United States Service Academy Admissions: Selecting for Success at the Military Academy/West Point and as an Officer

Abstract

This report explores the relationship between the current scoring of data for applicants to the U.S. Military Academy at West Point and two subsequent outcomes: probability of graduating and probability of officer promotion. These outcomes are important because when a cadet enters but does not graduate, he or she fills a class seat that could have been filled by someone else who might have graduated, and the cost cannot be recouped. The authors considered candidate scores on several characteristics, including aptitude, athletics, extracurriculars, faculty appraisal, and school ranking. Using a series of logistic regression models and a boosted logistic regression, the results suggest that the current candidate scoring system as the primary basis for admission decisions at West Point is effective.

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Document Details

Document Type
Technical Report
Publication Date
Jan 01, 2015
Accession Number
ADA616062

Entities

People

  • Lawrence M. Hanser
  • Mustafa Oguz

Organizations

  • RAND Corporation

Tags

Communities of Interest

  • Biomedical
  • Human Systems

DTIC Thesaurus Topics

  • Air Force
  • Army Personnel
  • Department Of Defense
  • Education
  • Ethnic Groups
  • Instructors
  • Law
  • Military Personnel
  • Military Science
  • Psychology
  • Reserve Officer Training Corps
  • Schools
  • Service Academies
  • Students
  • Unified Combatant Commands
  • United States
  • United States Military Academy

Fields of Study

  • Education

Readers

  • Military Leadership and Professional Education.
  • Psychometric Testing or Psychological Assessment.
  • Regression Analysis.