UNIVERSITY PARK, Pa. — Military-connected children often change schools multiple times, each time facing different academic requirements and support systems, which can significantly impact academic progress and social adjustment. Specific support initiatives can help alleviate the challenges that arise from such disruption. Still, barriers such as inconsistent implementation and lack of awareness are present, according to researchers in the Clearinghouse for Military Family Readiness at Penn State (Clearinghouse).
They detailed their findings for the SPEAK Military Children project — a multi-year project conducted in partnership with the Department of Defense (DoD) Defense State Liaison Office (DSLO) to investigate the implementation of programs, policies and supports for military-connected students in pre-K-12 across the United States — in a study that was cited in DSLO’s latest report to the U.S. Congress. The report, which was submitted to the Committees on Armed Services of the Senate and the House of Representatives as a requirement of Section 579 of the James M. Inhofe National Defense Authorization Act for the fiscal year 2023, included recommendations for policy changes to better support military-connected students.
"Military families move frequently from state to state, and our education system is hyper-local regarding how policies, curriculum and programs are implemented," said Jennifer Karre, a research and evaluation scientist at the Clearinghouse who contributed to the study. “This creates challenges when transitioning schools."
The researchers examined four major initiatives designed to support military students:
- Advance enrollment, which allows military families to enroll their children in schools based on military orders rather than proof of residency
- Interstate Compact on Educational Opportunity for Military Children, which addresses challenges related to school transitions, such as credit transfers, graduation requirements and extra-curricular activities
- Military student identifier, a federally mandated data point that asks families in public schools about their military status
- Purple Star Schools Program, which recognizes schools that implement military-friendly policies and programs
The three-phase study began with a comprehensive review of the current scientific literature on military-connected students. From this, the researchers identified risk and protective factors for military-connected students, as well as the need for more quantitative research, particularly regarding the effects of school transitions on students. Phase two involved a detailed analysis of state-level laws and regulations, which revealed wide variations in the adoption of processes and accessibility of information across states. In phase three, researchers conducted interviews with national, state and local stakeholders, including DoD officials, educators and military families, to understand the real-world implementation of these initiatives.
The researchers found that participants reported many positive impacts when the initiatives were implemented as intended.
“These impacts are all related to family well-being, which is then related to mission readiness for service members,” said Daniel F. Perkins, principal scientist at the Clearinghouse who contributed to the study, a Social Science Research Institute co-funded faculty and professor of family and youth resiliency and policy in the College of Agricultural Sciences.
The researchers noted the most reported successes:
- Advance enrollment reduced stress on families, increased extracurricular participation and resulted in better-prepared schools.
- Interstate Compact on Educational Opportunity for Military Children helped with on-time graduation, reduced stress on families and increased extracurricular participation.
- The military student identifier led to increased supports, resources and programming opportunities for military-connected students.
- The Purple Star Schools Program helped families with school selection, increased feelings of belonging and supported positive social-emotional outcomes.
However, the researchers also found that inconsistent policy implementation, lack of awareness of initiatives and variation in compliance with policies and processes were major barriers to families benefiting from the initiatives.
Advance enrollment legislation, for example, in some states is general and simply allows enrollment based on military orders instead of traditional means of proving residency, while other legislation outlines detailed requirements. This lack of standardization means families may experience different requirements for advance enrollment, depending on what state they are in.
"Oftentimes, finding information about these initiatives is also difficult," Karre said. “This lack of awareness prevents families and school personnel from utilizing available support systems effectively. While nationwide standardization is unlikely, the research suggests that increased communication and transparency could make a significant difference. Although there will likely always be some differences across states, it would be helpful for families to know what to expect when they move.”
Moving forward, the researchers said they believe a continued commitment from states, school districts and policymakers is essential to bridging implementation gaps and ensuring a stable, supportive academic journey for military-connected children.
"It's encouraging to see the progress being made in supporting military-connected students through these initiatives," Perkins said. "This research highlights real successes — states and schools leading the way in making transitions smoother for military families. By building on these successes, increasing awareness and sharing best practices, we can continue strengthening these programs and ensuring military children receive the stability and support they deserve."
Other contributors to the study are Keith Aronson, director and research professor at the Clearinghouse; Meghan Baker, research support at the Clearinghouse; Kristin Brawley, research project manager at the Clearinghouse; and Cameron Richardson, research and evaluation scientist at the Clearinghouse.
The SPEAK Military Children project was sponsored by DSLO, which is located within the Undersecretary of Personnel and Readiness at the Department of Defense, and focuses on military family quality of life, including pre-K-12 education, through engagement with state policymakers.