval, and Air Force Academies 

within the last 2 years.1

 We also reviewed the student and faculty 

surveys on various aspects of student life that we administered during 

our 1994 review of the Air Force Academy.2

 For the student survey, we 

developed questions for nine general topics: (1) academic climate; 

(2) military/professional development; (3) social and cultural climate; 

(4) harassment, discrimination (gender- and race-/ethnicity-based), and 

preferential treatment for various groups of students; (5) moral climate 

and honor code/concept; (6) intercollegiate and intramural athletics; 

(7) campus services; (8) personal affairs; and (9) career intentions. 

For the faculty survey, we developed five student-related topics: 

(1) academic climate; (2) military/professional development; 

(3) harassment, discrimination (gender- and race-/ethnicity-based), 

and preferential treatment for various groups of students; (4) moral 

climate and honor code/concept; and (5) intercollegiate and 

intramural athletics.

• To ensure the relevance and appropriateness of the survey questions, 

we sought outside comments on our survey approach and questions 

from officials in the Office of the Under Secretary of Defense for 

Personnel and Readiness; the Army, Navy, and Air Force headquarters; 

and the Military, Naval, and Air Force academies. The purpose of 

seeking outside consultation was twofold. First, to determine whether 

the questions and the manner in which we planned to ask them were 

adequate for addressing the larger questions posed by our evaluation. 

Second, to find out whether academy students and faculty had the 

1

 Each of the service academies periodically surveys its students and faculty on topics 

including academic workload, perceptions of discrimination and harassment, application of 

the honor code/concept, and the quality of campus services.

2

 U.S. General Accounting Office, Air Force Academy: Gender and Racial Disparities, 

GAO/NSIAD-93-244 (Washington, D.C.: Sept. 24, 1993).
Appendix I

Scope and Methodology

Page 55 GAO-03-1001 Military Education

knowledge to answer our survey questions. The reviewing officials did 

not act as pretest interviewees; they provided critiques. Based on the 

comments received, we modified the survey terminology to apply to the 

respective academies, eliminated and/or changed questions or response 

items that did not apply, and added questions or response items to 

address issues germane to all three service academies.

• To test the survey questions before they were administered, we 

pretested the surveys in focus groups of students and faculty at the 

Naval and Air Force Academies. At both academies, we held two 

student focus groups, one for junior and senior students and one for 

freshmen and sophomore students, and two faculty focus groups, one 

each for military and civilian faculty. Each focus group consisted of 

approximately 10 participants, was racially diverse, and included males 

and females. We refined the survey questions based on the comments 

made during these sessions. Time constraints prevented pretesting at 

the Military Academy, although we discussed some of the survey topics 

with one student focus group during our site visit.

• To identify all students and faculty that would be included in the survey, 

we requested and obtained E-mail addresses for all students and faculty. 

For the faculty population, we asked the academies to include both 

teaching faculty and other staff who have regular contact with students, 

particularly the officers who serve as commanders of student units 

(companies or squadrons). Since we left it to the discretion of the 

academies which of these other staff they included (about 398 total), 

the numbers of total faculty vary among academies. There were initial 

difficulties in resolving inaccuracies in the E-mail addresses provided to 

us by the Air Force Academy, but Air Force Academy officials worked 

with us to resolve those issues.

To administer the surveys, we built six Web-based survey sites, two 

for each academy (one for students and one for faculty). Before 

administering the surveys, the superintendent of each academy notified all 

students and faculty of our upcoming surveys and encouraged participation 

in them. This notification was followed by our E-mail to all students and 

faculty, containing the Web link to the appropriate survey as well as the 

individual’s unique user name and password. The previously discussed 

inaccurate E-mail addresses resulted in delays in notifying all students 

and faculty at the Air Force Academy of the surveys’ availability. The 

Web-based surveys were initially operational from February 5 to 

February 28, 2003. During this time, students and faculty completed the 
Appendix I

Scope and Methodology

Page 56 GAO-03-1001 Military Education

surveys and contacted designated GAO personnel, via telephone or E-mail, 

regarding any difficulties. Each week, we sent follow-up E-mail to all 

respondents, requesting that they complete the surveys if they had not 

done so. At the end of the survey period, we extended the survey at all 

academies by 1 week to March 7, 2003, to allow respondents at the Air 

Force Academy additional time to complete the surveys. Each academy’s 

superintendent sent out an additional notification E-mail, announcing that 

we were extending the deadline for the surveys and once again 

encouraging participation. Table 15 shows that the response rates for the 

surveys were generally high.

Table 15: Number of Student and Faculty Survey Responses and Corresponding 

Response Rates

Source: GAO.

To analyze the response rates for possible errors due to some 

groups responding out of proportion to the population as a whole, 

we compared the rates for certain demographic subgroups to the 

relevant academy student populations. We found comparable distributions 

of students for these subgroups and concluded that the survey results for 

each academy appeared to be generally representative of the academy 

populations. Although overall response rates for the Air Force Academy 

were lower than those of the other two academies, the pattern of 

responses across demographic groups is much the same as for the other 

academies. Table 16 shows the percentage of groups who completed the 

student survey compared to the percentage of identified groups in the 

entire student population.

Total number of 

students and 

faculty surveyed

Number of students 

and faculty 

responding to survey

Response 

rate 

(percent)

U.S. Military Academy

Students 3,987 3,323 83

Faculty 665 597 90

U.S. Naval Academy

Students 4,224 3,473 82

Faculty 663 484 73

U.S. Air Force Academy

Students 4,053 2,442 60

Faculty 737 505 69
Appendix I

Scope and Methodology

Page 57 GAO-03-1001 Military Education

Table 16: Characteristics of Survey Respondents Compared to Academy Student Populations

Source: GAO.

a

Our definition of “minority” differed somewhat from that used by the academies. Differences in 

response rates may be attributed to the differences in definition. For example, we did not specify an 

“other” category for race/ethnicity and included a category for Hawaiian or other Pacific Islander.

b

We were unable to test these groups because of apparent measurement differences between our 

survey and the academies’ demographic profiles. In our survey more students responded that they 

were in these groups than the academies reported in their population.

To analyze survey results, we noted responses for all questions and 

highlighted those where a significant response occurred in a particular 

category, such as an unfavorable opinion. We also compared responses 

by groups for questions addressing those groups (e.g., male and female 

student responses and minority and nonminority student responses). 

Since we surveyed the entire student and faculty populations at all three 

academies and not a statistical sample, achieved high response rates, and 

found minimal occurrences of some groups responding out of proportion 

to the population as a whole, the responses can be considered 

representative of those populations.

We performed our work between November 2002 and July 2003 in 

accordance with generally accepted government auditing standards.

Numbers in percent

USMA USNA USAFA

Identified 

student group

Survey 

response rate 

(percent)

Group as 

percentage of 

total population

Survey 

response rate 

(percent)

Group as 

percentage of 

total population

Survey 

response rate 

(percent)

Group as 

percentage of 

total population

Males 84.7 84.4 84.4 84.7 82 83.6

Females 15.3 15.6 15.6 15.3 18 16.4

Minoritiesa 22.9 23.9 20.2 20.1 20 19

Varsity athletes 19.6 18.3 Not testedb Not testedb 18.2 17.1

Prior enlisted Not testedb Not testedb 10.1 9.1 1.6 1.0

Prep school 

graduates 13.8 14.7 15.9 16.8 11.6 12.6
Page 58 GAO-03-1001 Military Education

Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses ApendxiI

Academic Climate

1. Considering all your responsibilities, how would you characterize your academic workload?

2. How much emphasis does the Academy place on academics, relative to what you think it should be?

3. How would you characterize the level of academic competition among Academy students?

4. How effective or ineffective is additional instruction available outside the normal class meeting time for students who need it?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too light .3 .3 .2

Probably too light 1.5 1.3 .6

About right 35.3 42.9 30.3

Probably too heavy 48.1 45.1 50.5

Definitely too heavy 14.8 10.4 18.5

U.S. Military Academy 

(percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

(percent)

Greatly underemphasized 1.7 1.1 2.8

Generally underemphasized 15.7 9.7 26.1

Emphasis is about right 50.6 49.9 54.1

Generally overemphasized 25.3 29.8 14.3

Greatly overemphasized 6.7 9.4 2.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too little .7 .5 .6

Probably too little 9.1 7.0 7.2

About right 48.6 41.9 46.6

Probably too much 30.3 36.2 33.6

Definitely too much 11.2 14.4 12.0

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)

Very ineffective 2.4 2.0 1.2

Generally ineffective 3.3 2.2 2.0

Neither effective nor ineffective 4.0 2.9 1.6

Generally effective 38.7 37.4 31.6
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 59 GAO-03-1001 Military Education

5. Overall, how effective or ineffective are your Academy instructors as teachers?

6. Based on your experiences, how would you rate the overall academic program at the Academy?

Military/Professional Development

7. Considering all your responsibilities, how would you characterize your military development workload during the academic year?

Very effective 51.7 55.5 63.6

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)

Very ineffective 1.4 .8 .7

Generally ineffective 3.3 4.6 3.3

Neither effective nor ineffective 5.2 8.7 4.8

Generally effective 56.1 66.8 62.0

Very effective 34.0 19.1 29.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor .4 .4 .3

Below average 1.4 1.6 1.5

Average 5.5 8.0 5.8

Good 33.4 36.7 32.5

Excellent 59.3 53.3 59.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too light 8.5 6.4 1.4

Probably too light 33.5 26.6 8.8

About right 40.7 50.7 40.4

Probably too heavy 13.8 13.7 33.6

Definitely too heavy 3.5 2.7 15.7

(Continued From Previous Page)

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 60 GAO-03-1001 Military Education

8. How would you rate the Academy’s performance standards for developing you as an officer?

9. How effective or ineffective is the four-year class system for developing students as officers?

10. How effective or ineffective are the summer military development activities (not including initial entry summer training) for providing you 

with the skills needed to be an officer?

11. Based on your experiences, how would you rate the overall military development program at the Academy?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Much too low 2.2 4.5 4.9

Generally too low 21.0 28.2 22.1

About right 64.5 57.4 46.0

Generally too high 10.3 8.3 19.7

Much too high 2.0 1.5 7.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very ineffective 8.2 11.6 17.0

Generally ineffective 18.7 27.1 23.6

Neither effective nor ineffective 19.7 19.2 18.9

Generally effective 45.9 38.1 32.2

Very effective 7.5 4.0 8.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very ineffective 1.5 2.9 3.1

Generally ineffective 3.3 7.9 6.9

Neither effective nor ineffective 4.8 8.7 7.5

Generally effective 46.9 45.7 41.2

Very effective 43.4 34.9 41.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor 2.0 4.1 6.6

Below average 7.8 12.0 14.1

Average 19.4 26.6 26.3

Good 49.0 43.5 39.5

Excellent 21.8 13.8 13.4
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 61 GAO-03-1001 Military Education

Social and Cultural Climate

12. How satisfied or dissatisfied are you with your social life at the Academy?

13. How satisfied or dissatisfied are you with the types of cultural opportunities (e.g., courses related to the arts, opportunities to 

participate in the arts, and attending such events) available to Academy students on or off Academy grounds?

14. How satisfied or dissatisfied are you with opportunities to participate in religious services and activities?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very dissatisfied 33.0 22.6 30.3

Generally dissatisfied 39.6 34.1 34.4

Neither satisfied nor dissatisfied 13.6 17.4 13.8

Generally satisfied 12.1 22.5 18.2

Very satisfied 1.7 3.4 3.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very dissatisfied 14.6 9.9 18.8

Generally dissatisfied 29.4 23.5 34.2

Neither satisfied nor dissatisfied 31.0 30.4 28.9

Generally satisfied 20.8 28.3 15.1

Very satisfied 4.2 7.9 2.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very dissatisfied 2.2 1.4 1.9

Generally dissatisfied 3.9 2.9 5.5

Neither satisfied nor dissatisfied 17.5 17.3 17.9

Generally satisfied 38.5 40.2 39.4

Very satisfied 38.0 38.2 35.4
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 62 GAO-03-1001 Military Education

Harassment, Discrimination, and Preferential Treatment

Discrimination: Academy policies or practices that lead to unfair adverse treatment of a person or 

group based on race, ethnicity, gender or religion.

Harassment: Derogatory comments, gestures or other actions aimed at race, gender, religion, or 

ethnicity that interfere with an individual’s performance or create an intimidating, offensive or hostile 

environment, including unwanted sexual advances, requests for sexual favors and other verbal or 

physical conduct of a sexual nature.

15. How much emphasis does the Academy place on the prevention of sexual harassment, relative to what you think it should be?

16. How much emphasis does the Academy place on the prevention of gender-based discrimination, relative to what you think it 

should be?

17. Based on your experiences, how would you rate the overall Academy atmosphere for women?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 1.2 .7 2.7

Generally underemphasized 6.4 6.3 11.5

Emphasis is about right 54.0 48.9 52.1

Generally overemphasized 26.3 29.8 23.3

Greatly overemphasized 12.1 14.3 10.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 2.0 2.5 4.3

Generally underemphasized 10.3 13.7 18.1

Emphasis is about right 47.1 45.1 51.0

Generally overemphasized 26.5 23.2 17.2

Greatly overemphasized 14.2 15.4 9.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor 3.9 6.6 4.9

Below average 16.5 19.2 16.6

Average 22.2 25.0 21.5

Good 39.9 32.6 38.5

Excellent 17.4 16.7 18.6
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 63 GAO-03-1001 Military Education

18. How much emphasis does the Academy place on the prevention of race-/ethnicity-based harassment, relative to what you think it 

should be?

19. How much emphasis does the Academy place on the prevention of race-/ethnicity-based discrimination, relative to what you think it 

should be?

20. Based on your experiences, how would you rate the overall Academy atmosphere for members of racial/ethnic minorities?

21. Based on your perception, how were your classmates in the following groups treated during the admissions process relative to other 

applicants?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized .9 .9 1.7

Generally underemphasized 5.0 7.3 9.6

Emphasis is about right 64.7 76.5 71.4

Generally overemphasized 19.6 10.4 11.9

Greatly overemphasized 9.9 5.0 5.4

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized .9 1.1 1.6

Generally underemphasized 5.9 7.3 10.4

Emphasis is about right 61.6 75.0 68.0

Generally overemphasized 21.3 11.8 13.5

Greatly overemphasized 10.3 4.8 6.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor .8 .6 1.2

Below average 3.4 3.6 4.3

Average 12.8 14.4 16.0

Good 44.6 45.0 44.6

Excellent 38.4 36.4 33.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Males Preferential treatment 5.0 3.2 3.0

Same treatment 71.4 75.6 78.8

Discriminatory treatment 7.2 8.3 7.1

Do not know 16.4 13.0 11.1
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 64 GAO-03-1001 Military Education

Females Preferential treatment 44.5 50.4 43.3

Same treatment 34.9 34.7 42.7

Discriminatory treatment 3.7 2.2 3.3

Do not know 16.8 12.8 10.8

Whites/Caucasians Preferential treatment 4.4 3.6 3.1

Same treatment 68.8 73.2 76.2

Discriminatory treatment 10.1 9.8 9.5

Do not know 16.7 13.3 11.2

Blacks/AfricanAmericansPreferential treatment 35.7 34.4 34.4 

Same treatment 43.4 47.5 48.8

Discriminatory treatment 1.9 1.6 2.0

Do not know 19.0 16.5 14.8

Spanish/Hispanics/ 

Latinos

Preferential treatment 27.1 25.3 23.5 

Same treatment 49.6 53.3 57.4

Discriminatory treatment 1.6 1.4 1.9

Do not know 21.7 19.9 17.3

Asians Preferential treatment 19.1 16.9 17.8

Same treatment 57.0 59.3 62.6

Discriminatory treatment 1.5 1.3 1.3

Do not know 22.4 22.5 18.3

American 

Indians/Alaska 

Natives

Preferential treatment 18.2 15.7 16.5 

Same treatment 49.9 53.2 58.3

Discriminatory treatment 1.2 1.0 1.3

Do not know 30.6 30.0 23.8

Native Hawaiians/ 

Other Pacific 

Islanders

Preferential treatment 16.0 14.4 14.7 

Same treatment 52.3 56.6 62.3

Discriminatory treatment 1.1 1.0 1.0

Do not know 30.6 27.9 22.0

Recruited 

Intercollegiate 

Athletes

Preferential treatment 73.5 72.5 76.8 

Same treatment 15.3 17.4 14.3

Discriminatory treatment 1.6 2.4 4.1

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 65 GAO-03-1001 Military Education

22. To your knowledge, how are members of the following groups treated at the Academy in general, relative to other students?

Do not know 9.6 7.8 4.8

Prior Enlisted Preferential treatment 32.1 21.4 16.4

Same treatment 47.2 59.9 66.1

Discriminatory treatment 1.8 2.6 3.2

Do not know 18.9 16.2 14.3

Students with 

Military Parents

Preferential treatment 48.4 49.2 41.1 

Same treatment 36.8 38.4 49.1

Discriminatory treatment .5 .3 .5

Do not know 14.2 12.1 9.2

Preparatory School 

Graduates

Preferential treatment 40.8 32.1 35.3 

Same treatment 42.4 53.3 52.4

Discriminatory treatment 1.6 1.9 2.0

Do not know 15.3 12.8 10.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Males Preferential treatment 8.7 8.2 5.7

Same treatment 84.3 84.6 87.1

Discriminatory treatment 4.4 6.0 5.4

Do not know 2.7 1.2 1.8

Females Preferential treatment 39.9 42.6 40.9

Same treatment 42.5 37.8 44.5

Discriminatory treatment 14.2 17.9 12.4

Do not know 3.4 1.7 2.1

Whites/Caucasians Preferential treatment 4.8 3.8 3.6

Same treatment 87.6 90.7 89.0

Discriminatory treatment 4.3 3.4 4.8

Do not know 3.4 2.1 2.6

Blacks/AfricanAmericansPreferential treatment 16.3 14.8 20.1 

Same treatment 76.1 78.6 73.2

Discriminatory treatment 3.2 3.4 2.8

Do not know 4.3 3.2 3.9

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 66 GAO-03-1001 Military Education

Spanish/Hispanics/ 

Latinos

Preferential treatment 7.4 6.8 8.2 

Same treatment 84.6 86.0 84.3

Discriminatory treatment 1.9 1.9 2.3

Do not know 6.1 5.3 5.2

Asians Preferential treatment 6.9 4.7 6.2

Same treatment 85.4 88.1 86.1

Discriminatory treatment 1.8 1.3 1.9

Do not know 6.0 6.0 5.8

American 

Indians/Alaska 

Natives

Preferential treatment 4.5 3.7 4.4 

Same treatment 83.3 85.1 84.5

Discriminatory treatment .9 .9 1.3

Do not know 11.3 10.3 9.7

Native Hawaiians/ 

Other Pacific 

Islanders

Preferential treatment 4.0 3.7 4.3 

Same treatment 84.1 86.4 86.2

Discriminatory treatment 1.0 .9 1.1

Do not know 10.9 9.0 8.4

Varsity Athletes Preferential treatment 64.2 59.5 70.4

Same treatment 26.4 25.9 18.2

Discriminatory treatment 7.1 13.3 10.1

Do not know 2.2 1.3 1.3

Non-Varsity 

Athletes

Preferential treatment 4.6 3.1 20.0 

Same treatment 77.8 84.8 61.5

Discriminatory treatment 14.2 10.2 16.1

Do not know 3.4 1.9 2.4

Prior Enlisted Preferential treatment 32.2 18.6 9.3

Same treatment 62.3 75.3 84.9

Discriminatory treatment 2.0 3.2 2.5

Do not know 3.6 2.9 3.3

Students with 

Military Parents

Preferential treatment 25.2 25.5 19.2 

Same treatment 70.3 71.0 77.0

Discriminatory treatment .6 .6 .7

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 67 GAO-03-1001 Military Education

Moral Climate and Honor Code/Concept

23. How much emphasis does the Academy place on the moral/ethical development of students, relative to what you think it should be?

24. To what extent is the Honor Code/Concept practiced as it is taught?

Do not know 3.9 2.8 3.2

Preparatory School 

Graduates

Preferential treatment 18.2 9.2 10.4 

Same treatment 75.1 84.9 84.4

Discriminatory treatment 2.9 3.0 2.1

Do not know 3.8 3.0 3.0

Foreign Students Preferential treatment 21.3 11.0 20.3

Same treatment 70.4 78.6 70.4

Discriminatory treatment 2.0 3.1 3.5

Do not know 6.3 7.3 5.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 1.0 1.6 3.5

Generally underemphasized 5.9 9.7 15.4

Emphasis is about right 61.5 59.7 61.3

Generally overemphasized 22.4 21.6 14.9

Greatly overemphasized 9.2 7.4 4.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 2.2 6.1 6.0

To some extent 12.5 24.8 22.1

To a moderate extent 23.3 32.4 29.3

To a great extent 40.1 28.9 32.2

To a very great extent 22.0 7.9 10.4

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 68 GAO-03-1001 Military Education

25. To what extent is the Honor Code/Concept fairly applied to students with similar violations?

26. How frequently have you witnessed academic cheating at the Academy?

Intercollegiate and Intramural Athletics

27. When you were applying to the Academy, were you recruited to be an athlete for one of the Academy’s varsity intercollegiate

athletic teams?

28. Are you an athlete on one of the Academy’s varsity intercollegiate teams?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 9.5 13.7 12.2

To some extent 21.2 26.5 23.0

To a moderate extent 26.4 30.8 27.4

To a great extent 29.6 22.8 26.9

To a very great extent 13.3 6.3 10.4

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Seldom or never 89.1 76.1 69.0

On occasion 8.0 18.8 20.7

Often 2.1 3.1 5.9

Very often .7 1.6 3.4

All or almost all the time .2 .4 1.1

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 75.9 73.3 74.9

Yes 24.1 26.7 25.1

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 80.4 71.9 81.8

Yes 19.6 28.1 18.2
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 69 GAO-03-1001 Military Education

29. How much emphasis does the Academy place on varsity intercollegiate athletics?

30. How much emphasis does the Academy place on intramural athletics?

31. How much emphasis does the Academy place on club athletics?

Services

32. How satisfied or dissatisfied are you with the following housing conditions, food services and other services/facilities at the Academy?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 5.8 4.9 3.5

Generally underemphasized 14.5 15.0 10.6

Emphasis is about right 25.8 41.3 22.0

Generally overemphasized 28.7 26.1 29.5

Greatly overemphasized 25.2 12.7 34.3

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 5.7 3.6 2.1

Generally underemphasized 23.0 19.6 10.0

Emphasis is about right 52.3 59.2 35.8

Generally overemphasized 13.5 13.6 28.8

Greatly overemphasized 5.5 4.0 23.2

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 11.5 11.6 44.4

Generally underemphasized 36.8 37.7 39.6

Emphasis is about right 45.2 48.1 13.5

Generally overemphasized 5.4 2.1 1.9

Greatly overemphasized 1.2 .5 .7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Physical condition 

of housing

Very dissatisfied 4.5 1.6 1.0 

Generally dissatisfied 16.2 7.9 8.8
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 70 GAO-03-1001 Military Education

Neither satisfied nor 

dissatisfied

20.3 14.6 15.5 

Generally satisfied 50.0 57.3 55.9

Very satisfied 9.0 18.6 18.7

Maintenance of 

housing

Very dissatisfied 5.4 3.3 2.8 

Generally dissatisfied 19.6 16.9 13.6

Neither satisfied nor 

dissatisfied

20.0 17.6 17.1 

Generally satisfied 46.3 48.9 49.6

Very satisfied 8.7 13.2 16.9

Total amount of 

living area

Very dissatisfied 5.8 6.4 4.8 

Generally dissatisfied 17.8 22.8 18.6

Neither satisfied nor 

dissatisfied

17.2 21.9 18.1 

Generally satisfied 45.9 39.2 43.5

Very satisfied 13.3 9.6 15.0

Study conditions Very dissatisfied 2.9 2.4 3.7

Generally dissatisfied 10.5 11.9 12.9

Neither satisfied nor 

dissatisfied

19.1 22.5 21.0 

Generally satisfied 54.5 51.1 48.9

Very satisfied 13.1 12.2 13.5

Personal storage 

area

Very dissatisfied 12.2 13.8 11.4 

Generally dissatisfied 35.2 37.3 33.1

Neither satisfied nor 

dissatisfied

17.8 18.9 20.1 

Generally satisfied 29.8 25.2 29.2

Very satisfied 5.0 4.8 6.2

Restrooms Very dissatisfied 7.1 5.6 5.3

Generally dissatisfied 18.8 14.8 17.3

Neither satisfied nor 

dissatisfied

21.4 23.2 25.6 

Generally satisfied 44.3 45.8 42.6

Very satisfied 8.4 10.6 9.2

Available 

technology

Very dissatisfied 1.8 8.1 1.1 

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

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Student Survey and Responses

Page 71 GAO-03-1001 Military Education

Generally dissatisfied 5.9 11.8 4.3

Neither satisfied nor 

dissatisfied

11.1 11.2 11.4 

Generally satisfied 49.6 41.8 48.0

Very satisfied 31.5 27.2 35.3

Security of personal 

effects

Very dissatisfied 4.3 15.1 3.3 

Generally dissatisfied 8.4 23.6 9.6

Neither satisfied nor 

dissatisfied

15.4 21.0 18.4 

Generally satisfied 45.8 31.2 48.7

Very satisfied 26.1 9.2 20.0

Personal safety Very dissatisfied 1.3 1.1 1.2

Generally dissatisfied 1.6 1.8 2.3

Neither satisfied nor 

dissatisfied

8.5 12.2 12.5 

Generally satisfied 36.0 40.8 44.9

Very satisfied 52.6 44.1 39.0

Quality of mess hall 

food

Very dissatisfied 12.4 11.2 22.8 

Generally dissatisfied 26.3 26.4 34.2

Neither satisfied nor 

dissatisfied

21.1 23.7 18.9 

Generally satisfied 35.7 34.4 21.6

Very satisfied 4.5 4.3 2.4

Laundry service Very dissatisfied 18.2 19.6 24.9

Generally dissatisfied 31.1 27.0 31.2

Neither satisfied nor 

dissatisfied

19.9 23.8 25.4 

Generally satisfied 27.1 26.4 16.4

Very satisfied 3.6 3.2 2.0

Medical care Very dissatisfied 6.8 4.8 15.0

Generally dissatisfied 14.2 15.9 28.0

Neither satisfied nor 

dissatisfied

21.4 23.6 20.8 

Generally satisfied 44.2 42.4 28.3

Very satisfied 13.4 13.3 7.9

Shopping facilities Very dissatisfied 11.0 3.4 7.9

Generally dissatisfied 27.5 9.4 19.8

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 72 GAO-03-1001 Military Education

Neither satisfied nor 

dissatisfied

24.4 22.5 30.3 

Generally satisfied 32.7 52.2 37.6

Very satisfied 4.4 12.5 4.4

Off-installation 

transportation

Very dissatisfied 35.3 26.3 41.8 

Generally dissatisfied 34.2 36.0 31.0

Neither satisfied nor 

dissatisfied

16.8 23.7 19.6 

Generally satisfied 12.0 12.0 6.6

Very satisfied 1.8 2.0 1.1

Phone service Very dissatisfied 10.5 6.7 20.7

Generally dissatisfied 17.0 12.6 24.5

Neither satisfied nor 

dissatisfied

24.1 24.0 35.4 

Generally satisfied 40.5 46.2 17.1

Very satisfied 7.8 10.5 2.3

Cable service Very dissatisfied 17.2 25.3 29.1

Generally dissatisfied 24.0 19.8 27.0

Neither satisfied nor 

dissatisfied

21.6 30.6 29.8 

Generally satisfied 31.1 20.5 12.0

Very satisfied 6.1 3.7 2.0

Updating of 

school computer 

equipment

Very dissatisfied 6.2 9.4 4.1 

Generally dissatisfied 11.7 12.8 9.7

Neither satisfied nor 

dissatisfied

25.3 24.6 25.9 

Generally satisfied 42.6 40.0 43.5

Very satisfied 14.2 13.2 16.8

Condition of 

athletic facilities 

that all students 

can use

Very dissatisfied 34.4 3.5 9.5 

Generally dissatisfied 24.1 10.2 19.2

Neither satisfied nor 

dissatisfied

14.1 14.0 14.8 

Generally satisfied 22.2 50.6 38.4

Very satisfied 5.2 21.7 18.1

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 73 GAO-03-1001 Military Education

Personal Affairs

33. How adequate or inadequate is the amount of time you have to handle your personal affairs?

34. How satisfied or dissatisfied are you with opportunities to use personal time as you would like to use it?

Club sports 

(number, diversity, 

participation, etc.)

Very dissatisfied 5.8 3.3 18.7 

Generally dissatisfied 11.5 8.7 23.4

Neither satisfied nor 

dissatisfied

32.2 30.9 27.3 

Generally satisfied 40.0 45.4 24.4

Very satisfied 10.5 11.8 6.2

Personal privacy Very dissatisfied 23.2 16.5 16.0

Generally dissatisfied 30.7 29.6 26.5

Neither satisfied nor 

dissatisfied

22.0 27.8 27.4 

Generally satisfied 20.6 23.2 25.4

Very satisfied 3.5 2.9 4.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very inadequate 18.5 12.3 20.8

Generally inadequate 48.2 46.0 51.7

Adequate 31.0 38.7 26.5

Generally more than adequate 2.1 2.8 1.1

Much more than adequate .3 .1 0.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very dissatisfied 28.5 14.9 27.0

Generally dissatisfied 42.1 37.8 42.3

Neither satisfied nor dissatisfied 17.7 23.1 17.3

Generally satisfied 11.2 22.8 12.7

Very satisfied .5 1.4 .7

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 74 GAO-03-1001 Military Education

General

35. Considering everything, how would you rate your overall satisfaction with the Academy?

36. To what extent are quality of life problems at the Academy openly confronted and/or solved?

37. Which of the following best describes your career intentions at the present time?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very dissatisfied 4.0 4.2 5.8

Generally dissatisfied 15.9 14.7 18.1

Neither satisfied nor dissatisfied 18.5 16.7 17.5

Generally satisfied 49.0 50.1 47.1

Very satisfied 12.6 14.3 11.5

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 24.3 25.3 39.0

To some extent 35.0 33.8 32.2

To a moderate extent 30.5 32.2 22.6

To a great extent 8.8 7.5 5.3

To a very great extent 1.3 1.2 .8

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

I plan to stay in the military until 

retirement.

15.4 15.3 25.6

I plan to stay in the military 

beyond my obligation, but am 

undecided about staying until 

retirement.

24.8 28.9 29.5

I am undecided whether I will 

stay in the military beyond my 

obligation.

40.8 38.8 30.9

I will probably leave the military 

upon completion of my 

obligation.

12.6 11.9 10.0

I will definitely leave the military 

upon completion of my 

obligation.

6.4 5.1 4.0
Appendix II

Aspects of Student Life at the Academies: 

Student Survey and Responses

Page 75 GAO-03-1001 Military Education

Background Information

38. Which Academy do you attend?

39. What is your year class?

40. What is your gender?

41. Are you either Spanish, Hispanic, or Latino?

42. What is your race?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

U.S. Military Academy 100.0 0.0 0.0

U.S. Naval Academy 0.0 100.0 0.0

U.S. Air Force Academy 0.0 0.0 100.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

First Class (class of 2003) 21.4 22.2 25.6

Second Class (class of 2004) 24.4 24.7 23.9

Third Class (class of 2005) 26.0 26.1 27.0

Fourth Class (class of 2006) 28.2 27.1 23.5

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Male 84.7 84.4 82.0

Female 15.3 15.6 18.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

(percent)

No 91.1 90.3 92.1

Yes 8.9 9.7 7.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

White/Caucasian Not checked 22.4 18.7 17.8

Checked 77.6 81.3 82.2

Black/AfricanAmericanNot checked 93.8 94.9 95.4
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Student Survey and Responses

Page 76 GAO-03-1001 Military Education

43. Were you prior enlisted before enrolling in the Academy?

44. Did you attend the Academy’s preparatory school before enrolling in the Academy?

45. Is either of your parents a graduate of a military academy?

Checked 6.2 5.1 4.6

Asian Not checked 92.4 95.6 95.6

Checked 7.6 4.4 4.4

American 

Indian/Alaska 

Native

Not checked 98.1 97.8 97.7

Checked 1.9 2.2 2.3

Native 

Hawaiian/Pacific 

Islander

Not checked 98.9 98.5 99.1

Checked 1.1 1.5 .9

No response Not checked 90.6 90.4 91.1

Checked 9.4 9.6 8.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 90.1 89.9 95.4

Yes 9.9 10.1 4.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 86.2 84.1 88.4

Yes 13.8 15.9 11.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 93.4 93.4 91.4

Yes 6.6 6.6 8.6

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix II

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Student Survey and Responses

Page 77 GAO-03-1001 Military Education

46. Is either of your parents currently serving in the active services or Guard/Reserves?

Note: Percentages may not add to 100 due to rounding.

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 92.1 93.7 91.1

Yes 7.9 6.3 8.9
Page 78 GAO-03-1001 Military Education

Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses ApendxiI

Academic Climate

1. Considering all the students’ responsibilities, how would you characterize their academic workload at the Academy?

2. How much emphasis does the Academy place on academics, relative to what you think it should be?

3. How would you characterize the level of academic competition among Academy students?

4. How effective or ineffective is additional instruction available outside the normal class meeting time for students who need it?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too light 1.5 .6 1.6

Probably too light 7.6 7.6 7.8

About right 55.1 60.3 58.2

Probably too heavy 29.2 22.9 25.1

Definitely too heavy 6.6 8.5 7.2

U.S. Military Academy 

(percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

(percent)

Greatly underemphasized 2.5 2.1 5.8

Generally underemphasized 30.4 32.4 37.1

Emphasis is about right 54.8 55.4 50.0

Generally overemphasized 10.3 7.7 5.2

Greatly overemphasized 2.0 2.3 1.8

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too little 3.5 4.3 3.9

Probably too little 28.7 27.0 21.1

About right 54.5 56.4 60.7

Probably too much 10.3 10.9 12.1

Definitely too much 3.0 1.3 2.2

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)

Very ineffective 4.1 3.8 3.1

Generally ineffective 2.2 1.9 4.1

Neither effective nor ineffective 1.2 1.7 2.5

Generally effective 35.5 38.3 33.1
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 79 GAO-03-1001 Military Education

5. How would you rate the academic preparedness of students who attended the Academy Preparatory School relative to their classmates 

at the Academy?

6. Overall, how effective or ineffective are Academy instructors as teachers?

7. Who among the following have ever tried to improperly influence you to modify the grades in any of your Academy courses?

Very effective 57.0 54.2 57.3

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)

Much more prepared 1.3 1.6 1.9

Somewhat more prepared 14.6 16.8 20.3

About the same 40.3 40.5 42.0

Somewhat less prepared 35.4 33.7 28.3

Much less prepared 8.4 7.4 7.4

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)

Very ineffective 2.4 1.9 2.3

Generally ineffective 2.4 1.7 1.0

Neither effective nor ineffective 1.2 2.8 1.9

Generally effective 45.2 45.8 41.8

Very effective 48.7 47.7 52.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Fellow faculty Not checked 97.8 97.9 97.8

Checked 2.2 2.1 2.2

Course director Not checked 96.0 99.4 96.0

Checked 4.0 .6 4.0

Department head or 

deputy department 

head

Not checked 94.0 96.9 96.0

Checked 6.0 3.1 4.0

Dean or someone 

on his/her staff

Not checked 100.0 99.2 98.6

Checked 0.0 .8 1.4

(Continued From Previous Page)

U.S. Military Academy 

(percent)

U.S. Naval Academy 

(percent)

U.S. Air Force Academy 

(percent)
Appendix III

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Faculty Survey and Responses

Page 80 GAO-03-1001 Military Education

8. Based on your experiences, how would you rate the overall academic program at the Academy?

Coach or other 

athletic department 

or association 

official

Not checked 98.8 97.7 98.0

Checked 1.2 2.3 2.0

Someone on 

Commandant’s 

staff

Not checked 100.0 98.1 99.6

Checked 0.0 1.9 .4

Someone on 

Superintendent’s 

staff

Not checked 99.8 99.8 99.6

Checked .2 .2 .4

Other Not checked 99.3 97.1 98.8

Checked .7 2.9 1.2

No one at the 

Academy has ever 

tried to improperly 

influence me to 

modify grades

Not checked 14.1 12.6 18.0

Checked 85.9 87.4 82.0

No basis to judge Not checked 96.8 97.7 91.9

Checked 3.2 2.3 8.1

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor .5 0.0 .6

Below average 2.4 2.7 3.4

Average 9.4 10.6 4.6

Good 30.3 32.9 33.3

Excellent 57.4 53.8 58.1

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 81 GAO-03-1001 Military Education

Military/Professional Development

9. Considering all the students’ responsibilities, how would you characterize their military development workload during the 

academic year?

10. How would you rate the Academy’s performance standards for developing students as officers?

11. How effective or ineffective is the four-year class system for developing students as officers?

12. How effective or ineffective are the summer military development activities (not including initial entry summer training) for providing 

students with the skills needed to be an officer?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Definitely too light 13.0 2.4 2.8

Probably too light 27.1 12.5 11.2

About right 28.6 53.3 36.1

Probably too heavy 22.1 26.2 34.3

Definitely too heavy 9.1 5.7 15.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Much too low 2.8 2.1 3.9

Generally too low 23.4 20.2 27.9

About right 70.3 74.2 60.5

Generally too high 3.5 2.8 6.0

Much too high 0.0 .7 1.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very ineffective 3.4 4.4 9.5

Generally ineffective 10.7 15.1 21.9

Neither effective nor ineffective 7.9 11.4 12.7

Generally effective 66.9 56.9 49.2

Very effective 11.1 12.2 6.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Very ineffective 1.6 1.8 1.7

Generally ineffective 5.5 9.3 8.0

Neither effective nor ineffective 2.0 9.9 7.5
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 82 GAO-03-1001 Military Education

13. Based on your experiences, how would you rate the overall military development program at the Academy?

Harassment, Discrimination, and Preferential Treatment

Discrimination: Academy policies or practices that lead to unfair adverse treatment of a person or 

group based on race, ethnicity, gender or religion.

Harassment: Derogatory comments, gestures or other actions aimed at race, gender, religion, or 

ethnicity that interfere with an individual’s performance or create an intimidating, offensive or hostile 

environment, including unwanted sexual advances, requests for sexual favors and other verbal or 

physical conduct of a sexual nature.

14. How much emphasis does the Academy place on the prevention of sexual harassment of students, relative to what you think it 

should be?

Generally effective 53.9 52.8 52.3

Very effective 36.9 26.3 30.5

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor .9 1.0 4.5

Below average 8.7 5.1 14.0

Average 17.4 17.3 21.3

Good 49.5 47.0 41.3

Excellent 23.6 29.7 18.9

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 3.2 1.9 4.8

Generally underemphasized 9.8 14.4 18.7

Emphasis is about right 75.0 75.0 65.1

Generally overemphasized 9.2 6.3 8.6

Greatly overemphasized 2.8 2.5 2.7
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 83 GAO-03-1001 Military Education

15. How much emphasis does the Academy place on the prevention of gender-based discrimination of students, relative to what you think 

it should be?

16. Based on your experiences, how would you rate the overall Academy atmosphere for women students?

17. How much emphasis does the Academy place on the prevention of race-/ethnicity-based harassment of students, relative to what you 

think it should be?

18. How much emphasis does the Academy place on the prevention of race-/ethnicity-based discrimination of students, relative to what 

you think it should be?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 2.1 2.4 3.0

Generally underemphasized 13.4 15.6 18.4

Emphasis is about right 70.2 72.3 68.9

Generally overemphasized 11.1 7.3 6.4

Greatly overemphasized 3.2 2.4 3.4

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor 3.6 3.0 6.2

Below average 14.3 20.0 19.1

Average 23.8 22.2 24.0

Good 39.8 37.8 34.3

Excellent 18.4 17.0 16.4

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 1.1 1.2 0.0

Generally underemphasized 5.9 8.4 8.2

Emphasis is about right 79.8 83.2 82.1

Generally overemphasized 10.0 4.8 8.0

Greatly overemphasized 3.2 2.4 1.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 1.1 1.2 .4

Generally underemphasized 5.3 9.3 8.2

Emphasis is about right 78.3 81.4 82.0

Generally overemphasized 11.7 5.7 8.2

Greatly overemphasized 3.6 2.4 1.3
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 84 GAO-03-1001 Military Education

19. Based on your experiences, how would you rate the overall Academy atmosphere for members of racial/ethnic minorities?

20. Based on your perception, how were students in the following groups treated during the admissions process relative to 

other applicants?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Poor .9 1.3 0.0

Below average 3.3 5.5 4.9

Average 16.4 19.4 18.2

Good 43.0 42.4 41.4

Excellent 36.4 31.4 35.5

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Males Preferential 

treatment

2.2 2.8 3.7

Same 

treatment

49.5 48.2 48.3

Discriminatory 

treatment

4.3 3.7 1.3 

Do not know 44.0 45.4 46.7

Females Preferential 

treatment

17.2 17.0 11.8

Same 

treatment

37.7 36.1 39.2

Discriminatory 

treatment

2.5 3.6 2.6 

Do not know 42.5 43.3 46.4

Whites/Caucasians Preferential 

treatment

1.8 1.2 2.8

Same 

treatment

46.9 46.3 46.3

Discriminatory 

treatment

8.0 7.2 4.1

Do not know 43.3 45.4 46.7

Blacks/AfricanAmericansPreferential 

treatment

42.0 40.5 19.1 

Same 

treatment

16.5 17.0 33.4

Discriminatory 

treatment

.5 .9 .9 

Do not know 40.9 41.6 46.6
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 85 GAO-03-1001 Military Education

Spanish/Hispanics/ 

Latinos

Preferential 

treatment

30.3 32.2 13.6 

Same 

treatment

25.0 22.3 37.2

Discriminatory 

treatment

.4 .5 1.1 

Do not know 44.3 45.1 48.1

Asians Preferential 

treatment

10.3 8.8 4.4

Same 

treatment

42.0 41.9 45.0

Discriminatory 

treatment

1.1 .9 1.3 

Do not know 46.6 48.4 49.3

American 

Indians/Alaska 

Natives

Preferential 

treatment

18.8 22.0 8.8 

Same 

treatment

26.8 22.2 37.4

Discriminatory 

treatment

.5 .7 .9 

Do not know 53.8 55.1 52.9

Native Hawaiians/ 

Other Pacific Islanders

Preferential 

treatment

13.9 15.3 5.7 

Same 

treatment

30.3 27.2 38.9

Discriminatory 

treatment

.4 .5 .4 

Do not know 55.4 57.0 54.9

Recruited 

Intercollegiate 

Athletes

Preferential 

treatment

55.9 54.7 56.3 

Same 

treatment

7.5 7.9 11.2

Discriminatory 

treatment

.2 .2 .9 

Do not know 36.5 37.2 31.6

Prior Enlisted Preferential 

treatment

12.4 24.8 7.7

Same 

treatment

40.6 29.0 43.0

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 86 GAO-03-1001 Military Education

21. To your knowledge, how are members of the following groups treated at the Academy in general, relative to other students?

Discriminatory 

treatment

.7 1.1 .4

Do not know 46.3 45.1 48.9

Students with Military 

Parents

Preferential 

treatment

20.0 30.0 18.7 

Same 

treatment

34.7 24.8 35.7

Discriminatory 

treatment

0.0 .2 .4 

Do not know 45.3 45.0 45.1

Preparatory School 

Graduates

Preferential 

treatment

23.4 35.7 24.6 

Same 

treatment

31.7 21.9 31.5

Discriminatory 

treatment

.4 .2 .2 

Do not know 44.5 42.1 43.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Males Preferential 

treatment

4.9 7.1 9.5

Same 

treatment

87.3 82.9 81.5

Discriminatory 

treatment

1.0 1.3 1.2 

Do not know 6.8 8.7 7.8

Females Preferential 

treatment

11.3 9.8 9.7

Same 

treatment

70.9 67.1 68.2

Discriminatory 

treatment

10.3 13.8 14.4 

Do not know 7.5 9.3 7.6

Whites/Caucasians Preferential 

treatment

3.5 3.1 4.1

Same 

treatment

87.8 85.9 84.6

Discriminatory 

treatment

1.4 2.0 1.7 

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 87 GAO-03-1001 Military Education

Do not know 7.3 8.9 9.5

Blacks/AfricanAmericansPreferential 

treatment

11.7 9.6 6.2 

Same 

treatment

77.2 76.7 81.4

Discriminatory 

treatment

3.0 3.8 3.1 

Do not know 8.2 10.0 9.3

Spanish/Hispanics/ 

Latinos

Preferential 

treatment

4.0 5.1 3.3 

Same 

treatment

85.4 81.3 83.9

Discriminatory 

treatment

1.4 2.9 1.7 

Do not know 9.1 10.7 11.1

Asians Preferential 

treatment

1.1 1.8 1.3

Same 

treatment

88.1 84.7 86.4

Discriminatory 

treatment

1.4 1.8 .6 

Do not know 9.5 11.7 11.7

American 

Indians/Alaska 

Natives

Preferential 

treatment

1.6 3.2 2.1 

Same 

treatment

82.4 75.5 81.9

Discriminatory 

treatment

1.1 1.6 1.1 

Do not know 14.9 19.8 14.9

Native Hawaiians/ 

Other Pacific 

Islanders

Preferential 

treatment

1.2 2.3 1.3 

Same 

treatment

82.9 76.1 82.8

Discriminatory 

treatment

.9 1.4 .6 

Do not know 14.9 20.2 15.3

Varsity Athletes Preferential 

treatment

56.4 55.2 62.9

Same 

treatment

34.8 32.3 27.7

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 88 GAO-03-1001 Military Education

Discriminatory 

treatment

1.7 3.3 3.5 

Do not know 7.1 9.2 5.9

Non-Varsity Athletes Preferential 

treatment

2.5 1.3 5.6 

Same 

treatment

83.7 84.1 77.0

Discriminatory 

treatment

5.8 4.0 9.1 

Do not know 8.1 10.5 8.3

Prior Enlisted Preferential 

treatment

6.5 2.4 .2

Same 

treatment

82.8 83.6 84.6

Discriminatory 

treatment

1.1 1.8 2.1 

Do not know 9.7 12.2 13.1

Students with 

Military Parents

Preferential 

treatment

10.7 7.2 8.7 

Same 

treatment

79.1 79.5 78.0

Discriminatory 

treatment

0.0 .2 .2 

Do not know 10.2 13.1 13.1

Preparatory School 

Graduates

Preferential 

treatment

4.4 2.7 3.1 

Same 

treatment

85.1 84.3 82.9

Discriminatory 

treatment

.5 .7 .6 

Do not know 10.0 12.3 13.3

Foreign Students Preferential 

treatment

18.4 9.0 19.5

Same 

treatment

67.3 73.6 66.5

Discriminatory 

treatment

2.1 1.4 2.1 

Do not know 12.3 16.0 11.9

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 89 GAO-03-1001 Military Education

Moral Climate and Honor Code/Concept

22. How much emphasis does the Academy place on the moral/ethical development of students, relative to what you think it should be?

23. To what extent is the Honor Code/Concept practiced as it is taught?

24. To what extent is the Honor Code/Concept fairly applied to students with similar violations?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized .7 .8 2.6

Generally underemphasized 8.6 8.6 14.5

Emphasis is about right 78.8 72.7 72.5

Generally overemphasized 9.8 13.2 8.1

Greatly overemphasized 2.2 4.6 2.2

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 2.6 7.3 6.5

To some extent 19.8 24.5 29.1

To a moderate extent 26.7 27.0 30.8

To a great extent 39.0 36.9 27.9

To a very great extent 11.9 4.3 5.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 4.2 7.9 8.9

To some extent 19.0 23.1 23.6

To a moderate extent 23.9 27.8 26.4

To a great extent 40.8 34.5 34.8

To a very great extent 12.1 6.7 6.3
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 90 GAO-03-1001 Military Education

25. How frequently have you witnessed academic cheating at the Academy?

Intercollegiate and Intramural Athletics

26. How much emphasis does the Academy place on varsity intercollegiate athletics, relative to what you think it should be?

27. How much emphasis does the Academy place on intramural athletics, relative to what you think it should be?

28. How much emphasis does the Academy place on club athletics, relative to what you think it should be?

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Seldom or never 82.7 65.9 61.8

On occasion 16.4 30.1 34.6

Often .7 3.4 2.7

Very often .2 .6 .8

All or almost all the time 0.0 0.0 0.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized .5 .6 .6

Generally underemphasized 6.4 5.2 2.2

Emphasis is about right 36.6 42.8 28.0

Generally overemphasized 33.6 35.1 36.4

Greatly overemphasized 22.9 16.3 32.7

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 1.8 2.0 2.3

Generally underemphasized 18.5 14.6 17.8

Emphasis is about right 66.1 73.0 60.4

Generally overemphasized 9.8 8.5 13.6

Greatly overemphasized 3.9 1.8 5.9

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Greatly underemphasized 5.7 3.2 15.8

Generally underemphasized 22.0 20.6 28.4

Emphasis is about right 59.1 66.6 45.9
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 91 GAO-03-1001 Military Education

General

29. To what extent are quality of life problems at the Academy openly confronted and/or solved?

Background Information

30. At which Academy do you teach?

31. Are you a military or civilian member of the Academy faculty?

Generally overemphasized 9.6 7.4 7.9

Greatly overemphasized 3.6 2.1 2.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

To little or no extent 10.8 10.4 18.7

To some extent 27.5 34.9 27.2

To a moderate extent 33.1 31.9 31.3

To a great extent 24.1 19.6 18.3

To a very great extent 4.5 3.2 4.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

U.S. Military Academy 100.0 0.0 0.0

U.S. Naval Academy 0.0 100.0 0.0

U.S. Air Force Academy 0.0 0.0 100.0

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

Military 79.0 43.1 71.6

Civilian 15.4 44.0 13.9

Civilian with prior military service 5.6 12.9 14.5 

(Continued From Previous Page)

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)
Appendix III

Aspects of Student Life at the Academies: 

Faculty Survey and Responses

Page 92 GAO-03-1001 Military Education

32. Are you a graduate of one of the military academies?

33. Are you a tactical officer (USMA), company officer (USNA), or air officer commanding (USAFA)?

34. In the past 4 years, have you participated in the admissions process?

35. How many years of full-time college teaching have you completed total and at the Academy specifically? Do not count teaching as a 

graduate student. Write the numbers of years in the space provided.

_____ Total years of full-time college teaching

_____ Years of full-time college teaching at the Academy

Note: Percentages may not add to 100 due to rounding.

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 51.5 70.5 64.4

Yes 48.5 29.5 35.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 93.9 93.5 90.4

Yes 6.1 6.5 9.6

U.S. Military Academy 

 (percent)

U.S. Naval Academy 

 (percent)

U.S. Air Force Academy 

 (percent)

No 85.6 91.4 89.8

Yes 14.4 8.6 10.2
Page 93 GAO-03-1001 Military Education

Appendix IV

GAO Contact and Staff Acknowledgments ApendxiIV

GAO Contact Sandra F. Bell (202) 512-8981

Acknowledgments In addition to the individual named above, Gabrielle M. Anderson, Nancy L. 

Benco, Carolyn M. Boyce, Brian G. Hackett, and Joseph W. Kirschbaum 

also made key contributions to this report.
Page 94 GAO-03-1001 Military Education

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Mission Statements with Overall Guidance and Establish Performance 

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Academy Preparatory Schools. GAO/NSIAD-94-56R. Washington, D.C.: 

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DOD Service Academies: Academy Preparatory Schools Need a Clearer 

Mission and Better Oversight. GAO/NSIAD-92-57. Washington, D.C.: 

March 13, 1992.

Naval Academy: Low Grades in Electrical Engineering Courses Surface 

Broader Issues. GAO/NSIAD-91-187. Washington, D.C.: July 22, 1991.

DOD Service Academies: Improved Cost and Performance Monitoring 

Needed. GAO/NSIAD-91-79. Washington, D.C.: July 16, 1991.

Review of the Cost and Operations of DOD’s Service Academies. 

GAO/T-NSIAD-90-28. Washington, D.C.: April 4, 1990.

(350373)
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