This study examines the academic challenges faced by cadets at the United States Military Academy Preparatory School (USMAPS), specifically within the course EV203: Physical Geography. USMAPS prepares individuals from diverse backgrounds for the academic rigor of the United States Military Academy (USMA) at West Point. Data from Academic Years (AYs) 2016 through 2024 reveal consistently higher failure rates for USMAPS cadets compared to their non-USMAPS counterparts, with EV203 emerging as particularly challenging. An analysis of D-grades and First-Year-and-Beyond (FYB) course drops shows the potential need for targeted interventions. This paper explores factors contributing to these outcomes, including curriculum complexity and limited foundational knowledge, and discusses potential instructional strategies such as active learning, virtual labs, and field instruction to enhance comprehension. The findings suggest that incorporating Earth and environmental sciences in the USMAPS academic program may better equip cadets for success in EV203.
U.S. Military Academy Preparatory School (USMAPS) Cadets’ Performance in Fourth-Class Courses