A U.S. Department of Veterans Affairs report in 2017 cited that veterans' experiences in higher education settings present challenges that vastly differ from those facing traditional students. A survey found that 37% of part-time and 16% of full-time veteran students dropped out within nine months of enrollment in higher education. As a veteran and an educator, I found these statistics alarming. I began to ponder the reasons, especially understanding the value of the education benefits provided by the Department of Defense and how they promote enrollment of veterans. With all of these positives, how can the dropout rate be so significant?

In fact, many colleges and universities eagerly recruit military veterans. The GI Bill® benefits that come with veterans are over $10 billion a year. Unfortunately, an article in the Atlantic citing data from the Department of Defense, Education, and Veterans Affairs, states that these same institutions that recruit veteran students and receive payment via GI Bill® benefits offer substandard support, and their student-veterans rarely get degrees. Of the 20 2-year schools studied, only 13 of those actually conferred degrees to eligible, enrolled student veterans using their GI Bill® benefits. Less transparent about these statistics, many 4-year universities nationwide have not provided information regarding veteran degree attainment. Therefore, confirming or solidifying the overall graduation rate for student veterans in higher education is difficult.

Another article cited that only 10% of veterans using their education benefits attend high-graduation rate institutions compared to 21% of the general student population. Additionally, 65% of veterans were enrolled in colleges with graduation rates below 50%, compared to 51% of all students. Shockingly, only 1 in 10 veterans using GI Bill® benefits enroll in institutions with graduation rates above 70%. Therefore, as higher populations of veterans attend universities with low graduation rates, their likelihood of dropping out is significantly increased. So, how do high-graduation rate universities recruit and retain veterans? One university has the inside track.

The U.S. Department of Education College Score Card lists Texas A&M University as having an 83% graduation rate, catapulting the national average that falls below 60%. So, how do student veterans fare at such a prestigious university rich in history, offering high-quality educational experiences?

According to Gerald Smith, director of the Office of Veteran Services, and Mike Dvoracek, veteran academic coach at Texas A&M University, many interconnected activities are essential to increasing veteran degree attainment. A detailed interview uncovered numerous truths and valuable insights into what is termed "stop-out," or when non-graduates do not return to campus following a semester.

As of Spring 2021 at Texas A&M, of 429 undergraduate student veterans, the withdrawal rate was .02%, non-registers for the following semester was .01%, and .07% were unknown. These numbers uncover an impressive 91% veteran retention rate. Additionally, within the small stop-out number, the Office of Veteran Services and the Academic Success Center have identified causes such as call-ups for some service members who have intentions to return once their duty to service is complete.

With that said, Smith still notes that there are areas that can be enhanced, such as better tracking capabilities so that stop-out and retention statistics can be more concrete, individuals considering leaving are more easily identifiable, and the reasons for their decision to stop-out. Early identification is critical and can be achieved if university departments work together. Texas A&M University integrates military dedicated advisors and education offices such as Veteran Services and Academic Success Centers.

Smith and Dvoracek's engagement with student veterans allows them to pinpoint the challenges that lead to potential stop-outs early enough to mitigate or prevent the student's departure from school. They have noted that of the known stop-outs, 50% are due to academic challenges experienced early in transition, and nearly all departures are usually prevented after getting integrated and immersed in the college environment. Secondary challenges may include work, family, or financial barriers due to GI Bill® time limits (36 months) that may not cover the entire degree plan.

To help these veterans adjust and receive their entitlement so they may be able to complete their degrees and remain motivated in their endeavors, Smith has noted that giving the veteran a sense of purpose is critical. After leaving military service, where every day has a purpose, and every mission has a visible immediate objective, it can be difficult for transitioning service members to adjust to an atmosphere where the achievement is out of sight and may seem unreachable. This is where the Veteran Service Center and the Academic Success Center have played a critical role in stop-out reduction and the success of the student veterans. The key is engaging with students on a one-on-one basis to understand their circumstances and connect with their purpose and intentions.

In the next part of this series, I will highlight the efforts and programs developed and deployed by Texas A&M that prioritize the student veteran and elicit engagement through various university programs and activities.

Article Topics

Military Friendly Institutions Research on Student Veterans Serving Military in HigherEd Veterans Academic Success Working as a Veteran in HigherEd

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