Standing on the threshold of the One Hundredth Anniversary of the Naval Academy we see that there is one problem today which also existed in 1845; namely, how to select and procure for the Naval Academy the best possible candidates. In 1845 the entrance regulations specified that:
Every applicant for admission to the School must be of good moral character, not less than thirteen nor more than sixteen years of age, and must be examined by the Surgeon of the institution, to ascertain if he be free from all deformity, deafness, nearness or other defect of sight, or disease or infirmity of any kind which would disqualify him from performing the active and arduous duties of a sea life. He must be able to read and write well, and be familiar with geography and arithmetic. The Academic Board will examine him on these branches, and certify to his capacity for admission into the School.1
The present requirements and methods of qualifying mentally and physically for admission to the Naval Academy were built on this foundation.2
The problem of the selection and procurement of better candidate material for the Academy has the following aspects which must be considered more or less independently and in detail: (a) The nomination and appointment of midshipmen; (b) final physical qualifications; and (c) the methods of qualifying mentally.
System of Nomination and Appointment
As a background for better understanding of the present method of securing appointments and nominations to the Naval Academy, it will be of interest to quote an extract from An Act making appropriations for the naval service for the year ending June 30, 1846, and approved March 3, 1845:
That midshipmen shall hereby be appointed from each State and Territory with reference and in proportion, as near as may be, to the number of representatives and delegates to Congress; . . . that in all cases of appointment, the individual selected shall be an actual resident of the State from which the appointment purports to be made, and that the District of Columbia be considered as a Territory in this behalf.3
From the Naval Appropriation Bill approved August 31, 1852:
And hereafter no appointment of midshipman, acting midshipman, or pupil at any naval school in the navy shall be made unless recommended by the member of Congress representing the district in which the applicant resides, . . .4
we see that early in the history of the Academy provision was made that officers of the United States Navy will be representative of the entire country and not of one particular section.
At present each Senator, Representative, and Delegate in Congress and the Vice-President are allowed five midshipmen appointees at the Naval Academy at any one time. The maximum number of congressional appointees allowed at present is 2,665. In addition to the congressional appointees are the following: by the President, 25 each year at large, 5 from District of Columbia, 40 from United States at large (sons of war veterans), 6 from Puerto Rico, 20 from the American Republics; by the Secretary of Navy, 200 enlisted men each year from the regular Navy and Marine Corps and Naval and Marine Corps Reserve, and 20 from honor military schools and Naval R.O.T. C. units maintained by certain colleges and universities. The total number of appointees possible at the present time is 3,480.
Methods of Qualifying Mentally
There are three Methods of qualifying mentally for admission to the Naval Academy. These are known as the Regular, Certificate Substantiating, and College Certificate Methods.
The Regular Method is the oldest and stems directly from the original method as outlined in the Plan of the Naval School in 1845. Candidates seeking admission by this method are required to take examinations in English Composition and Literature, Algebra, United States History, Plane and Solid Geometry (or Plane Trigonometry in lieu of Solid Geometry), Physics and Chemistry. A mark below 2.50 (marked on a basis of 0 to 4.0) in any of these subjects is sufficient to insure the rejection of the candidate.
The Certificate Method was adopted in 1920, but since 1925 candidates have been required to prove the certificate by passing an examination in English and Mathematics. The candidate under this method must submit a properly attested certificate showing that he has graduated from an accredited secondary school and has shown proficiency in subjects amounting to not less than 91 required units. (English-3, Mathematics-31, United States History-1, Physics-1, Chemistry-1) and 51 optional units selected from the fields of Languages, English, Mathematics, Social Studies, and the Sciences.
The College Certificate Method was introduced in 1935. The Academic Board will admit without mental examination a candidate who presents a certified certificate that at the time of entry he shall have satisfactorily completed a year's work in a university, college, or technical school with a minimum of 24 semester hours in English, Natural Science, Social Science, or Languages. Of the total semester hours at least six shall be in College English or History and six in College Mathematics. For acceptance the candidates' averages in all subjects must be at least one grade higher than the passing grade of the college or university.
This method is merely a modification of the Certificate Substantiating Method to the extent that the requirement of the substantiating examination in Mathematics and English may be waived where the requirements as to the secondary school and college certificates are met in every particular.
Table I shows the number of candidates admitted to the Naval Academy by each of the three methods since 1935 (the year in which the College Method was adopted).
Table I: Number of Candidates Admitted to the Naval Academy by Three Methods, 1935-1944 |
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Method |
Number Admitted |
Per Cent of Total Admissions |
College Certificate |
3873 |
42.9 |
Certificate Substantiating Examination |
2072 |
22.9 |
Regular Examination |
3093 |
34.2 |
Total |
9038 |
100.0 |
For example, 3,873 or 42.9 per cent of the midshipmen have entered by the College Certificate Method, 2,072 or 22.9 per cent by the Certificate Substantiating, etc.
The methods of qualifying to the Academy, together with the congressional system of appointment, at a glance appear to be very just and reasonable. The general objective of the system is that every boy in the United States, whether from the city, hamlet, or farm, from the university, college, private or public school, or the fleet, will if he desires have a fair and equal opportunity to attend the Naval Academy. The specific objective of this system is to secure for the Navy the best qualified officer material that can be found in the United States, regardless of the candidate's economic status, social position, race, creed, previous educational opportunities, or political connections.
Our democratic form of government as well as the Navy would not tolerate differentiation of any kind. The objectives as stated, therefore, are considered desirable and essential. The question is, however, "Does the present system really accomplish its objectives?" From the point of view of the general objective-of equal representation from all parts of the country-the answer is "Yes." The present system, however, fails to a considerable extent in the accomplishment of the specific objective. This failure can be largely attributed to three causes: (1) The unequal educational opportunities available to the youth throughout the nation; (2) the present system of Naval Academy entrance examinations; and (3) the lack of authority on the part of the Naval Academy to exercise judgment in the final selection of a candidate. Let us examine these in more detail. First and foremost is the problem of the varying educational standards and practices existing in the secondary schools and colleges throughout the United States. It is a well-known fact that two candidates, one from New England and the other from the South, for example, who submit highschool certificates showing the completion of courses in United States History, English, Science, and Mathematics, neither possess knowledge of, nor have covered, the same body of subject matter.
This uneven quality of education in America is obvious when we realize that it is controlled by the individual states. For this reason some schools by virtue of being located in a wealthy or progressive state are able to employ highly trained teachers, provide the best equipment, textbooks, laboratories, and instructional aids, maintain a varied curriculum and provide for educational and vocational guidance. In these schools the general and specific objectives of education are clearly set forth and are to a measurable degree achieved. Other schools, less fortunate, are unable to provide even a minimum program of education, let alone accomplish the commonly accepted objectives of education.
It is the dream and ambition of thousands of young men throughout the United States to become midshipmen at the Naval Academy. The Bureau of Naval Personnel prints and distributes annually approximately 35,000 pamphlets regarding entrance requirements for the Academy. The varying educational standards and practices, together with the present system of selection, thwart the ambition and dream of thousands of these would-be midshipmen. Table II shows the number of applications received for admission to the classes of 1934 through 1947. In the class of 1934, 2,716 applications were formally received at the Naval Academy, approximately 270 appointees were nominated but did not submit formal applications (handled directly with the congressmen). A total of 2,986 were received for this class. For the class of 1935, 3,138, etc. For the class of 1947 it can be seen that 3,556 formal applications were received, 350 did not submit applications, making a total number of 3,906 potential applicants. A grand total of 43,547 applications were received for the classes of 1934 to 1947.
Table II: Applications for Admission to the U.S. Naval Academy Class of 1934-47 |
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Class of |
Number of Applications Received |
Approximate Number of Appointees not Submitting Applications* |
Total Number of Potential Applicants |
1934 |
2,716 |
270 |
2,986 |
1935 |
2,858 |
280 |
3,138 |
1936 |
1,879 |
185 |
2,064 |
1937 |
2,281 |
220 |
2,501 |
1938 |
2,615 |
260 |
2,875 |
1939 |
3,036 |
300 |
3,336 |
1940 |
2,458 |
240 |
2,698 |
1941 |
2,188 |
210 |
2,398 |
1942 |
2,513 |
250 |
2,763 |
1943 |
2,860 |
280 |
3,140 |
1944 |
2,476 |
240 |
2,716 |
1945 |
3,863 |
380 |
4,243 |
1946 |
4,353 |
430 |
4,783 |
1947 |
3,556 |
350 |
3,906 |
Totals |
39,652** |
3.895 |
43,547 |
*Based on approximately 10 per cent of applications received. |
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**Formally submitted applications and not mere queries or requests for information. |
Now if we compare the figures in Table II with those in Table III we gain some idea of the tremendous "elimination" which takes place.
Table III: Number of Midshipmen Admitted and Graduated in the Classes of 1934-45 |
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Class of |
Number on Entrance—Sept. |
Number Graduated |
Per Cent Graduated |
1934 |
647 |
464 |
71.71 |
1935 |
603 |
445 |
73.79 |
1936 |
338 |
263 |
77.81 |
1937 |
442 |
328 |
74.20 |
1938 |
607 |
438 |
72.15 |
1939 |
859 |
581 |
67.63 |
1940 |
696 |
456 |
65.51 |
1941 |
578 |
399 |
69.03 |
1942 |
754 |
563 |
74.66 |
1943 |
793 |
615 |
77.55 |
1944 |
936 |
766 |
81.83 |
1945 |
1,105 |
914 |
82.71 |
Totals |
8,358 |
6,232 |
|
In the class of 1934 only 647 were admitted compared with the 2,986 in Table II who submitted applications. Only 464 midshipmen (72 per cent) were graduated in the class of 1934. Table II shows that for the classes of 1934-47, 43,547 potential applications were received and considered. Table III, on the other hand, shows that only 8,358 entered the Academy in the classes from 1934 to 1947, and only 6,232 were graduated. These figures alone reveal that something must be definitely wrong with our present system of selection. If our system were really selecting the best qualified of the 43,547 applicants—which we should assume would be the 8,358 who were admitted—surely the attrition at the Academy should be far less than the approximately 25 per cent which has existed for the past ten years.
It is revealing to learn that of the "few" that are admitted to the Naval Academy the great majority being examined have found it necessary to be tutored or attend special preparatory schools before attempting to qualify by the Regular or Substantiating Examination Method. The class of 1947, for example, is a striking illustration of this. A survey was made of the midshipmen in this class who passed the Regular or Substantiating Examination to determine the number who had special preparation for these examinations. Of the 298 members of the class who qualified by passing the Regular Entrance Examination, 97.3 per cent had preparation supplementary to their high-school courses. Two hundred and seven members of the class qualified by the Certificate Substantiating Examination Method. Of this number, 73.9 per cent had had additional preparation. The above analysis substantially confirms four previous studies all of which have shown that more than 95 per cent of the candidates who pass our Regular Examinations and 75.4 per cent on the Substantiating Method have extra instruction in addition to their regular high-school work.
This has led to the development of a number of "cram" schools5 where midshipman candidates are especially coached and primed to take our entrance examinations. The "cram" school objective of "qualifying any candidate for admission to the Naval Academy" (providing he can afford their high tuition fees) is easily accomplished. Past entrance examination papers—for every ten years up until 1931—were published in a single pamphlet and distributed to interested schools and candidates. Since that time the examinations of the previous year have been included in the pamphlet on regulations governing admission of candidates. The candidate is schooled and trained to answer and solve these examination questions. It does not require very much ingenuity on the part of the "cram specialist" to know what section of a given subject must be thoroughly covered or to predict the questions most likely to be asked. The candidate usually passes the examinations and is admitted to the Academy. But the records reveal that the poor candidate has learned too much in "parrot-like" fashion. He has had an academic "shot in the arm" so to speak and when this wears off he is in real danger of bilging and at the same time is hopelessly outclassed by his classmates who have had real preparatory training.
We do not by the above remarks intend to cast any aspersion on the legitimate preparatory private schools. They are, fortunately for us, doing a splendid work. What we hope to see is the so-called "cram" school replaced as such and reorganized as genuine preparatory schools, which will develop and broaden a candidate's knowledge of any given subject.
Could not the Naval Academy entrance examinations be constructed so that "cramming" as such would be discouraged, and every boy regardless of his previous educational training would have a chance to successfully pass them? We believe this to be possible and will indicate later the first step in this direction.
One may ask whether colleges and universities throughout the United States are not faced with the same problem of selecting students of varying educational backgrounds. They are, but the colleges and universities are organized so as to take care of this in two ways: (1) They possess a varied program and curriculum to take care of individual differences as a result of varying educational background, previous training, aptitudes, etc.; and (2) they have the freedom to select or reject any candidate. At the Naval Academy the general objective of education is:
First, to give a broad, but functional, basic and professional education on which the graduate may found his further study and training as a naval officer; second, to produce graduates capable of becoming efficient junior officers on board ship in the shortest possible time.6
To accomplish this all midshipmen are required to take the same course of study. There is no system of electives or varying curricula to take care of individual differences.
Furthermore, the Naval Academy does not and cannot exercise any judgment in the selection of a candidate as a midshipman. The present system of appointment requires the Academy to accept a candidate for admission if he meets our entrance requirements and passes the examinations, regardless of whether he is the best or poorest candidate. To illustrate, the congressman appoints one principal and three alternates for every vacancy. Of these four potential midshipmen, the principal appointee may have qualified by the Certificate Substantiating Method with a bare passing mark of 2.50. He is therefore admitted to the Academy (if he passes the physical examination) despite the fact that the first, second, or even third alternate might have passed his examination with a 3.80 or 4.00.6a The alternate, in addition to being the best qualified mentally and physically, may have participated in school in extracurricular activities—sports, student organization, be a real leader, have a pleasing personality, and possess to a marked degree aptitude for the service. This is not arid cannot at present be considered in the evaluation and final selection of the candidate. This inability to select or even pass on the candidate is one of our most perplexing problems.
It is believed that the present system of nominations could be modified to the extent that the members of Congress designate four candidates for each vacancy as competitive alternates, without priority, leaving the final designation of principal and alternates in the hands of the Academic Board at the Naval Academy. This would not restrict the congressmen's selection of candidates, but would contribute towards the selection of the best qualified candidates. A candidate's character, physical make-up, personality, background, interests, as determined by his participation in extracurricular activities, adaptability, and potential leadership could then be utilized in helping to determine and select the outstanding candidates.
The Physical Examination Aspect of the Problem
The problems involved in the existing method of qualifying physically for admission to the Naval Academy center around the requirement that all candidates must take their final physical examination in Annapolis. Many times, for example, a principal appointee crosses the continent, fails physically, and returns home, all at his own expense. Then his alternates are called one at a time, repeating the same process, until one is physically qualified and admitted. Consequently, the class which starts to enter in June is not completely admitted until late in September. To illustrate: The present first class at the Naval Academy consisted of 1,256 midshipmen at the beginning of the Plebe year. The composition of the plebe Class on various dates throughout the summers of 1942 and 1944 is shown in Table IV.
On June 22, 1942, the first day on which candidates for the class of 1946 reported to the Naval Academy, there were 847 scholastically qualified for entrance. The majority of these candidates could have been called at that time had facilities for physical examinations been available. However, the maximum number that could be handled then by the Medical Board in a given week was 300. Consequently by June 30, as shown in Table IV, only 237 had been admitted.
Table IV: The Composition of the Classes of 1946 and 1948 Expressed in Numbers for Various Dates during Their Plebe Summer |
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Date |
Number |
|
Class of 1946 |
Class of 1948 |
|
June 30 |
237 |
760 |
July 15 |
810 |
949 |
July 30 |
1,037 |
1,022 |
August 15 |
1,191 |
1,033 |
August 30 |
1,211 |
1,058 |
September 15 |
1,255 |
1,071 |
October 1 |
1,256 |
1,075 |
There were 1,280 qualified scholastically for entrance in the present plebe class (1948) as of the first day the candidates were to report to the Academy. This year arrangements were made to call 100 candidates per day. For the first week approximately 600 were examined, of whom 200 were enlisted candidates who had been stationed at Bainbridge. Thereafter about 100 to 125 reported and were examined weekly. A total of 1,220 candidates appeared at the Naval Academy and 151 were physically rejected.7
It is evident from Table IV that a great number of the fourth classmen are entering so late they are missing a large part of the valuable training and experience which they should receive during the plebe summer.
The desirability of expediting the physical examination of the incoming class and of obviating the travel expense of candidates for admission who are rejected for physical reasons upon reporting is concurred in by the Bureau of Medicine and Surgery which has suggested
that Regional Boards for the physical examination of candidates for admission to the U. S. Naval Academy be established as follows:
(a) New York City for the First, Third, and Fourth Naval Districts.
(b) U. S. Naval Academy for the Fifth, Sixth, Seventh, and Eighth Naval Districts.
(c) Chicago, Illinois, for the Ninth Naval District.
(d) San Francisco, California, for the Eleventh Twelfth, Thirteenth, and Fourteenth Naval Districts.
The Special Committee of the Academic Board in its report to the Superintendent on the post-war curriculum8 also commented on the present system of physical examinations which results in late entrance. The following is quoted from this report:
Candidates for entrance into the U. S. Military Academy are examined mentally and physically at any one of 28 widely distributed stations in the United States, Alaska, Hawaii, and Puerto Rico. The physical examination follows immediately after the mental examination and the result is announced at once. The entire class is admitted and formed at West Point on 1 July.
Although thousands of important physical examinations are conducted daily by naval medical boards scattered over seven seas and five continents, physical examinations for entrance into the Naval Academy are still conducted by a single board meeting at Annapolis. Apparently the principal reasons for this are the desire for standardization of requirements and the fear of local political pressure. Neither of these appears valid in the face of the obvious gains that would accrue to the class as a whole and to each individual fourth classman if entry were completed early in June.
The Committee therefore recommends:
(1) That, beginning this year, medical boards for the physical examination of candidates be formed at least four widely separated, centrally located stations, such as San Diego, Pensacola, Great Lakes, and Annapolis.
(2) That candidates mentally qualified for admission be required to appear before any of these boards shortly after the mental examinations.
(3) That successful candidates then be ordered to report for duty at the Naval Academy within two weeks after the graduation of the first class (usually about 7 June).
From 1920 to 1927 physical examinations for entrance to the Academy were conducted throughout the United States. This practice was discontinued because of the belief that too many of the candidates on being checked by the Permanent Medical Examining Board at the Academy were found to have defects which disqualified them for service as midshipmen.
It is believed that the staffs and facilities in the large naval hospitals throughout the United States are of such caliber that these examinations could now be administered in keeping with the high standards and requirements of the Bureau of Medicine and Surgery. If the physical requirements and standards established for the Naval Academy candidates were distributed to the Boards, and they were schooled or could come to an agreement on the controversial subject of myopia as an eye defect, and how to detect and measure it, it would seem a simple problem for a uniform examination to be administered more or less simultaneously throughout the United States and completed prior to May 1 each year. If this were deemed impossible, the following is suggested as a possible alternative: Establish a board to consist of medical officers from the Bureau of Medicine and Surgery and the Naval Academy similar to the present Board of Physical Examiners now established for special purposes, which makes scheduled trips to the various Naval Districts throughout the United States for the purpose of conducting examinations. Candidates for the Naval Academy could appear before this board at specified times.
If the present system were modified accordingly it would be possible for the Academic Board to pass on the applicants' mental qualifications with full knowledge of his physical status, and would result in earlier final action for acceptance or elimination. If eliminated, there would be plenty of time to notify the congressman, call the alternate, and fill the class before the beginning of the plebe summer. This is not possible at the present time and results in many unfilled vacancies or last minute appointments by congressmen of someone readily available who is probably not the best qualified candidate.
General Discussion of Attrition and Test Studies
The three methods of qualifying mentally for the Academy were introduced over a number of years with the hope of selecting the best candidate from any given area. The scholastic losses for the entire course for those qualifying by each of the three methods for admission are shown in Table V:
Table V: Scholastic Losses from Those Qualifying by Each of the Three Methods of Admission to the Naval Academy 1935-43 |
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Admitted by |
*Number Admitted |
Per Cent of Total Admissions |
Dropped and Turned Back for Scholastic Deficiencies |
|
Number |
Per Cent |
|||
College Certificate |
3,434 |
43.2 |
594 (501-D; 93-TB) |
17.3 |
Certificate Substantiating Examination |
1,817 |
22.8 |
304 (255-D; 49-TB) |
16.7 |
Regular Examination |
2,703 |
34.0 |
526 (430-D; 96-TB) |
19.5 |
Totals |
7,954 |
100.0 |
1424 (1186-D; 238-TB) |
|
*The numbers reported in this column indicate only those who completed at least a semester’s work. |
Of the 3,434 who qualified by the College Certificate Method, 501 were dropped and 93 were turned back, for a total of 594 or 17.3 per cent. Of those who entered by the Certificate Substantiating Method there was a 16.7 per cent attrition, and a 19.5 per cent attrition for the Regular Examination Method.
The degree of difference between the three methods is so slight that it is impossible at this time to make a definite generalization as to which method is best.
If, however, we examine the method of admission for midshipmen who bilged during their first year at the Academy (Table VI) we note evidence of a trend toward that method of entrance which might eventually result in the least attrition.
Table VI: Method of Admission for Deficient Midshipmen, Fourth Class, Showing Per Cent Dropped or Turned Back 1935-43 |
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Year |
College |
Certificate Substantiating Examination |
Regular Examination |
1935 |
9.7 |
10.2 |
10.6 |
1936 |
15.0 |
18.1 |
17.3 |
1937 |
17.5 |
13.3 |
13.8 |
1938 |
11.2 |
12.6 |
17.0 |
1939 |
15.5 |
11.4 |
17.9 |
1940 |
13.9 |
12.3 |
14.9 |
1941 |
8.2 |
10.3 |
8.3 |
1942 |
11.4 |
8.5 |
11.3 |
1943 |
11.3 |
6.4 |
13.9 |
The above table shows that in 1935 of the midshipmen in the fourth class that bilged, 9.7 per cent were admitted by the College Method, 10.2 per cent by the Certificate Substantiating Method, and 10.6 per cent by the Regular Examination Method. Examining the Certificate Substantiating Method we see that there has been a gradual and steady reduction in the attrition in this group from 18.1 per cent in 1936 down to 6.4 per cent in 1943. The College and Regular Methods, on the other hand, have tended to remain more or less constant. We do not intend to speculate on the cause of this, but feel that the improvement in the Certificate Substantiating group is indicative perhaps of a gradual improvement in secondary education throughout the country. Since the declaration of war in 1941 this method has improved considerably, witness the drop from 10.3 to 6.4 per cent. This is probably due to the increased emphasis by most secondary schools on the teaching of mathematics, the knowledge of which our armed forces have indicated is of paramount importance in the waging of a modern war.
Under present policy midshipmen who are discharged from the Academy because of academic deficiencies are permitted to reenter without being "required again to qualify mentally in event of reappointment." In fairness to the Navy, the Naval Academy, and the candidates, it is essential that additional preparation and training on the part of a "bilger" be required before readmitting him in a subsequent class. To insure this it is obvious that midshipmen discharged because of scholastic deficiencies should be denied readmission until they have requalified scholastically by passing the full regular entrance examinations. The history of the Academy is replete with the cases of "bilgers" who, recognizing their lack of preparation, have taken intensive training in their weak subjects and upon re-entering were graduated and reached the pinnacle of success in the Navy; but far too many re-enter only to fail.
The attrition from all causes during the course—academic, conduct, physical disabilities, voluntary resignations, etc.—for the past ten years has averaged 27 per cent, the greatest proportion of which is attributed to academic deficiencies.
The Naval Academy has for a number of years been endeavoring to reduce this attrition by various methods:9 The candidate applying for admission under the Certificate Substantiating or College Method must not only show the successful completion of the required course, but must have a grade in each subject of 5 per cent higher than the passing grade required by the school. A system of penalties has been established by the Academic Board which operates briefly as follows: A card record is kept of every college and preparatory school sending candidates to the Academy. If candidates from these schools fail it is recorded on the school or college record and a disproportionate number of failures will automatically result in the Academic Board's penalizing that school by an increase in the minimum acceptance grade for admission from that institution for all future cases. This has proved most helpful and has made many institutions more conscientious in recommending a candidate for admission.
The Naval Academy from 1926 to 1929 experimented with the use of intelligence tests as a possible method of improving the selection of candidates. After administering the tests to four classes the conclusion was reached "that these tests are not accurate enough to serve as a basis for excluding candidates for admission."10
In 1930 the Naval Academy gave the College Entrance Examination Board permission to administer the Scholastic Aptitude Tests to the new plebe class in September of the plebe year. After four years of experimenting with these tests and based upon the material then available, the following statement was made:
While the Academy does not believe that the college entrance examining board scholastic aptitude tests have yet reached the point where they can be put to practical use in the selection of candidates for the Naval Academy, it appears that the problem is being attacked in a scientific and thorough manner which gives promise of valuable, practical uses when perfected . . . .11
With the exception of two years, 1932 and 1933, tests prepared by the College Entrance Examination Board have been administered at the Naval Academy to entering Plebe classes down to the present time. These tests have become known at the Naval Academy as the Psychometric Tests but their exact titles are Scholastic Aptitude Test, Mathematics Attainment Test, and Spatial Relations Test.
A suitable amount of test material had been accumulated by 1941 to make a statistical study and determine the possible use of these scores as well as the tests for the Naval Academy. This was undertaken and approximately 22,000 test scores were analyzed. Frequency Distribution Tables of the scores made on each test were constructed; class records were analyzed in detail; the scores of midshipmen who starred, bilged, or were turned back from 1930 to date were tabulated and in turn correlated to their scores on the various College Entrance Examination Board Tests; mean scores and standard deviations for the various classes were compared with those of the College Board candidates; mean scores were derived for the bilgers and turnbacks, etc. Late in 1941 the preliminary report on this study was completed.
This report contained among other things two lists: One, the predicted distribution as to midshipmen who might bilge and will bilge from the class of 1945; second, a list showing the distribution as to the risk of bilgers entering with the class of 1945. These lists were constructed solely on the basis of the statistical data which had been gathered, the correlation between the three test scores, and the deviation from the Naval Academy and college mean, etc. The predictions for the class of 1945 were completed on November 12, 1941, without reference to how the individual midshipman was faring at the Academy. The material was marked "confidential" and for obvious reasons was not passed on to any member of the faculty. The individual records of each member of the class were constantly checked during the first year and throughout the entire course. By April of that academic year (1941-42) 54 members of the class of 1945 had bilged, 48 of whom it had been predicted would bilge the previous November. When the class of 1945 was graduated in June of 1944, over 72 per cent of the predicted bilgers had been deficient, were bilged, or turned back. Of the 50 bilgers who entered with the class of 1945, it was predicted that 24 would bilge, and 22 of these lived up to the prediction.
This statistical study based upon the three psychometric test scores has been continued with the classes of 1946, 1947, and 1948. At the present time because of continued refinement, the development and use of new formula and methods of interpretation, these results are constantly improving. To date, 90 per cent of the midshipmen in the class of 1946 who it was predicted "would bilge" have bilged. Seventy per cent of those predicted as "should star" are starring.
This study is being continued and each midshipman, as a result of his scores on the College Entrance Examination Board tests, is assigned a "predicted success score." These scores range from one to five—a score of "one" being the highest and "five" the lowest. This score automatically compares the individual midshipman with all midshipmen who have ever taken the test, and rates him in his individual class as well as in previous classes.
In view of the reliability and validity of these College Entrance Examination Board tests, together with their prognostic and diagnostic value, the Superintendent recommended to the Navy Department in September of 1943 that the present Naval Academy Regular and Substantiating Examinations be changed to comparable examinations to be prepared by the College Entrance Examination Board in collaboration with the Naval Academy. It was felt that adoption of these tests would result in a more scientific, efficient, and comprehensive method of selecting worthwhile candidates for the United States Naval Academy. These examinations could be so constructed that: (1) they would evaluate scientifically a candidate's basic knowledge of the subject (it being practically impossible to "cram" for them because of their scope and construction), and (2) it would tend to equalize the existing inequalities of education in America, and thus secure for the Academy the best candidate for any given area. This recommendation was approved in December, 1944, by the Navy Department and machinery set in motion for use in the examinations to be held in April of 1946.
The Board of Visitors to the Naval Academy for 1944 was unanimous in approval of the findings and recommendations of the study of the Academic Board. The report of the Board of Visitors stated that:
The benefits accruing from the introduction of this method are of such magnitude that the members recommend that every candidate applying for admission to the Naval Academy be required to take and successfully pass the same examinations.12
The application of this recommendation to the College Certificate candidates is not deemed advisable for the following reasons: (1) It would require the candidate to make an intensive review of secondary school subjects in preparation for the examinations, thus retarding or interfering seriously with his regular college work, and (2) candidates who have successfully completed a year or more of college work are more advanced and better prepared for successful work at the Naval Academy. Many of our most desirable candidates are procured by this method. An officer qualification test such as the one described below, if administered to these candidates, would serve as a screen to compensate for the variations in educational standards in the colleges and universities.
It has been the desire of the Naval Academy for some time to find a method of scientifically evaluating a candidate's character and aptitude. For this reason the methods of screening officer candidates, which have been and are used by the Navy Department during the present national emergency, have been carefully observed. Of the number of tests which have been developed and used one appears, at the present time, especially suited to the Naval Academy's needs. This test is known as the U. S. Navy Officer Qualification Test—the result of a research project under contract with the Office of Scientific Research and Development. It is an objective type test divided into three Parts: Part 1—An English Section—"Opposites" (15 minutes), Part 2—Mechanical Comprehension (15 minutes), and Part 3—Arithmetical Reasoning (25 minutes). Five minutes is allowed for administering the test, making a total time for all three parts of one hour.
The test has been administered to all officer candidates by the Offices of Naval Officer Procurement throughout the United States, and has served successfully as one of the screening devices in the selection and procurement of naval officers. The development and validity of this test, together with the statistical evaluation of it, is reported in detail in two reports prepared by the Office of Scientific Research and Development.13
This test is by no means the final word or perfect test of aptitude. However, because it is standardized and has been successfully administered to a large number of prospective naval officers it would furnish an excellent basis of comparing Naval Academy candidates with the officer candidates. It would, if administered as a part of the Naval Academy entrance examinations, mark the first step toward the scientific evaluation and determination of a candidate's aptitude prior to admission as a midshipman. This in turn should make a substantial contribution to the solution of our "selection" problem.
The qualities of character, such as truthfulness, honesty, sincerity, integrity, industry, force, loyalty, are fundamental to the candidate's success as a naval officer. At the present time the only information we are able to secure relative to character is highly subjective and is limited to the secondary school's or registrar's willingness to write on the certificate form "comments regarding the candidate's character." It would be most desirable to have a reliable test to evaluate these qualities of character mentioned above. Such a test is not available and it is questionable as to whether a test could be constructed to measure these characteristics, particularly of a youth who is not fully developed physically, mentally, or morally.
The Board appointed by the Secretary of Navy to study the method of educating naval officers, in its recent report to the Secretary of Navy, was unanimously of the opinion that the quality of officer personnel obtained by the present method is not the best, and recommended a change in method of appointment and examination.14 The Board recommended as a method of screening:
that all eligible candidates be required to take a qualifying examination of the nature of that used as a qualifying examination for candidates for the V-12 program, and that from the marks made upon such qualifying examination there be selected from each state, territory, and special group . . . , for a final competitive examination, five times as many candidates as there are appointments allocated to that state, territory or group. . . . That the final examination comprise three parts: (1) a mental examination to establish the candidate's scholastic attainments and reasoning power; (2) a character and aptitude test; and (3) a physical examination.15
The Superintendent, the Academic Board, Boards of Visitors for 1943 and 1944, the Special Post-War Curriculum Committee appointed by the Superintendent, together with the Board to Study the Methods of Educating Naval Officers, all are in agreement that we must improve our present method of selecting candidates if we are ever to obtain the best possible officer material.
The following changes are considered essential, therefore, as the initial steps toward improvement in the selection and procurement of candidates:
- The present system of nominations be modified to the extent that the Superintendent and Academic Board will be able to recommend and select the best of the nominated candidates.
- The inclusion in our Regular and Substantiating Examinations of an aptitude test comparable to the Officer Qualification Tests which have been so successfully employed during the present national emergency by the Bureau of Personnel in the procurement of officer candidate material. That, as soon as it is administratively possible, those candidates applying for admission under the College Certificate Method be required to take the same aptitude test.
- Have our present Regular and Substantiating Examinations constructed by testing experts in collaboration with the subject specialists from the Naval Academy. The objectives, material to be covered, control, and interpretation of these tests to be as at present under the authority of the Academic Board.
- Have the record of a candidate's physical examination completed and available when considering his mental and aptitude grades.
Summary
In this article the attempt has been made to bring into focus some of the major problems involved in the selection and procurement of better candidate material for the Naval Academy. A discussion of the history of the entrance regulations and method of being nominated to the Academy from 1845 down to the present time was briefly outlined. The three methods of qualifying mentally to the Academy, namely, the Regular, Certificate Substantiating, and College Certificate Methods, were examined more or less in detail, and the various problems resulting from the present system were outlined.
Some of the problems involved in the present administration of physical examinations of candidates were discussed, and it is believed that a substantial gain would be made m our selection program if these examinations could be given in other areas in addition to Annapolis and prior to the candidates' reporting for admission at the Naval Academy. This would mean that by the time a candidate's papers were evaluated we would have available for the Academic Board a test of his mental ability and his aptitude mark, together with a picture of his physical record, which should result in the improvement of the ultimate selection of the candidate.
The academic attrition at the Academy, it was pointed out, was mainly due to inequalities existing in the educational background of the candidates, and the failure to screen properly those that are nominated. It was shown that under the present system approximately 95 per cent of the candidates are "forced" to take extra instruction, in addition to their regular high-school work, if they are to pass the examinations. This discriminates to a great extent in favor of candidates of the upper economic level.
The normal attrition of the past ten years at the Naval Academy for all causes has averaged 27 per cent. The various means employed by the Academy to reduce this were discussed. The findings of the psychometric test study revealed that if our Regular and Substantiating Examinations were scientifically constructed and prepared by testing experts we should be able to obtain a better evaluation and analysis of the candidate's ability to do successful work at the Academy. Coupled with this the introduction of an aptitude test to serve as an additional screen in the selection of candidates, it was pointed outs would do much toward eliminating the misfits. The conclusion was also reached that the Naval Academy should be given authority to exercise judgment in the final selection of a candidate as a midshipman.
The administration is motivated by one primary aim, namely, the constant improvement of education at the Naval Academy in order to graduate the finest finished product. Awareness of the problems to be solved is but the first and the easiest step; the next and most important is to find the solution. This is not always attainable because of the many uncontrollable factors such as the human equation and the reluctance to change; yet we can and must improve our methods to keep abreast of the times.
We do not feel therefore that the methods suggested are the solution to the entire problem of selection and procurement, but that these steps are necessary at the present time and will mark the way for future progress.
1. "Plan of the Naval School at Fort Severn, Annapolis, Maryland," dated August 14, 1845, Art. 6, p. 4.
2. For a detailed discussion of physical requirements consult "Regulations Governing Admission of Candidates into the United States Naval Academy as Midshipmen and Sample Examination Papers," U. S. Navy Department, Bureau of Naval Personnel, June, 1944, pp. 19-24.
3. The Public Statutes at Large of the U. S. of America (1789 to March 3, 1845), vol. 5, p. 794, Sec. 5.
4. Register of the Commissioned and Warrant Officers of the Navy of the United States, 1858, p. 124.
5. Our meaning of the term "cram" school is that type of school which is not accredited and whose sole purpose is to prepare a candidate for one particular type of examination such as has been given at the Naval Academy.
6. Post-War Curriculum Report of the Special Committee of the Academic Board Appointed by the Superintendent, March 20, 1944, p. 2, Sec. 11.
6a. There is no standard procedure for the congressional competitive examinations used by some members of Congress which are neither constructed, nor controlled, by the Naval Academy.
7. Another reason which contributes to the slow forming of the plebe class is the late receipt of secondary school and college certificates. This, however, is secondary to the physical examination aspect of the problem.
8. Post-War Curriculum Committee Report of the Special Committee of the Academic Board, March 20, 1944, p. 8, Section 25.
9. No attempt will be made to point out in detail the many teaching techniques and methods of instruction which have been and are employed to reduce this attrition.
10. "Entrance Requirements of U. S. Naval Academy,' by Commander A. H. Rooks, U.S.N., U. S. Naval Institute PROCEEDINGS, Vol. 61, No. 10, October, 1935, Sec. d, p. 1479.
11. Ibid., p. 1480.
12. Report of the Board of Visitors to the U. S. Naval Academy-1944. NavPers 15,005, April 20, 1944, pp. 7-8.
13. OSRD Report No. 3186—Jan. 7, 1944, and OSRD Report No. 3978—Aug. 4, 1944.
14. Report to the Secretary of Navy—July 1944—pp. 40-47. Board to Study the Methods of Educating Naval Officers.
15. Ibid., pp. 45-46.