The ASVAB Career Exploration Program 2018 ANNUAL REPORT

2018 ANNUAL REPORTThe ASVAB Career Exploration Program

2 ASVAB Career Exploration Program

Annual Report 2018 1

STAKEHOLDERS LETTER . . . . . . . . . . . . . . . . . . . . . 2

PROGRAM COMPONENTS . . . . . . . . . . . . . . . . . 4

PROGRAM PERFORMANCE METRICS . . . . . . . . . .6Participation Numbers . . . . . . . . . . . . . . . . . . . . . . 7Contact Us Inquiries . . . . . . . . . . . . . . . . . . . . . . . . . /Website Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8New Performance Standards . . . . . . . . . . . . . . . . . . 9

ESSA OPPORTUNITIES . . . . . . . . . . . . . . . . . . . . 10ESSA Engagement . . . . . . . . . . . . . . . . . . . . . . . . . 10Score Release and ESSA . . . . . . . . . . . . . . . . . . . . . 12

TESTING AND RESEARCH EFFORTS . . . . . . . . . . 14Expert Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 17 FYI Revisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17CEP iCAT News . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 ASVAB CEP iCAT School Qualification Checklist for MEPS Personnel . . . . . . . . . . . . . . . . . . 19

PROGRAM INITIATIVES . . . . . . . . . . . . . . . . . . . 20Website Redesign . . . . . . . . . . . . . . . . . . . . . . . . . . 20Create an Account . . . . . . . . . . . . . . . . . . . . . . . . . 21ASVAB Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Service Composite Scores . . . . . . . . . . . . . . . . . . . . 22Careers in the Military . . . . . . . . . . . . . . . . . . . . . . . 23UNIFORM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Merge Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Virtual Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Automated Processes . . . . . . . . . . . . . . . . . . . . . . . . 27

COMMUNICATION EFFORTS . . . . . . . . . . . . . . . 28Program Materials . . . . . . . . . . . . . . . . . . . . . . . . . . 28Teacher Engagement Campaign . . . . . . . . . . . . . . . 29Communication Channels . . . . . . . . . . . . . . . . . . . . . 30Facebook Groups . . . . . . . . . . . . . . . . . . . . . . . . . . 30National Events (FY18) . . . . . . . . . . . . . . . . . . . . . . 31Pictures from the Road . . . . . . . . . . . . . . . . . . . . . . . 32Moving Toward Sustainable Practices . . . . . . . . . . . . 33Recruit Market Snapshot . . . . . . . . . . . . . . . . . . . . . 33

TABLE OF CONTENTS


Dear stakeholder,

As we kick off School Year (SY) 18-19 we have the opportunity to review the lessons learned, triumphs, and challenges the ASVAB Career Exploration Program (CEP) experienced over the past year .

We continue to face challenges overcoming preconceived bias . However, SY 17-18 breathed new life into the ASVAB CEP . Several states’ adopted the program in legislation related to fulfilling ESSA requirements . The Education Support Specialists (ESS) who deliver to program to the schools have found renewed success leveraging the redesigned program resources to change the minds of decision makers at hard-to-convert red schools and let the program sell itself . To that end, the ASVAB CEP tested more students in SY 17-18 than it has in over 15 years .

The Office of People Analytics (OPA) is the executive agent of the ASVAB CEP . The program is committed to contributing to OPA’s mission to provide data-driven solutions to decision makers . We continue to investigate ways to improve our program and make data-driven decisions . Market research performed in recent years revealed that high school students are just as likely, if not more likely to seek career guidance from their teachers than they are from their school counselor . The ASVAB CEP is designed to support education and career counseling for students as they learn career decision-making skills . As a result, we deployed an informational campaign to educate teachers about the ASVAB CEP . New classroom activities were created to help teachers integrate the program into their classroom .

Another data-driven decision comes from the initial recommendations provided by the expert panel that was originally commissioned in 2016 . A needs assessment is currently underway to evaluate various program processes . To support this effort, our project team has traveled to select MEPS across the country to see the ASVAB CEP in action, observe test administration and post-test workshops .

As executive agent for the ASVAB CEP, I am extremely proud of the product we deliver to high schools nationwide and the team of professionals who work tirelessly to keep the program relevant . That said, the ASVAB CEP is always a work in progress striving to be better than we were yesterday .

This report was designed to keep our key stakeholder groups abreast of activities conducted at the national level in SY 17-18 and provide information about program initiatives planned for SY 18-19 . I hope you find the information included insightful and informative . We look forward to a successful and productive SY 18-19 as we work toward our goal of testing one million students!

LETTER TO STAKEHOLDERS


“[ASVAB CEP] helped my students learn about their interests . It was fantastic! I hope all of you in the CTE world will do the same with your students .”

Sherry Siler, CTE Instructor, Marketing Education, DECA Advisor at Alma High School, Alma, AR


PROGRAM COMPONENTSASVAB Career Exploration Program is the only career planning resource that allows students to explore multiple paths to success -- college, certificates, apprenticeships, licensure programs, or the Military – in one place .

Take the ASVAB Test

Explore Careers

Find Your Interests


MULTIPLE-APTITUDE TESTThe ASVAB assesses a student’s ability to learn new skills and is a predictor of success in training and education programs regardless of post-secondary intention .

INTEREST INVENTORYThe Find Your Interests inventory is based on John Holland’s widely accepted theory of career choice .

CAREER EXPLORATION TOOLSArmed with an understanding of their skills and interests, students then explore careers that coincide with their unique skill-interest profile .

• OCCU-Find, a catalog of careers with job-related information all geared toward helping students identify satisfying occupations .

• My Portfolio, a customizable resume-like document designed to help students chart and share their plans and accomplishments .

• My Educational and Career Plans, a guided exercise to encourage students to explore occupations based on their interests, achievements and favorite experiences, make initial career plans, and evaluate current and future pro-grams of study .

• My Coursework Planner, an activity to help students determine remaining coursework requirements for entry into occupations of interest .

• www .careersinthemilitary .com, a comprehensive online resource powered by ASVAB CEP that allows students to discover extensive details about military career opportunities across all Services, their Service-spe-cific ASVAB line scores and which Services offer which jobs .

The ASVAB CEP promotes career literacy through exposure to career-field entry requirements and future-oriented planningtools to help students develop an action plan to share with parents and educators .


PERFORMANCE METRICS

Annual Report 2018 7 7

SY 17-18 Participation

Numbers

5 Year Participation

YEAR NUMBER OF PARTICIPATING STUDENTS

NUMBER OF PARTICIPATING SCHOOLS

2014 690,950 12,731

2015 687,900 12,929

2016 706,200 13,169

2017 684,223* 12,870

2018 713,777* 12,380

*(includes CEP-iCAT)

SCHOOLS TESTEDSTUDENTS TESTED12,380713,777

David Reile Immediate Past President, National Career Development Association

“It’s been a great privilege for me to be affiliated with the ASVAB CEP over the last couple of years . This is an outstanding program that supports high school students in their career planning and it’s useful for all kinds of careers . I highly endorse it .”


The technological enhancements the program websites asvabprogram .com and careersinthemilitary .com have seen over the last three years not only help our program remain relevant and competitive but give our staff the tools to market the program to schools who might have resisted offering it in the past .

These enhancements also allow us to track usage and performance statistics in order to establish accountability and realize our return on investment .

www.asvabprogram.com www.careersinthemilitary.com

Unique Visitors

440,882 72,230

Returning Visitors

203,357 39,515

Page Views

6,747,160 2,003,165

Bounce Rate

31.41% 31.90%

Average Time Per Session

12:55 4:34

Number of Pages Per Session

10.49 17.93

Tablet/Mobile Users

212,870 26,330

Website Usage

Google Analytics We have designed new dashboard reports using Google Analytics to communicate the websites’ usage and performance within the boundary of each MEPS’ territory . Alongside the report, ESS will receive an appendix explaining what each item on the report represents, how ESS can use it to inform marketing efforts, as well as the limitations of the data collection . Finally, we will also include a legend of ONET codes and titles so that ESS can identify which careers are most popular among their audience .

Access Code Usage ReportsIn an effort to evaluate more accurate usage statistics, we will generate access code usage reports to accompany the Google Analytics dashboard reports . Each MEPS is assigned unique access codes for each of their participants . Any time a participant uses their access code to log in to asvabprogram .com or careersinthemilitary .com, the database tracks the entry . The database is also able to track whether an account was created with a given access code .

These two reports combine will give ESS the most accurate representation of website usage in their territory .

New Performance Standards“As school counselors, we push for ASVAB CEP . It works!”

High School Counselor, North Carolina


ESSA OPPORTUNITIES

The Every Student Succeeds Act (ESSA) includes provisions that will help to ensure success for students and schools . ESSA promotes activities to support well-rounded educational opportunities, which includes career awareness and exploration activities as well as post-secondary education guidance . ESSA requires that States establish college- and career-ready standards and maintain high expectations when assessing all students against those standards, some states have created a Military Readiness Pathway . The ASVAB CEP is a program that can be provided to all sophomores, juniors, and seniors to help satisfy this requirement . Please refer to the email Dr . Salyer sent out regarding ESSA and how to address State questions regarding the use of ASVAB CEP .

ESSA EngagementSeveral states have added language into legislation about the ASVAB, or the ASVAB CEP which allows our ESS community to easily engage with stakeholders . To date, 36 of 65 MEPS have relationships with State Boards of Education . There is also Legislation supported by either Proclamation honoring or via individual state law requiring schools to offer the ASVAB CEP to every student . The following is a list of those States and MEPS involved .

“I have been helping administer the ASVAB CEP for the last 12 years . I absolutely love it .

“I love the career components of [the ASVAB CEP] .”

“We administer it to all of our students and we do lots of lessons in the classroom with the career components and how they relate to students after high school .”

“We love ASVAB CEP! Thank you so much for everything that you do for us!”

Leslie Goines, Massac County High School, Metropolis, IL


Arizona Arkansas California Colorado Georgia Kansas Indiana Maryland Missouri New Jersey

New York Nevada Oregon San Juan Tennessee Texas Utah Vermont Washington West Virginia

Albany Atlanta Baltimore Beckley Buffalo Ft . Dix Ft . Jackson IndianapolisJacksonJacksonville

Knoxville Louisville Memphis Nashville New YorkPittsburghSan JuanSpringfieldSyracuse

AmarilloDallasDenverEl PasoHoustonKansas CityLittle RockLos AngelesPhoenixSacramento

Salt Lake CityPortland, ORSan AntonioSan DiegoSan JoseSeattleShreveportSpokaneSt . Louis

Puerto Rico

San Juan

ENGAGED WESTERN MEPS ENGAGED EASTERN MEPS ENGAGED STATES


Score Release and ESSA If a school receives federal funding, they are required to release directory infor-mation to the military services as part of ESSA . If a student’s parents opt out of sharing that information, the student will not be added to the list that is given to the military .

The ASVAB CEP opt out is different . The opt out form on our website is to opt out of providing the scores from their testing to recruiters, if the school chooses a release option other than 8 . If a parent opted out of ESSA, they should also sign an opt out form to us . These systems are separate .

To communicate nuances with our audi-ences, we developed a new Administra-tor Overview Guide . This trifold attempts to explain the difference between ESSA and ASVAB CEP, provides an overview of the program’s components, score release options and recruiter contact .

For schools who only want to take advantage of the career exploration pro-gram, they may elect the option to not release ASVAB scores to military services (Option 8) . If schools choose Option 8, the ASVAB CEP will not release scores or student information . However, students may still be contacted by college and military recruiters . If schools received federal funding, military recruiters have access to student directory information, as mandated by ESSA .

College and military recruiters also ob-tain student information from many other sources to identify high quality talent . Students who achieve qualifying scores on standardized tests should consider phone calls from college and military recruiters as positive feedback on their skill attainment . Scores and student information from 10th graders who participate in ASVAB CEP, are not released to the military .

Remember, our mission is two-fold: to provide a career exploration program, and to provide pre-qualified leads to the military . If either one of those missions suffer, we have failed . For some students, the military is the best way to get a col-lege education .

The ability for students to see their CEP scores and military lines scores when they log in with their access code was implemented to give them the power to have conversations with recruiters if their school chose option 8 . Even in option 8 schools, recruiter presence is appreciated to answer questions from students about the military . After the conclusion of the post-test interpretation, recruiters’ can offer their expertise to students who have military-specific questions .

Kristi Parlier, Jay M . Robinson High School, Concord, NC

“There is no downside to administering to your students . Since there is an option to keep student scores confidential, there’s no threat of this being used as a recruitment activity for the military . Instead, it can truly be used as an exploration tool for students and parents .”


They say everything’s bigger in Texas . SY 17-18 was a big year for ASVAB CEP in the Lone Star State . By the end of calendar year ‘18, the team will have visited TX for four major events: JAMRS Research Forum (Dallas), Army Educator Tour, National Alliance for Public Charter Schools (Austin), and Association for Career and Technical Education (San Antonio) . This was a coincidence considering these events are scheduled sometimes years in advance .

Not coincidentally, Texas passed legislation requiring schools to make the program available .

Texas Senate Bill 1843

SB 1843 authorizes that each school year, each school district and open-enrollment charter school is required to provide students in grades 10 through 12 an opportunity to take the ASVAB and consult with a military recruiter . School districts and open-enrollment charter schools must:

• Schedule the ASVAB during normal school hours; and

• Schedule the ASVAB at a time that limits conflict with extracurricular activities .

Additionally, SB 1843 requires that school districts and open enrollment charter schools communicate the date, time and location of testing to students and their parent/guardians .

For more on ASVAB CEP and Senate Bill 1843 visit: https://tea .texas .gov/ASVAB/

Spotlight on Texas


TESTING AND RESEARCH EFFORTS

Expert PanelThe Defense Personnel Assessment Center (DPAC) in OPA compiled a team of experts to evaluate all of the ASVAB CEP components and make recommendations on areas of improvement for the program . They reviewed the program assessments, ASVAB and FYI, reports and interpretation, marketing, program processes, websites, evaluation and research . The following suggestions were offered from the panel . These will be briefed and discussed with Accession Policy, OPA Leadership, and USMEPCOM .

Program Assessments (ASVAB Test)

• Conduct Research to develop and evaluate a test of information and communications technology literacy .

• Possibly use combined sex norms for the ASVAB summary results (much debate within the panel about this) .

Program Assessments (FYI)

• Incorporate a multi-step process for the integration of basic interest scales into the FYI .

• Use sex specific norms for reporting the FYI (although there was much discussion about this recommendation, and a contradicting recommendation was given in a subsequent chapter .) .

• For any changes to the FYI, a manual should be developed to provide the technical information for testing personnel .

• Other measures like values and personality; mechanisms such as occupational day dreams, guided exploration, and open-ended self-assessments were discussed as options for inclusion .


Reports and Interpretation

• Identify strategies to increase engagement with the CEP so that students increase the amount of time they spend exploring occupational information and other resources . This will strengthen the depth of processing and personal relevance of the program .

• Identify and evaluate enhanced reporting and interpretation procedures that incorporate Brown and Ryan Krane’s (2000) five critical ingredients of effective career intervention .

• Identify strategies to increase engagement with the CEP to increase the amount of time spent exploring oc-cupational information and other resources to strengthen the depth of processing and personal relevance .

• Consider ongoing advancements in the CEP measures and activities across all print, online, and counselor guided interpretation formats .

Marketing • The ASVAB CEP and the FYI should be marketed to professional journals and textbooks, as well as integrated into the National Certified Counselors curriculum .

• The Department of Defense should work to increase the level of independent testing and interpretation possible through the ASVAB CEP .

• Make the CEP Portfolio easier to access on the asvabprogram .com website .

• Implement a “redirect” option to reduce the number of students who become frustrated or overwhelmed with navigating through the careers .

Program Processes

• Currently the ESS’s role is critical to the process of administration, interpretation and dissemination . Due to the magnitude of the role of the ESS in marketing, administering, and interpreting the ASVAB CEP, the Expert Panel recommends developing training that results in the ESS obtaining a nationally recognized career development credential . Although the general experience for an ESS is that of an education professional, that range of experience is broad . A credentialing process would help to develop a more uniform foundation for all the processes provided by the ESS . A variety of organizations provide standardized career counseling credentialing to further the quality of services provided .

• The need for students’ instant connectivity to their results, coupled with interactive directives, will need to be examined for the future relevance of the FYI and the program overall .

Websites • Enter as an Educator – Participating Student Intentions – This is sitting in the middle of the page with no explanation . Further, “work” is highlighted with a box but without any explanation why . This needs attention .

• Consider expanding the Parents section to include links and activities (and discussion points) for use with their student(s) . Parents are more involved and the website should reflect this .

• My ASVAB Strengths – The “books” graphic is not easily understood . Consider showing scores on a bar graph . Clicking on the “scores” gives the scores outside of context . Again, a bar graph might help .

• Identify strategies to increase engagement with the CEP to increase the amount of time spent exploring oc-cupational information and other resources to strengthen the depth of processing and personal relevance .

• Consider ongoing advancements in the CEP measures and activities across all print, online, and counselor guided interpretation formats .

• Identify and evaluate enhanced reporting and interpretation procedures that incorporate Brown and Ryan Krane’s (2000) five critical ingredients of effective career intervention .


FYI • Generally, the FYI assessment yields a useful, standard RIASEC code . As discussed in the Expert Panel’s meetings, however, a new item analysis needs to be conducted to determine if the items continue to be reliable and valid and if they are reliable and valid across gender and socioeconomic status (SES) . There may be a need to explore race-specific questions, but more current research and thinking appears to indicate that SES is of greater importance today .

• Items such as the ones below may be outdated or highly dependent upon where someone lives:- Count and balance a cash drawer- Enter data in an accounting ledger- Invest in new companies- Operate a riding mower- Persuade someone to finance a business

• Consider expanding the RIASEC model to include other interest areas . This may be an area for future research, and it would require linking new categories to occupational databases in use .

• Consider using a 5-point scale rather than a 3-point scale for the FYI .

• Further, consider including a values assessment and linking it to interests and occupational databases .

• Students should be asked up front if they have a career choice in mind and/or possibly asked what their parents’ choice of career is for them . Then, after they complete the FYI, they should be asked what they are leaning toward now . This would evaluate how effective the program is in terms of what students are choosing .

• Allow for students to email their FYI results to parents, teacher, and/or counselor .

Evaluation and Research Agenda

• Commence a timely evaluation of the CEP, depending on the components of the program .

• Schedule several study sessions to plan when, how, and goals of an evaluation of the ASVAB CEP . Ideally, the evaluation panel would vary according to what components of ASVAB CEP are being discussed . It is recommended that in all study sessions, an expert in evaluation be included on the panel and that for most sessions, an expert on educational technology .

• Conduct a thorough review of the FYI items, measures, and instructions, including the response options .

• Develop a revised version of the FYI with guidance from the review of the FYI . The revision should be con-ducted by a team of interest measurement experts .

• Conduct a series of studies to investigate the outcomes of various strategies for reporting results for the measures included within the FYI . In particular, the Holland scores can be normed on a combined sample or separately by gender . In addition, the degree of detail provided within the results (e .g ., top three Holland codes versus scores on all six measures) should be investigated to determine which strategies yield more effective career exploration .

• Establish a database that will enable ongoing evaluation and research of the CEP system and measures . A series of follow-up studies could be conducted to study if CEP measures and other activities relate to variety of important outcomes, including measures of career exploration, college matriculation, educational attainment, occupational selection, military placements, and attrition from the Service .

• Draft a technical report and manual for the revised version of the FYI .


Needs Assessment In response to the recommendations regarding testing time and the need to supply results quicker, another program evaluation effort that has taken place over the last year is the ASVAB CEP Needs Assessment . This initiative examines the processes and procedures around our student testing (paper and pencil and CEP iCAT) . The researchers will provide recommendations for how to modernize the student testing program, update processes and procedures sur-rounding testing and scheduling, streamline reports, improve post-test interpretations, and provide a road map for the next iteration of CEP iCAT .

Further, an assessment of the amount of compromise of the paper and pencil ASVAB is being conducted in partner-ship with CAVEON . CAVEON provides a monthly report on the websites that may have controlled test items present . This will help Accession Policy and the ASVAB CEP leadership make appropri-ate recommendations about the utility of tests and forms . Keeping controlled test material safe is of paramount impor-tance . With only one form of ASVAB CEP, cell phones, smart watches, etc . could compromise our program .

“We encourage our students to take the ASVAB CEP in addition to the SAT and ACT so that they can learn more about what skills they already have to help them with their career exploration .”

“Kudos to everyone who work to develop the ASVAB CEP . We appreciate you .”

Deirdra Williams, Dean of Counseling and Student Services, Heritage High School

FYI RevisionsAs a follow-on to the expert panel, DPAC researchers, external researchers, and their graduate students are looking at our FYI . They are conducting analyses on items to ensure they are still reliable and conducting factor analyses to ensure the RIASEC structure is still valid for our career exploration . In additional, there is also an effort within DPAC to look at the factor structure of the current FYI .


CEP iCAT News The team at DPAC has been working diligently from the observational forms ESS’s submit . This feedback is critical in collecting information about successful and unsuccessful testing sessions . There are several additional items planned, but the list of improvements and new features below are expected to be released to the production environment within the coming months .

• A new iCAT Public Trusted Certificate to be implemented within the near future which means no more red warn-ing banner .

• If CEP iCAT is opened in an unsup-ported browser, such as Firefox, a message to be displayed: “We’re sorry, but iCAT does not yet support browsers other than Internet Explorer or Chrome . For more information, please contact DMDC Support Center 800-372-7437, DSN 312-878-2856 .”

• “Candidate” and “Examinee” refer-ences throughout the application to be updated to “Student .”

• TA login screen to include school code entry for State/County/School No combination .

• On the CEP Student Login screen, student name and date of birth fields to be labeled: Last Name, First Name, Middle Initial . A new “Date of Birth” label to include drop-down date lists for Month, Day, Year selections .

• On the CEP Student Login screen, the case sensitivity to be removed for Last, First, and MI entry . No need to have students turn on caps lock .

• Long last names causing display issues to be corrected .

• On the CEP Student Login screen, “Student Test Option” #1 has been updated from “No Instructions” to “No Contact for 7 Days .”

• On both the CEP Student Login screen and CEP iCAT Setup screen, display the selected “Student Test Option ##” in red type on top right of the screens . This allows the TA to check the test options easier, especially if a student furnished an opt in or opt out form .

• On the CEP iCAT Setup screen, an E-Mail field to be added . This is so that in the future we may be able to use this information to speed up the time between testing and the PTI .

High School Counselor, Riverside County, CA

“We got great feedback from the students, it was a great program, they learned a lot about themselves and what their abilities are and what they can do . I recommend it for everyone .”


• Once the student completes the CEP iCAT Setup student information page and selects the “OK” button, a verifi-cation page to be displayed with full name and date of birth with request “Please verify the information below is correct before proceeding with the test .” Selection of an “OK” button confirms correct, or selection of “Back” button returns student to the Student Information page for any needed corrections .

• The Keyboard and Mouse familiarization screens to be removed .

• The Physically/Mentally Fit screens will be removed .

• CEP session timeout to be increased to 120 minutes (2 hours)

• iCAT to calculate and store the upper and lower SGS (Same Grade Standard) limits for each CEP subtest . This will make partial scoring available in the future .

• CEP score report will be fixed to display without having any workarounds .

• Created a CEP job so it should expire like any other test if it is past the 10 day window .

ASVAB CEP iCAT School Qualification Checklist The following information should be collected from a school before scheduling a CEP iCAT session . These requirements will change as new software is developed .

Time and Operational Requirements:

Testing personnel should be granted access to the computer lab and computers at least 30 minutes before session is to begin in order to log onto the system .

Testing personnel must be able to schedule a 3 hour period of time, in case a back-up paper and pencil test is needed .

No more than 40 students per session .

Computers must have ample power to last through the complete testing session . If laptops are being used, they will most likely need to be plugged in to a power supply for the test . Please ensure the room set up is free from wires obstructing walkways .

If possible, TAs should check their username and password before the session, so no password changes have to be made during the session .

Technical Requirements:

System Memory: Minimum main memory requirement -- 4GB RAM .

Pointing Device: Mouse or equivalent, programmed only for left-click functionality . Using a touchscreen monitor is not supported .

Keyboard: Required .

Internet Browser: Internet Explorer 11 or Google Chrome only . Browser must be set at 100% zoom level .

Internet Connection: High Speed Broadband internet connection . 768 kilobits per second per machine .

Display: 13” diagonally or larger recommended .

Kristi Parlier, Jay M . Robinson High School, Concord, NC

“Once students take the FYI, there are so many activities that I can do in a classroom once I know students’ personalities .”


PROGRAM INITIATIVES

In 2015, the ASVAB CEP entered a transformative period . The project team began with a program evaluation to determine what was working and what wasn’t . In SY 16-17 we began rolling out the changes .

Website RedesignSince, both program websites have been reimagined to give program participants confidence in their post-secondary planning . The continued enhancements to the OCCU-Find at asvabprogram .com bring together occupational details from the U .S . Department of Labor, the Bureau of Labor Statistics, the National Center of Education Statistics, CareerOneStop, and Defense Manpower Data Center . Students also have access to career planning tools that allow them to identify different ways to enter their desired career field and document a plan to achieve occupational success .


Create an AccountThe first time users log in to asvabprogram .com with their access code they will see the scores from their first ASVAB test . They can take the FYI, conduct career exploration, save their favorite occupations, career clusters, and colleges, make notes about jobs and colleges, and complete their portfolio to share with adult influencers .

One key finding of the program evaluation was that students lose their score sheet . The website redesign included the ability for students to create an account . On their first visit to asvabprogram .com, students should register their access codes using their emails and a password of their choosing . This will ensure uninterrupted access to their test scores and career exploration for two years regardless of whether they plan to participate again later .

ASVAB ScoresIn SY 16-17 we began hosting ASVAB scores at asvabprogram .com . When students login to the website using the access code found on their ASVAB Summary Results sheet their scores automatically populate their MyASVABCEP profile .


Service Composite Scores At the bottom of the MY ASVAB SUMMARY RESULTS page, under the AFQT, there is a link to more information about Military Line Scores .

Each job in the Armed Services has unique composite score requirements . The image below is an example of the table provided at careersinthemilitary .com that allows students to see how each of their composite scores is calculated using a combination of ASVAB subtest scores .

Having these scores allows students to approach enlisting in the military like a job hunt .

Students can approach the Service that offers an opportunity most closely related to their strengths and interests and discuss their score with a recruiter .

Again, students have no obligation to military service, but students in 11th grade and beyond who choose to enlist can use their scores to explore enlistment opportunities .


Careers in the MilitaryIn addition to giving students access to the service composite scores, careersinthemilitary .com has undergone some amazing changes . The services provided links to their virtual recruiting sites, pictures, and videos and we added current information about military service and the linkages between ASVAB results and service requirements (where available) .

Some services supplied more than others . For example, the Air Force provided

extensive job descriptions, task lists, training information, ASVAB Score requirements, links to their website and additional videos, in addition to the AF Work Interest Navigator (WIN) DNA .

We routinely receive comments from teachers and counselors who do not know where to direct students who have questions about the military . careersinthemilitary .com is a safe space for students and parents to become more informed consumers . They can explore the military option and compile intelligent questions prior to contacting a recruiter .

In support of careersinthemilitary .com update, our team started working on the crosswalk between civilian to military careers in SY 17-18 . This opened Pandora’s Box . The crosswalk effort relied on occupation data supplied by the service classification experts . For the development of the redesigned careersinthemilitary .com, the military recruiting commands provided different occupational data . The team noticed differences between and gaps in the data sets, and imagined a better way to access, explore, and distribute military occupational data .

The US military needs 240,000 new recruits annually to maintain an all-volunteer force. They are competing with industry and education for top talent. Making information like entry requirements, education and training opportunities, career options and advancement potential across all branches of service more accessible will help young people find and explore the military option and consider it as a viable post-secondary path.


What is UniFORM?DoDI 1312 .01, January 28, 2013 Department of Defense Occupational Information Collection and Reporting outlines the procedures for the collection and maintenance of military and civilian occupational information to meet the Department of Defense (DoD) requirements . Specifically, the Secretaries of the Military Departments and the Commandant of the United States Coast Guard shall provide Service occupation classification publications to Defense Manpower Data Center (DMDC) within 10 business days of the effective date of the update or change .

The Situation: Historically, military career information has been hard to find . The existing process for collecting, distributing, and updating military career information involves individual data submission (each Service submits different data fields in a different file format (pdf, word, other, or none)) fol-lowed by manual data entry into the DoD Occupational Database (ODB) . DMDC manages the database and performs occupational analysis to link each code to other occupational structures based on commonality of skills, duties, and training . The resultant ‘Crosswalk’ table is utilized by various Federal and state agencies for: military recruiting programs, manpower reports, personnel resource management, transition

programs, career exploration websites, and joint operations planning . The current manual process is lengthy and labor intensive, which inhibits the timely analysis and dissemination of the military occupation information for career planning through DoD-sponsored programs and resources such as: the ASVAB CEP, myfuture .com and todaysmilitary .com, and DMDC’s transition assistance programs for service members and veterans .

The Solution: An effort is underway, sponsored by the Office of People Analytics (OPA), to build a web-based application, UNIFORM, to house all Service-provided occupational information and streamline data collection, manipulation, and distribution in a unified format, seamlessly producing a comprehensive representation of the military career information accessible to all government and civilian entities . These would include the Services’ recruiting commands, various transition assistance programs for service members and veterans operated by the Military, state and Federal governments, and the private sector businesses operating transition programs and career information delivery systems (CIDS) .

The availability of military career information starts with the Services . Each Service branch owns its unique career information and their involvement

in the development and implementation of UNIFORM is critical as we migrate toward UNIFORM for submitting, manipulating, and distributing occupational data .

Ultimately, UNIFORM data will be available to the public, DoD stakeholders, and commercial entity websites . This effort will:

• Aide stakeholders in automating their submission of occupation data

• Provide current, real-time access to military career information

• Encourage collaboration and contribution among the key stakeholder groups

• Reduce duplication of effort• Strengthen the relationship between

related military and civilian occupations to facilitate closing personnel gaps

Mission: UNIFORM supports the larger recruiting and transition efforts, as it will ensure those of recruitment age can find accurate military career information and those transitioning out of the Military can determine career fields in which their skills apply in the civilian sector . UNIFORM will ensure reliability and availability of military career information .


• Joint Services (Army, Navy, Air Force, Marin Corps, Coast Guard, Army National Guard, Air National Guard)

• Defense Manpower Data Center (DMDC)

• OfficeofPeopleAnalytics(OPA)

• Joint Advertising, Marketing Research and Studies (JAMRS)

• Defense Medical Human Resources Systems (DMHRSI)

• Army Research Institute of Environ-mental Medicine

• U.S. Census Bureau

• National Crosswalk Service Center (NCSC)

• O*Net Online

• Department of Labor

• MedicalExpensesandPerformanceRepostingSystem(MEPRS)

• US Army Medical Command (MEDCOM)

• CareerOneStop

• TransitiontoVeteransProgramOffice(TVPO)

• Analyst Resource Center

Key Stakeholders


Merge AccountsTo accommodate multi-year testing, we implemented the ability for users to merge accounts . Each time a student takes the ASVAB, an access code is generated that gives that student access to the interest inventory and career planning tools at asvabprogram .com for two years . Now, users have the ability to merge their MY ASVAB CEP accounts in subsequent sessions/years so that they will not lose their work . Here’s how .

Each time a student takes the ASVAB, a new access code will be generated . The users must register the new access code using the same email address and pass-word used to create their first account in order to merge their previously completed work with their new account .

The system will automatically recognize a previously entered email address and produce a notification asking the user if s/he would like to merge the accounts . This event occurs only once . It is triggered upon the attempt to create a new account using an email address that was previously used to create an account .

In order to merge accounts, users must use the same email and password they used to create their first account . If users forgot their password or try to enter a different password they will be prompt-ed to reset their password . The system will generate an email with instructions . After resetting the password, users can return to the registration screen, register their new access code, and merge their accounts .

Once an account is merged, the old access code becomes expired . The most recent test scores will appear in the account (the old test scores are then expired along with the previous access code) .

The most recent FYI results, favorites, notes, and portfolio entries will all appear in the new account .


This training will be mandatory for newly hired ESS, but for the seasoned ESS these modules will serve as a refresher . We en-courage all ESS to take advantage of this resource . Modules dedicated to conduct-ing online PTIs and using social media will help standardize these processes . Further, ESS who would like to increase their computer skills or get sales training are encouraged to submit their requests to Headquarter ESS, Dave Serra .

In an effort to reduce waste and create multipurpose resources, we continue to grow and leverage the repository of videos available on the ASVAB CEP YouTube channel . We design information-al tutorials to describe the ASVAB CEP’s intricate elements and processes and then incorporate that collateral into our training materials and distribute via our communication channels .

Automated ProcessesTo continue the ASVAB CEP’s digital transformation, web applications were developed to successfully automate two time consuming manual tasks .

Test Score Look Up

Previously, ASVAB CEP participants could submit a score request with mandatory fields . Then, someone with SQL knowl-edge would query multiple database tables to find a single test score . The new application allows DPAC personnel to instantaneously generate a score report using minimal information .

The brand new interface is optimized to allow the authorized user to run a dynamic query using as many or as few filters as they have and print a score report identical to the one generated by US MEPCOM .

An additional function of this application allows us to create customizable reports about demographics . Upon request, we can now provide states and schools with reports about their populations’ ASVAB Test scores and FYI results data .

Access Codes Generation

Until now, access code generation happened one code at a time . Someone with database knowledge would manually enter numbers one by one into a database . The new functionality allows an authorized user to select the number of access codes he or she would like to create, assign the number of times the new access code(s) will be able to take the FYI, designate a prefix (streamlining lead tracking), and whether the new code(s) should include sample test scores . The application then generates a report for distribution to field . This functionality makes a slow tedious process instantaneous .

Virtual TrainingTo keep the field up to speed with the ongoing program changes, we have designed training geared toward communicating expectations to the field . Based on feedback from the field and firsthand observation, there is a disparity among the ESS community as it relates to the use of technology . While some have fully embraced the online experience the ASVAB CEP now provides, others have yet to incorporate these resources into their toolkit .

New ESS training modules will be avail-able soon to acclimate new hires to the ASVAB CEP . We will host this training on Moodle a virtual learning platform that allows us to create and maintain a personalized learning environment at a relatively low cost . There are 12 modules in total covering topics including:

• ASVAB CEP Personnel

• Components of ASVAB CEP

• Users of the ASVAB CEP

• ASVAB Measurements, Data and Use Policies

• Contents of the ASVAB

• Partnering With High Schools to Deliver the ASVAB CEP

• Proctoring the ASVAB Paper and Pencil Test

• Scoring the ASVAB Test

• Interpreting & Discussing ASVAB Test Results With Students

• Conducting and ASVAB Post-Test Interpretation

• Using ASVAB CEP Social Media

• Working Effectively with Military Recruiters

• The Future of the ASVAB CEP

“I consider it to be a really solid career exploration system . It has all the components you’re looking for . It’s based on one of the best researched, most validated assess-ments out there .”

“This is the time for ASVAB CEP and it’s worth a look .”

Rod McCloy, Principal Staff Scientist, Human Resources Research Organization


COMMUNICATION EFFORTS

Program MaterialsWe continue to develop materials that we hope communicate the benefits of participation in the ASVAB CEP . In SY 17-18 we developed the post-test handout to be distributed alongside the ASVAB Summary Results Sheet as a guide for students who, for whatever reason, did not attend the post-test workshop . The Administrator Overview was developed as a quick reference tool for high-level decision makers to understand the ASVAB CEP components, scores release options, and military affiliation . The program overview geared toward students and parents received a refresh . And the Recruiter Guide was recommissioned to explain how ASVAB CEP differs from the enlistment ASVAB, and how recruiters can use this program to generate qualified leads .

Fold

AN OVERVIEW

Bring the ASVAB Career Exploration Program to Your School:

“[ASVAB CEP] gives kids a lot of great information, not just with mil-itary-related jobs but all future jobs and current jobs that are out there .”

Erin Urquiaga Idaho Arts Charter School Nampa, ID


Teacher Engagement Campaign Market research conducted in recent years revealed that teachers play an important role in career guidance . In an effort to inform this group about the comprehensive nature of the ASVAB CEP, OPA funded a series of informative communica-tions to engage the use of career exploration in the classroom .

The email campaign directed educators and counselors to a dedicated webpage where they had the ability to create an account and peek behind the scenes to see what ASVAB CEP participants have access to . In addition, we introduced brand new in-class activities to give educators the ability to bring the ASVAB CEP into any classroom (regardless of subject matter) so that their students have the opportunity to relate what they’re learning to the real world . All program proponents are encouraged to share these activities with educator contacts .

We will kick off SY 18-19 with similar informative mailers to counselors and teachers . We will also target other key stakeholder groups like principals, parents, and JROTC with additional campaigns at this time .

Mailer Metrics

AUDIENCE TOTALS TIME PERFORMANCE # OF ACCOUNTS CREATED

CTE, Tech Ed 60k, email February 2018 CEP123: 626

English, Social Science, Business 230k, post card mail March 2018 CEP456: 110

Math 95k, email May 2018 CEP789: 76

Science 85k, email May 2018 CEP987: 41

School Counselors 84k, email May 2018 CEP654: 62

Back to School All of the above and JROTC, Principals, Parents

August 2018


Communication ChannelsIn addition to the program websites, including www .asvabprorgram .com and www .careersinthemilitary .com, the ASVAB CEP is active on Facebook, Twitter, LinkedIn and YouTube channels . The program leverages these channels to distribute marketing materials geared to-ward counselors and educators, parents, and students .

There are opportunities all around to cap-ture content to share on social media . We regularly post new testimonials from the field and videos about various program elements YouTube channel that anyone can share to educate others about the program . The newly commissioned Com-munication Toolkit available on the media center at asvabprogram .com contains templated communication resources for use to promote the ASVAB CEP on school campuses and with influencers .

We encourage schools to promote their ASVAB CEP participation on their social media channels and to tag @asvab-cep and use our hashtags #asvabcep, #whatsyourdreamjob, #youdecide when posting about their experience . We encourage ESS’s to generate engagement by asking educators, counselors, and students for feedback on their experience with the ASVAB CEP and filming their reaction on a smartphone .

We encourage students to post about their own experience during the post-test interpretation session (e .g . share their FYI results or a career they’re exploring using @asvabcep and our hashtags) . Then, we can share . We always ask for permission before photographing anyone, especial-ly students . Even if photographing the people in the room is prohibited, there are always ways to photograph or film the ASVAB CEP in action .

Facebook GroupsASVAB CEP has created “groups” for each of the 65 MEPS . Posts from Facebook Pages and personal accounts rely solely on Facebook’s Newsfeed algorithm for organic exposure . Unlike Facebook Pages, Groups send users a notification when someone posts to the Group, thus driving traffic to each post which results in more engagement . Additionally, Facebook Groups do not detract from activity on the national ASVAB CEP page . And, members can post within the group, allowing for more overall communication and community building .

At the end of 2017, each ESS was asked to identify a social media manager within their MEPS to facilitate this effort and share content . Overall this effort has received mixed reaction . Some Groups have generated a following, the social medial manager is submitting content regularly, and are now ready to graduate to other platforms . Other Groups have completed none of the above .

Leveraging social media is an inexpensive way to give marketing efforts farther reach and generate interest in program participation at the local level .

Like, Follow, Share@asvabcep

#asvabcep#whatsyourdreamjob#youdecide

Join your local MEPS on the GROUPS tab on our Facebook page .

“Thanks to the CEP for giving students a great opportunity to explore careers, learn about themselves and have access to all of the information over the course of the next year .”

“The post-test interpretation was incredible .”

Henry Canfield, Collin College, McKinney, TX


National Events (FY18)Our presence at national events give the us an opportunity to improve our program’s reputation and build awareness among our Publics by solidifying the ASVAB CEP as a thought leader in the industry .

Marketing Events

National Career Pathways Network, October 25-27

Association for Career and Technical Education, December 6-9

American Counseling Association, April 26-29

• Booth 116 leads

National Alliance for Public Charter Schools, June 11-14

• Booth 121 leads

National Career Development Association, June 21-23

• Booth 47 leads

• Presentation: The Integrative Approaches to Augmenting Vocational Interests in Career Exploration; Presenters: Shannon Salyer, ASVAB CEP Program Director; Jan Bayer, Subject Matter Expert and Lead Researcher; Patrick Rottinghaus, University of Missouri-Columbia; Rodney McCloy, Human Resources Research Organization (HumRRO) and Chan Jeong Park, University of Missouri-Columbia

National Parent Teacher Association, June 21-24

American School Counselors Association, July 8-11

• Booth 542 leads (the most ever!)

Education Industry

Council of Chief State School Officers, Nov 17

• Presentation (webinar): The ASVAB Career Exploration Program fulfills readiness and preparedness requirements in states’ ESSA plans for accountability; Presenter: Dr . Shannon Salyer

Texas Education Agency, Dec 13

• Presentation: Texas Senate Bill 1843 Armed Services Voca-tional Aptitude Battery (ASVAB) Overview and Resources; Presenters: Dr . Shannon Salyer; Stacy Avery Director of High School Programs, Division of College, Career and Military Prep; and Heidi Flynn, Assistant Director of High School Programs, Division of College, Career and Military Prep

RCOE School Counselor Leadership Networking Conference, Feb 6-8

• Presentation: Importance of Exploring all the Options

CTE 2 .0 Shaping Our Future – CACTE, March 4-6

• Presentation: Debunking the myths surrounding the ASVAB and showing the new tools available through ASVAB CEP; Presenter: Dr . Shannon Salyer

Society for Vocational Psychology, June 18-20

• Presentation: The development of the Find Your Interests inventory; Presenters: Dr . Shannon Salyer, Dr . Patrick Rottinghaus, University of Missouri-Columbia

National Conference on Student Assessment, June 27-29

• Presentation: Implications of ESSA on Career Readiness: Expanded Opportunities for Improving Student Achievement Outcomes; Presenters: Dr . Shannon Salyer; Jan Bell, Tulsa Technology Center; Andrea Sinclair, HumRRO; Pamela Moore, Kentucky Department of Education

Stakeholder Engagement

New ESS Training, August

Seminar on utilizing resources effectively, Feb 26-March 1

• Presentation: ESS training & TEA Legislation Impact

OPA Research Forum, March

• Presentation: Are All Careers Created Equal? A Comprehen-sive Approach to Military and Civilian Career Exploration; Presenters: Dr . Shannon Salyer, Dr . Jan Bayer, Subject Matter Expert and Lead Researcher at Written, LLC

Needs Assessment, March-June

US Army National Educator Tour, May

• Presentation: The ASVAB Career Exploration Program: It’s not just a military test; Presenters: Dr . Shannon Salyer

JAMINAR, May

USMC Recruiter School House San Diego, CA

ESS Chalk Talk, July

• Presentation: Annual Update; Presenters: Dr . Shannon Salyer, David Serra

Army ESS Training, August

JRCC, August


Pictures from the Road


Moving Toward Sustainable PracticesTechnology affords us opportunities to adjust business practices to be more conscious of our impact on the environ-ment . In our first steps toward reducing our reliance on paper, we have migrated the Exploring Career Guide in its entirety to www .asvabprogram .com/ general-resources . If you have not already, we encourage you to conduct your post-test workshops virtually as it provides a richer experience for your students and aids in the reduction of waste generated by the ASVAB CEP . We hope to reduce the production of the print version of the Exploring Careers Guide by 50% by 2020 .

Recruit Market Snapshot The ASVAB CEP is a career planning resource that encourages students to explore multiple paths to post-secondary success (e .g ., college, certifications, apprenticeships, licensure programs, and the military) . Since military service is a viable post-secondary option for some students, participation in the ASVAB CEP gives students the power to consider all their options . Students interested in the military have an ASVAB score they may be able to use for enlistment and are able to explore all Services’ job offerings and opportunities before ever talking with a military recruiter, and also insures they are informed when choosing to talk with recruiters .

RECRUITER LEADS433,317

What follows is information about the recruit market population that is collected by another component of OPA, Joint Advertising, Market Research & Studies (JAMRS) .


Youth Market: Awareness and Knowledge

“[Service members] don’t get to plan out anything because their whole plan could change right away .”

“Is there a penalty for getting pregnant (in the Military)?”

Can name all four DoD active duty Services .

Do not know there is a difference between an Offi-cer and an enlisted person .

“Pets aren’t allowed on base…right? Are you allowed to have a dog in the Military?”

“There’s also people that come out and they don’t know what to do in the real world anymore .”

Proportion of Youth with a Parent Who Served

Awareness

Self-Reported Knowledge of Active Duty Service

Youth ages 16 to 24

Youth ages 17 to 35

Young adults ages 17 to 35

1 to 3

8 to 10

4 to 7

Military Ad Tracking Reserve Study (Jul–Sep 2017)

Military Ad Tracking Reserve Study (Jul–Sep 2017)

YATS (1995) and Youth Poll (2016)

Not At All knowledgeable

60%

50%

40%

30%

20%

10%

0%

53%

37%

10%

Extremelyknowledgeable

1995 2016 (Fall)

Many young adults lack basic knowl-edge about the Military, and what

they think they know is often wrong .

15%

54%

40%

40%


Youth Market: Perceptions of the Military

Psychological or Emotional Problem

Difficulty Readjusting to Everyday Life

Physical Injury

How likely is it that joining the U.S. Military would allow you to…

Perceptions of Similarity

How likely do you think it is that someone getting out of the Military will have…

Youth Poll (2004 to 2016) Youth Poll (Wave 28; Spring 2014)

Male Female

Youth ages 16 to 24 % Responding Likely/Very Likely

*“Prepare for a future career”began tracking in Dec 07 .

Military Ad Tracking Study (Wave 57; Apr–Jun 2017)

Youth ages 16 to 21 % who agree that the active duty Military has people like me.

Youth ages 16 to 21% Responding 5, 6, 7 “Extremely likely”

100%90%80%70%60%50%40%30%20%10%0%

Youth are more familiar with the risks than the benefits of serving .

60% Earn money for college58% Prepare for a future career*

35% Have an attractive lifestyle

23% Be in contact with family and friends

May

04

Dec

05

Dec

07

Dec

08

Dec

09

Dec

10

Dec

11

Dec

12

Fall

13

Fall

14

Fall

15

Fal

l 16

70%

69%

54%

35%47%


Influencer Market: Social Norms for Service

History of Service

How much would you feel pride if [relation] wanted to join the Military?

Likelihood to Recommend and Support Decision to Join

I believe there are positive aspects of the Mili-tary, but the negatives outweigh the positives in my opinion for [relation].

Military Ad Tracking Influencer Study (Wave 57; Apr–Jun 2017)

Military Ad Tracking Influencer Study (Wave 55; Oct–Dec 2016) Military Ad Tracking Influencer Study (Wave 57; Apr–Jun 2017)

Military Ad Tracking Influencer Study (Wave 57; Apr–Jun 2017)

SUPPO

RT

REC

OM

MEN

DED

Influencers of youth ages 12 to 21;% Responding they or a household member have served in the Military

Influencers of youth ages 12 to 21; % Responding A Lot/A Great Deal

Influencers of youth ages 12 to 21; % Responding Likely/Very Likely and Agree/Strongly Agree

Influencers of youth ages 12 to 21; % Responding Agree/Strongly Agree

Parents are less positive about military service than grandparents, but they

are also less connected to the Military .

Father

Father

Father

Father

Father

Mother

Mother

Mother

Mother

Mother

Grandparents

Grandparents

Grandparents

Grandparents

Grandparents

59%

67%

37%

33%

54%

72%40%

44%

32%

45%

57%30%31%

49%

60%


Raising the Bar

I’m confident this report illustrates the product made possible by combining contracting partners countless hours of expertise and effort with interagency collaboration and coordination . We are proud to have the support of Accession Policy, OPA, JAMRS, USMEPCOM, the Military Services (Recruiting Commands, Clas-sifiers, Researchers, and PAOs), State Education Agencies, school counselors, educators, and others stakeholders who provide information and serve as de facto ambassadors of the ASVAB CEP . It is the support and input of all of these stakeholders that make delivery of this high caliber program possible .

As the school year begins, I challenge you to reflect on your individual accomplishments and what goals you hope to reach this year . As a program we are always improving and we are committed to executing and delivering on the plans we’ve put into action .

Finally, I encourage anyone reading this to continue to challenge us to produce exemplary resources but also to be understanding . Creating, building, and modifying any program should be done deliberately and carefully, some additions take time and we do not want to compromise on any aspect of the program . Have a productive and fun school year . I look forward to continuing to work together .

Respectfully,

Shannon Salyer, Ph.D. Executive Program Director

The ASVAB Career Exploration Program is sponsored by the Department of Defense with oversight from the Defense Personnel Assessment Center in the Office of People Analytics .

www.asvabprogram.comwww.careersinthemilitary.com

The ASVAB Career Exploration Program 2018 ANNUAL REPORT

Documents

Transcript of The ASVAB Career Exploration Program 2018 ANNUAL REPORT