The study will focus on the DoDEA, military schools, which will include their chain of command, the pros, and cons of studying in such institutions, and the purpose of the interstate compact in military school. It will also analyze the ways of life of the military that could enhance the success of students in such institutions.
The chain of command for Department of Defense Education Activity (DoDEA) Schools
The DoDEA establishment dates back after the end of World War II. It is made up of the "Department of Defense Dependents Schools (DoDDS) and the Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)." DoDEA is tasked with designing, developing, and implementation of standards, policies, and operating procedures that ensure the effective management of educational activities and programs of eligible dependents of the military and civilians stationed overseas ( Office of the Federal Registrer (U.S.), 2011). DoDEA schools have been set up in the U.S, Puerto Rico, Europe, Western Asia, the Pacific, Cuba, Guam and the Middle East ( Blaisure et al ., 2016). The structure below is the chain of command.
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The Benefits and Challenges for Students attending DoDEA Schools
Studying in DoDEA schools is beneficial because military families stick together. The cases of fathers or mothers having to leave children and their spouses to go to war for several months are diminished. Therefore, students study with minimal psychological stress. Also, the classes are relatively small, so they get the requisite attention, which has a positive effect on their performance. Students also get advanced placements and career focusing courses, and therefore, become competent. DoDEA schools are 100% accredited by AdvanceED and offer a wide array of activities including studies in Fine Arts. Thus, students can access the courses they like and would prefer to do ( Jacobson & Benbenishty, 2012). On the other side, they can be a disadvantage to the psychological well-being of the students. Typically, the military personnel is mobile. This causes psychological stress such as losing existing friends or the struggles of making new ones ( Jacobson & Benbenishty, 2012).
Recurring geographic relocations can exert stress on the students and their academic outcomes due to the inconsistent standards. As such, there is always a higher likelihood that a student may not have learned the materials being covered in the class during that particular period, or may have already mastered the content and skill. Catching up may take longer leading to boredom ( Jacobson & Benbenishty, 2012). Relocation may also have an adverse effect on students with special needs. For instance, a student who was under a 504 plan in their previous institution may not receive the same benefits in the new school. It, therefore, becomes a challenge because he or she will not be receiving the needed medical, emotional, and behavioral care required. ( Jacobson & Benbenishty, 2012).
The Interstate Compact on Educational Opportunities for Military Children
As aforementioned, the frequent mobility of the military affects the children. Asṭor (2012) asserts that the interstate compact was established to ensure that the transition process from one school to the other is as smooth as possible and exerts minimal psychological stress on the students. For this reason, it removes current and potential obstacles that could hamper the educational success of children of military families due to the frequent movement and deployment of their parents among 44 states and the District of Columbia. The Federal Register (2018) also affirms that the compact is instrumental in facilitating the timely enrolment of students and ensures that they are not disadvantaged due to the difficulties in the transfer of the necessary documents required for acceptance into the new schools. The organization also provides flexibility between the institution, the parent, and the learners to achieve educational success. The compact also facilitates the timely graduation of the students.
Significance of Interstate Compact in helping Professionals supporting Students transitioning to Local Education Activities (LEAs)
The compact is tasked with ensuring that the transition from military to LEA schools is consistent and less disruptive for the students. The compact is guided by policies in four principle areas namely Eligibility, enrollment, placement, and graduation. It assists the military personnel on active duty, the National Guard, the reserve, and veterans discharged or retired before the lapse of 12 months ( Asṭor, 2012).
Aspects of Military Culture that helps in Social and Academic Success of Military Students
Teamwork. The military embraces teamwork in all their undertakings and the units' goals are always placed above the individuals. Working in groups is a basic element in the contemporary world and once students learn the skill, they will be in a position to collaborate and provide positive criticism were necessary for their future career. Teamwork is essential to boosting one's social skills. Hard work is also a culture in the military that can improve students' academic success. This implies going the extra mile, reading ahead of the teacher, handling assignments on time, asking for feedback on the most challenging areas and participating in class. All these elements are essential to the getting of better grades as a student ( Asṭor, 2012).
Conclusion
The study sought to analyze DoDEA schools, the benefits and challenges of studying in such institutions, and the type of support given to students to ensure smooth learning. According to the study, DoDEA institutions are supported by the state and the chain of command runs from the executive and the DOD, then the headquarters, the heads of regions, down to the various leaders of the institutions. While studying in DoDEA schools is beneficial since students are exposed to a variety of courses, they can also have a negative psychological effect due to the frequent mobility associated with the military. However, the Interstate Compact on Educational Opportunities for Military Children was established to provide the technical and psychological assistance to students to smoothen the transition process.
References
Asṭor, R. (2012). The military family's parent guide for supporting your child in school . New York Harker Heights, Texas: Teachers College Press Military Child Education Coalition.
Blaisure, K., Wells, T., Pereira, A., Wadsworth, S. & Dombro, A. (2016). Serving military families: theories, research, and application . New York: Routledge, Taylor & Francis Group.
DoDEA. (2018). DoDEA Chain of Command . Retrieved from https://www.dodea.edu/aboutDoDEA/command.cfm
Federal Register. (2018). Interstate Compact on Educational Opportunity for Military Children . Retrieved from https://www.federalregister.gov/documents/2016/12/20/2016-30110/interstate-compact-on-educational-opportunity-for-military-children
Jacobson, L., & Benbenishty, R. (2012). The teacher's guide for supporting students from military families . Teachers College Press.
Office of the Federal Registrer (U.S.). (2011). The United States government manual, 2011 . Washington: Office of the Federal Register, National Archives and Records Service Administration.
