Assign responsibility for the administration and management of the  program to DANTES. The 3,875 Troops Documented as Recent Hires Have Contributed to Diversity in the Teaching Workforce, but Participation Has Recently Decreased and Is Geographically Concentrated

The 3,875 troops who were documented as having been hired through the  program between the enactment of NCLBA in 2002 and June 30, 2005—the  close of the 2004-2005 school year—contributed to gender and racial  diversity in the teaching workforce. However, participation has recently  decreased and hiring has been geographically concentrated. Over 80  percent of Troops teachers are male and over 25 percent are African- American—characteristics that differ from the new teacher population at  large. According to state placement personnel in these and other  states, the number and presence of military bases and military personnel  in these locations also affect participation. Table  3 illustrates additional demographic characteristics of Troops-to-Teachers  participants. Most Funded Teachers Have Been Recruited and Retained by Districts Designated as High- Need, and about One- Third Reported Teaching in Priority Subject Areas Most Funded Teachers

Most teachers receiving financial assistance through the program between  the enactment of NCLBA and June 30, 2005, found employment in high- need districts, and about 90 percent of those first funded continued  teaching in such districts their second year. About one-third of the troops  hired during this period reported teaching in the priority areas of math,  science, special education, or vocational education, and based on reported  data, 37 percent of hires reported teaching at the secondary school level. Worked in Schools Serving Large Percentages of Children Who Qualify for Federal Assistance

Most teachers receiving financial assistance through the program during  this period found employment in schools designated as high-need. Of teachers funded through either a bonus or a stipend  between the enactment of NCLBA and June 30, 2002, and who  subsequently found employment in high-need districts, 90 percent  continued teaching in a high-need district in their second year, and over 75  percent of this original group taught in a high-need district for a third year. Education Has Taken Steps to Improve Program Management but Has Not Effectively Coordinated Program Administration with Related Initiatives

Education has taken some steps to improve program management, but  coordination with related teacher recruitment activities is lacking. Although Education better defined high-need districts, it has not assessed  the data it uses to make high-need school determinations. Since 2001, Education has had four  different individuals responsible for the Troops-to-Teachers program.
Why GAO Did This Study

With the 2002 enactment of the No Child Left Behind Act (NCLBA), GAO was mandated to review the Troops-to-Teachers program, which provides financial assistance and counseling to help military personnel obtain their teacher licenses, especially in priority subject areas, such as math and science, and find employment in high-need districts and schools, as well as public charter schools. The U.S. Department of Education oversees the program, which received nearly $15 million in fiscal year 2004. This report identifies (1) the number and characteristics of program participants and factors affecting participation; (2) the recruitment and retention of participants in high-need districts and priority subject areas; and (3) the steps Education has taken to facilitate program management.

What GAO Found

The 3,875 troops who were documented as having been hired through the program between the enactment of NCLBA in 2002 and June 30, 2005--the close of the 2004-2005 school year--contributed to gender and racial diversity in the teaching workforce. Over 80 percent of Troops teachers are male and over 25 percent are African American--characteristics that differ from the new teacher population overall. However, participation has recently decreased and hiring has been geographically concentrated. The majority of the program's teachers hired from school years 2001-2002 through 2004-2005 were employed in seven states. Most teachers receiving financial assistance through the program between the enactment of NCLBA and June 30, 2005, were placed in districts designated as high-need on the basis of serving children who qualify for federal assistance. About 90 percent of these funded participants continued teaching in high-need districts during their second year, and over 75 percent of the original group taught in high-need districts for a third year. About one-third of Troops hired during this period reported teaching in the priority areas of math, science, special education, or vocational education. Education has taken some steps to improve program management, but has not effectively coordinated resources with another teacher recruitment program also targeting military personnel. While Education has developed a draft work plan for Troops-to-Teachers and improved the definition of a high-need district for eligibility purposes, it has not assessed the data it uses to make high-need school determinations. Further, it disbanded a teacher policy group that once provided a forum for department managers to discuss recruitment and retention initiatives.