| This study focused on identifying factors that contributed to the academic success of enlisted active-duty army soldiers. Academic success was split into academic performance and degree progression. Academic performance was measured by the grade point average of courses taken. Degree progression was measured by the formula: number of credit hours completed while on active duty divided by the number of years on active duty service. This study examined how academic success varied regarding rank, deployment, years of service, and the General Technical scores. The covariates used in this study were age, marital status, ethnicity, and gender.;One hundred and fifty-eight surveys were conducted amongst soldiers enrolled in lower level college courses at an army installation. Looking at the overall model, the results of the study revealed that years of service was the only statistically significant predictor of degree progression. The relationship between years of service and degree progression was negative, meaning as soldiers' time in the military increased, their degree progression decreased.;Further, none of the variables showed a statistically significant relationship with academic performance in the full model. However, stepwise regression analysis revealed that a statistically significant relationship existed between the "other" ethnic group and academic performance. Students classified as "other" were the ones who did not belong in either of the following categories: white, black Hispanic or Asian. Belonging to the "other" ethnic group had a negative relationship with academic performance and indicated that these minority students had lower grades than white and traditional minority students.;The findings from this study add an important part of research of military students in the academic environment and fills existing literature gaps. Army Education counselors as well as college counselors and military leaders can use this information when providing educational counseling to soldiers. |
