<div class="description">
<dl><dd>Thesis advisor, Linda Gorman</dd>
<dd>Thesis (M.S. in Management) Naval Postgraduate School, June 1991</dd>
<dd>Includes bibliographical references</dd>
<dd>This thesis analyzes the implications of academic setback for retention, performance, and training costs using extracts from the Enlisted Training and Tracking (TRAINTRACK) File, Special Cohort Accession and Continuer (DSCAC) Files, and Navy Enlisted Classification Tracking (NECTRACK) File. The proportion of A-school graduates who were and were not setback was compared for different mental categories and high school diploma status. Academic setbacks were promoted at lower rates than non-setbacks for all mental categories. The implications for training costs are ambiguous because the cost data and the setback data are incompatible. Navy A schools provide initial rate training to enlisted personnel. The majority of students reporting for A school instruction do so immediately upon completion of recruit training. Others report from various Navy commands as a result of enlistment guarantees, rating conversions, or recommendations from commanding officers. Selection criteria and length of instruction (pipeline lengths) vary between A schools. Successful completion of A school training is designed to lead to attainment of a general service rating, to satisfy mandatory Training Manual (TRAMAN) requirements for advancement to petty officer third class, and to provide graduates the necessary skill and knowledge required to function effectively in future assignments</dd></dl><br>Subjects:</div>
<div class="fn value">
Weiner, Dana.;Gorman, Linda G.</div>
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