Detailed Information on the
Maritime Administration - State Maritime Schools Assessment

Produce performance-based budget materials for the State maritime schools portion of future budgets.

Report annually on existing efficiency measure results by early October of each fiscal year.

Measure: Annual percentage of new licensed and commissioned merchant marine officers who are graduates of the six State maritime academies.

Explanation:This important measure is a guage of the ongoing rationale for Federal financial support at the six State-sponsored institutions of higher learning with affiliated maritime academies. Within the labor market for licensed merchant mariners there continues to be excess demand, both domestically and globally. Domestically, the majority of new supply to this market is provided by the six State maritime academies, with the rest provided primarily by the U.S. Merchant Marine Academy. Qualified licensed mariners are critical to the mission of the Military Sealift Command (MSC) of the U.S. Department of Defense. The MSC requires licensed mariners to crew vessels providing sealift support in times of both conflict and peace. In addition to defense and national security missions, recruitment and job placement measures remain at high levels as the U.S. commercial fleet experiences ongoing demand for licensed mariners to fill manpower needs.

Measure: Annual placement rate for licensed merchant marine officer graduating from State maritime schools.

Explanation:This metric provides an annual and long-term guage for labor market demand for the licensed merchant marine officers produced each year at the six State maritime schools supported by Federal appropriated funding and by Federally training vessels.

Measure: Federal contribution [as a percentage of total cost per graduate] per licensed officer graduate from the State Academies [Revised to percentages???? for better targets]

Explanation:The State maritime schools has historically been a very cost-effective program to supply maritime labor markets with qualified, licensed merchant marine officers. These institutions use training vessels owned and provided by the Maritime Administration of the U.S. Department of Transportation. Beginning in 2007, fuel and maintenance costs for these training vessels, which are crucial assets to each State maritime school's at-sea curriculum, have escalated at rates in excess of both consumer prices indices and higher education price indices. Congress has responded with increased Federal allocations of appropriated funding to so that other programs in the student's in-residence curricula would not be constrained by training ship operating costs. Despite these recent funding increases, Federal appropriations since the baseline year have been relatively static in constant dollar terms. Therefore as the total number of State maritime school graduates trends upward, the Federal contribution as a percentage of total cost per graduate will tend to decline, though not always proportionately.

Measure: Overall percentage of State Academy graduates among all license exam takers [THIS IS SO CLOSE TO PERCENTAGE OF LICENSED OFFICER GRADS - WHY IS THIS NECESSARY???? - PROPOSE DELETING]

Explanation:

Measure: Annual number of fully qualified and licensed merchant marine officer graduates produced by State Maritime Schools. [IS THIS VALUABLE OR IS THE PERCENTAGE ENOUGH?? - CONSIDER DELETING]

Explanation:

Is the program purpose clear?

Explanation: The Merchant Marine Act of 1936 declared it to be a national priority to establish an American merchant marine and directed that "vessels of the merchant marine should be operated by highly trained and efficient citizens of the United States." To meet this requirement, the Act created a federal structure for State Maritime Academies;directed a partnership between the State Academies and the Navy;and authorized the Secretary of Transportation to use the State Academies "to provide for the education and training of citizens of the United States who are capable of providing for the safe and efficient operation of the merchant marine of the United States at all times and as a naval and military auxiliary in time of war or national emergency."

Evidence: 46 App. U.S.C. 1101 (2002), which requires that the merchant marine meets America's commercial waterborne traffic needs and serves as "a naval and military auxiliary in time of war or national emergency."; Tab 2 - 46 App. U.S.C. 1295 (2002), 46 App. U.S.C. 1295c et. seq(2002), 46 App. U.S.C. 1295(2)(2002), 46 App. U.S.C. 1295(1)(2002).

Does the program address a specific and existing problem, interest, or need?

Explanation: The State Academies address a very specific national need: the American imperative for a merchant marine, which has been declared "necessary for the national defense and development of [America's] foreign and domestic commerce??" The three key elements of a merchant marine are "the best equipped, safest most suitable types of vessels, constructed in the United States;" "efficient facilities for shipbuilding and ship repair;" and "trained and efficient citizen personnel." The State Academies focus on the latter element by offering bachelor degree level programs at four-year federally-designated public post-secondary institutions that prepare men and women to sit for the United States Coast Guard's licensed officer examination. Cadets who pass that examination become licensed deck and engine officers in the American merchant marine.

Evidence: 46 App. U.S.C. 1101(2002), 46 App. U.S.C. 1101(d), 46 App. U.S.C. 1101(e)(2002), 46 App. U.S.C. 1101(d)(2002), Letter from MSC Vice Admiral Brewer III dated March 30, 2005.

Is the program designed so that it is not redundant or duplicative of any other Federal, state, local or private effort?

Explanation: The State Maritime Academy program is a federal/state partnership. Non-federal sources provide the vast majority of operating revenues - approximately 97.2% -- to support the federal purpose of producing licensed officers for the American merchant marine. In addition, the State Academies operate with a unique two-fold charter: 1) preparing officers to serve in America's national merchant marine; and 2) providing special training in regional maritime specialties. Finally, in addition to its core licensed officer programs, the State Academies offer numerous additional programs that support MARAD's "strategic objectives" of national security, commercial mobility and environmental protection. For example, SUNY Maritime, which was established in 1874 and is the oldest maritime academy in America, hosts the Strategic Center for Port and Maritime Security, a first-of-its-type organization focused on industry security issues.

Evidence: Comparative Costs of Maritime Education Programs, FY 2003-2004; MARAD Strategic Plan, 2003-2008.

Is the program design free of major flaws that would limit the program's effectiveness or efficiency?

Explanation: The State Academy program is efficient and effective and is free of major design flaws in its mission of producing highly trained and educated officers for the American merchant marine. There are six Academies in the United States. The six State Academies efficiently meet an important federal objective on a federal investment of $1.2 million in annual direct costs and approximately $10.4 million in annual overall (including indirect) costs. In fact, 97.2% of total operating revenues for the six State Academies comes from non-federal sources (particularly states and student tuition). The program is extremely effective in that it is overwhelmingly the major source of new officers in the U.S. merchant marine each year. (Graduates of the Academies qualify as officers in the merchant marine.) The State Academies graduated 430 licensed officers in 2004.

Evidence: Rough Comparison Between Academy and Non-Academy Third Mate/Third Assistant Engineer Licenses [primarily USCG data].

Is the program design effectively targeted so that resources will address the program's purpose directly and will reach intended beneficiaries?

Explanation: State Academy resources reach the intended beneficiaries and address the clear purpose of the program. Federal funding flows through three specific programs: 1) The Student Incentive Payment (SIP) account is the source of funding of $4,000 annually to each State Academy student who commits to a long-term federal service obligation. This funding goes directly from the federal government to the student; 2) The Schoolship Maintenance and Repair account funds the maintenance of federal training vessels that are used by the State Academies but remain the property of the federal government; and 3) The Direct Payment account provides operational funding for the Academies and is the only federal money that goes directly to the State Academies. All three federal programs address the program's overall purpose of preparing licensed ship operators for the American merchant marine by providing financial support to the students, the training vessels and the Academies.

Evidence: Fiscal Year 2005 Department of Transportation (Maritime Administration) appropriations bill; Maritime Education Program Evaluation [Report to Congress], page 39.

Does the program have a limited number of specific long-term performance measures that focus on outcomes and meaningfully reflect the purpose of the program?

Explanation: The State Academy program's primary long-term purpose is the education of the requisite number of licensed officers to meet the manpower of the U.S. merchant marine. Because all State Academy officer graduates are by definition fully qualified (i.e., passage of the Coast Guard license exam is a condition of graduation), the State Academy performance measures focus on the quantity of graduates. There are three primary measures: 1) the number of fully qualified licensed officer graduates; 2) increase the State Academy share of new officers to the overall pool of the merchant marine); and 3) the placement rate for licensed officer graduates.

Evidence:  

Does the program have ambitious targets and timeframes for its long-term measures?

Explanation: The program's long-term performance measures described in answer 2.1 set ambitious growth targets between now and 2010. The following targets and timelines have been established regarding the long-term performance goals: 1) in 2003, the State Academies graduated 400 fully qualified licensed officers. The goal is to increase that total by 20% by 2010; 2) in 2003, 51% of all individuals taking the Coast Guard licensing exam were State Academy graduates. The goal is to increase that percentage to 61% by 2010; and 3) the current industry placement rate for State Academy graduates is approximately 99%. The goal is to maintain that placement rate of 99% through 2010.

Evidence: licensing exam; Maritime Education Program Evaluation (Report to Congress),

Does the program have a limited number of specific annual performance measures that can demonstrate progress toward achieving the program's long-term goals?

Explanation: The following annual performance measures support the overall goals of producing the bulk of the licensed officers for the U.S. merchant marine and preparing graduates who pursue degrees in other disciplines that make a significant contribution to the American maritime infrastructure. The following are the three State Academy annual performance measures: 1) the number of fully qualified licensed officer graduates; 2) the overall number of graduates - in the licensed program and in related State Academy programs - who contribute to the strength and well-being of the American maritime infrastructure; 3) the State Academy contribution to the U.S. merchant marine (as measured by the share of new officers).

Evidence: Comparison Between Academy and Non-Academy Third Mate/Third Assistant Engineer Licenses; State Maritime Academy Graduate Jobs at Sea (2004).

Does the program have baselines and ambitious targets for its annual measures?

Explanation: The State Academies have established baselines and ambitious targets for its annual performance measures: 1) the State Academies seek a 5% increase each year in the number of fully qualified licensed officer graduates (using the 2003 baseline of 400 fully qualified graduates); 2) the State Academies seek a 5% annual increase in the overall number of total graduates - licensed and otherwise related to the maritime industry -- using 2004 as the baseline); and 3) the State Academies seek to expand their contribution of new U.S. merchant marine officers by increasing the overall percentage of State Maritime Academy grads among all license exam takers by two percentage points in a year (using the 2003 baseline of 51%).

Evidence: Maritime Education Program Evaluation [Report to Congress], page 28.

Do all partners (including grantees, sub-grantees, contractors, cost-sharing partners, and other government partners) commit to and work toward the annual and/or long-term goals of the program?

Explanation: All significant partners are committed to and working toward the program's primary goals. Primary partners are the federal government (DOT, MARAD, DOD, and Coast Guard); the six individual State Academies themselves and their host institutions/systems; the States of Massachusetts, New York, Texas, California, Michigan and Maine; and the commercial maritime industry. The federal partners commit to/work toward program goals by providing funding, actively overseeing programmatic activities related to the cadet training programs, and hiring graduates. The States, relevant State education systems, Academies themselves, and host institutions commit to/work toward program goals by administering the program, providing the bulk of the funding, and contributing overall educational oversight. The commercial maritime industry commits to/works toward the goals of the program by the ultimate act of employing the graduates of the system at a near 100% placement rate.

Evidence: Comparative Costs of Maritime Education Programs, FY 2003-2004.

Are independent evaluations of sufficient scope and quality conducted on a regular basis or as needed to support program improvements and evaluate effectiveness and relevance to the problem, interest, or need?

Explanation: Independent evaluations are extraordinarily detailed, occur on a regular basis, and are performed at federal, state and regional levels for the State Academies. In particular, the Coast Guard must review and approve each Academy's Plan For Compliance for the Standards of Training, Certification, and Watchingkeeping (STCW) Convention (STCW). (STCW now forms the basis for all officer training programs in the U.S.) Coast Guard audits specific courses and instructor qualifications to ensure compliance with STCW. Coast Guard's oversight is ongoing in that the Academies are required to notify the Review Committee of "[a]ny proposed changes to the program?? for written approval," and the Coast Guard makes regular, unannounced inspections to ensure compliance. In addition to ongoing federal evaluations, the Academies are regularly evaluated by their own governing organizations and their state and regional educational accreditation bodies.

Evidence: STCW audit report, State Academy STCW Compliance Plan, STCW Assessment Plan, STCW Review Committee letter of approval; Example copies of accreditation documents.

Are Budget requests explicitly tied to accomplishment of the annual and long-term performance goals, and are the resource needs presented in a complete and transparent manner in the program's budget?

Explanation: State Academy federal funding level is actually less today than it was one decade ago. For example, federal funding for the Schoolship Maintenance and Repair account, which is federal funding for the training ships used by the State Academies, has actually declined by more than 25% since 1992. As another example, the $200,000 funding level for the Direct Payment for each regional State Academies, which is the only federal funding that goes directly to the Academies, has not increased in more than a decade. The annual federal budget requests appear to have no relationship to resource needs or performance goals.

Evidence:  

Has the program taken meaningful steps to correct its strategic planning deficiencies?

Explanation: The State Maritime Academy (SMA) program has taken meaningful steps to correct its strategic planning deficiencies. The SMA program has historically been extremely successfully, producing the bulk of all new fficers in the U.S. merchant marine at a modest federal cost. The program has also provided specialized geographically-focused maritime education and training in other maritime-related fields beyond the licensed officers program. The State Maritime Academies in coordination with MARAD, now for the first time have established a series of performance and efficiency measures that will provide strategic direction and a series of benchmarks to measure pregress in achieving that direction.

Evidence: Rough Comparison Between Academy and Non-Academy Third Mate/Third Assistant Engineer Licenses;Maritime Education Program Evaluation [Report to Congress],page 23 [mariner survey].

Does the agency regularly collect timely and credible performance information, including information from key program partners, and use it to manage the program and improve performance?

Explanation: MARAD requires each State Academy to regularly submit performance information which is used to manage the program, including enrollment reports and SIP enrollment information. MARAD reviews the enrollment reports to determine the number of participants in the SIP Program and to determine the number of SIP positions available for the next enrollment class. After reviewing the graduate data, MARAD noticed a decline in the numbers for the SIP Program. Discussions with the SMAs and the SIP Coordinators conveyed the program was undersubscribed because the students did not deem the SIP funding adequate compensation for the service obligation they would incurred. To increase enrollment, MARAD proposed an increase to the SIP funding from $3,000 to $4,000 annually, which was approved Nov. 23, 2003. Initial enrollment numbers are due in Sept 2005 for the first full academic year after students knowledge of the increase.

Evidence:  

Are Federal managers and program partners (including grantees, sub-grantees, contractors, cost-sharing partners, and other government partners) held accountable for cost, schedule and performance results?

Explanation: State Academies are held accountable by MARAD on broad and specific issues related to their federal purpose. MARAD's management of Schoolship M&R funds is fully consistent with all MARAD technical program management, including the FAR and other financing management practices. Contractor performance is administered by MARAD's Office of Acquisition. Each Academy meets the required Naval Science curriculum set forth by MARAD in the licensed officer program. The program and its graduates must meet the rigorous requirements of the Standards of Training, Certification, and Watchkeeping (STCW) for Seafarers, an international requirement for training for mariners. Each Academy's STCW compliance program is subject to regular audit and review, inspection (including unannounced inspection) of facilities and equipment, faculty review, and record review on an ongoing basis. Compliance is essential as students cannot complete Coast Guard licensing requirements and cannot graduate from a State Academy without fulfillment of all STCW requirements.

Evidence: Contractor Performance Report; Spears Memo dated 8/30/04 ref: EMPIRE STATE Drydock

Are funds (Federal and partners') obligated in a timely manner and spent for the intended purpose?

Explanation: Federal funding for the State Academies is obligated in a timely manner and spent for specific purposes. The Student Incentive Payments of $4,000/year are provided directly from the federal government to the participating students in a timely manner. Direct Payments, federal funding provided directly to the State Academies, are generally disbursed to the State Academies for operating funding in a timely fashion. Schoolship Maintenance and Repair Account funds, are provided by MARAD to contractors in accordance with government procurement procedures. Funding from all three are spent for the intended purpose. Due to the structure of the SIP Program Freshmen students in the program are paid retroactively the beginning of their Junior Year at the academy, which means if a student decides not to continue in the SIP Program those funds which were obligated for that student go unutilized. If in any year the number of students interested in the program is undersubscribed, those funds are also not utilized.

Evidence: Schoolship Maintenance and Repairs Workplan and Execution (MARTS); FY 2003 Schoolship Year-End Financial Reports.

Does the program have procedures (e.g. competitive sourcing/cost comparisons, IT improvements, appropriate incentives) to measure and achieve efficiencies and cost effectiveness in program execution?

Explanation: MARAD's Schoolship M&R funds are expended on a competitive basis under a variety of allowable FAR acquisition processes. Additionally, in FY 2004 the availability of MARAD's Schoolship M&R component was changed from "one year" to "until expended." This change was requested to permit improved efficiency and effectiveness in M&R scheduling and execution, since ship maintenance and inspection cycles are externally influenced by regulatory and academic bodies that are not bound by the Federal fiscal cycle. The Academies' efficiency index measures the federal contribution to the operating revenues of the State Academies per licensed officer graduate. In 2003/2004 the Academy efficiency index calculates to $841 per licensed officer graduate. The Academies believe that a lower efficiency measure can be achieved by meeting its target of graduating more licensed officers, while managing a constant level of federal resources.

Evidence: Demonstration of Maintenance and Repair Tracking System Documents (see also 3.3 above)

Does the program collaborate and coordinate effectively with related programs?

Explanation: The six State Maritime Academies represent a unique federal/state partnership that is successful because of its ability to collaborate and coordinate with related programs. To achieve their overall goal of preparing highly education licensed officers for the U.S. merchant marine, the State Academies must coordinate with a variety of federal (DOT, MARAD, Coast Guard, and DOD) and State program partners (the six States that are home to the Academies, State post-secondary education systems/lead institutions of which certain Academies are part, etc.). In addition, the six individual State Academies must collaborate and coordinate among themselves. The program operates in a fashion that is relatively seamless and produces the bulk of the licensed officers for the U.S. merchant marine with no apparent problems related to lack of coordination among program partners.

Evidence: Comparative Costs of Maritime Education Programs - FY 03/04

Does the program use strong financial management practices?

Explanation: State Academies are subject to strong financial management requirements at the federal and state levels. The Academies all comply with generally acceptable accounting principles, regularly produce financial statements in accordance with state law, and are subject to regular audits for their host institutions, state education systems, and the U.S. Department of Education. Funding for the largest source of federal funding, the ship modernization program, is administered by MARAD itself with no direct financial involvement by the individual academies. The State Academies are scrutinized on an ongoing basis for compliance with STCW, which includes requirements in every discipline (curriculum, instructor qualification, recordkeeping, equipment, etc.). Each Academy is subject to unannounced inspections and ongoing audits by Coast Guard and MARAD to ensure compliance with its Five Year Compliance Plan. When deficiencies are found, the Academies work with the federal agencies to correct them to maintain compliance.

Evidence: California Maritime Academy's most recent FISMA audit (April 28, 2003); Financial audit report for Texas; Massachusetts financial audit report..

Has the program taken meaningful steps to address its management deficiencies?

Explanation: MARAD has instituted regulatory changes to better manage the maritime education program for the State maritime academies, specifically the Federal managers may now recoup the SIP funds from participants who have failed to complete the program or from the graduates who are not fulfilling their service obligation. (Title XIII under the Merchant Marine Act (310). The revised contract for the SIP Program has been changed to provide the legal framework to allow more effective management controls. The SIP contract passes the modified legislative requirements to the SIP participants making enforcement more effective. The quality of the training received by the merchant mariners at the States academies is now mandated by STCW and since 2002 all SIP graduates meet these qualifications. The formal establishment of a program management strategy and performance goals and measurements provide the necessary indicators to determine the effectiveness of the program. Internal audits have not revealed any significant deficiencies in Schoolship M&R management.

Evidence:  

Does the program have oversight practices that provide sufficient knowledge of grantee activities?

Explanation: MARAD receives quarterly enrollment reports, which includes the funding directly to the students. The State academies monitor the academic and regimental progress of the SIP students and provide notification to MARAD when a student is having difficulties or is disenrolled from the SIP program or the maritime academy. The academies each must successfully pass their State academic accreditation review. MARAD and U.S. Coast Guard also perform a review every five years to confirm the continued STCW requirements. In accordance with CFR 46 310.2, the direct payment is dispensed after receipt from each State academy that their respective state has provided financial support that equals MARAD financial assistance. MARAD provides a training vessel for the students to obtain shipboard knowledge. The vessels are manned by State academy faculty, staff and the students and surveyed by MARAD annually, more frequently if there are any concerns. State (grantee) activities of the Schoolship M&R (maintain and repair) is closely monitored by local MARAD staff.

Evidence: Schoolship Maintenance & Repair IT System [MARTS] tracks both state preventative maintenance activities and Federal M & R.

Does the program collect grantee performance data on an annual basis and make it available to the public in a transparent and meaningful manner?

Explanation: The program does collect data annually on the grantee performance data. It collects annually the number of SIP graduates and the number of Unlimited License Graduates from each of the State academies. MARAD also attempts to gather employment information on the graduates just prior to graduation. This information is made available to the public upon request by mail.

Evidence:  

Has the program demonstrated adequate progress in achieving its long-term performance goals?

Explanation: The State Academy program is making consistent progress toward achieving its long-term performance goals. The long-term performance goals have a primary purpose of supporting the U.S. merchant marine and helping meet economically vital commercial sealift requirements. The State Academies have made progress toward all three long-term performance measures: 1) The number of licensed officer graduates has increased from 400 in 2003 to 430 in 2004, a 7.5% increase; 2) In 2003, 51% of all licensing exam test takers were State Academy graduates. In 2004, that number increased to 56%; 3) The placement rate for State Academy licensed officer graduates was 99% in 2003 and remained at 99% in 2004.

Evidence: Rough Comparison Between Academy and Non-Academy Third Mate/Third Assistant Engineer Licenses; State Maritime Academy Graduate Jobs at Sea (2004).

Does the program (including program partners) achieve its annual performance goals?

Explanation: The State Academies are making consistent progress toward achieving their annual performance goals described at answer 2.4, and, as result, have increased the quantity of graduates over the past year: 1) the State Academies graduated 430 fully qualified licensed officers in 2004, which is 7.5% growth over 2003; 2) the total graduates from the State Academies - licensed officer graduates plus graduates in a range of maritime-related concentrations like marine engineering technology, marine transportation, international maritime business, and marine safety and environmental protection - totaled 822, which will become the baseline for this annual performance goal; and 3) In 2004, 56% of all individuals taking the Coast Guard officer exam were State Academy graduates, a significant increase from 51% in 2003.

Evidence: Rough Comparison Between Academy and Non-Academy Third Mate/Third Assistant Engineer Licenses; Maritime Education Program Evaluation [Report to Congress], pages 11 and 23.

Does the program demonstrate improved efficiencies or cost effectiveness in achieving program goals each year?

Explanation: The State Academy program is cost-effective and efficient for the federal government because non-federal partners provide the bulk of the funding to meet the federal officer manpower mission. There were 430 licensed officer graduates out of the 3747 State Maritime Academy students, which is 11.4%. The total operating costs of the six State Maritime Academies ($113,343,681X11.4%) $12,921,179 in total operating costs is attributable to the 430 graduates. graduates, The annual cost per graduate is $30,049 ($12,921,179/430). The four year licensed officer cost of $120,196 per graduate ($30,049x4). The annual cost per licensed officer graduate of $30,049 break out as follows: State Appr./grants: $12,951 (43%); Other Sources: $11,540 (38%); Tuition and fees $5,198 (17%); Federal Appr./grants: $841 (3%). [All figures are rounded]

Evidence: Comparitive Costs of Maritime Edcuation Programs - FY 03/04

Does the performance of this program compare favorably to other programs, including government, private, etc., with similar purpose and goals?

Explanation: The State Academies compare favorably to other programs with similar purpose/goals both in terms of cost-effectiveness and in terms of quality and quantity of graduates. The State Academies graduated 430 licensed officers in 2004. By comparison, the U.S. Merchant Marine Academy (USMMA) graduated approximately 190 licensed officers in 2004, although as a military service academy the USMMA produces a larger number of graduates with a military service obligation. The cost per officer graduate in the State Academies is $120,196, 36 percent less expensive than the cost per officer graduate in the US Merchant Marine Academy. State Academies receive 97.2% of their funding from non-federal sources, while the USMMA is fully federally funded. Also, in addition to educating the bulk of the licensed officers for the U.S. merchant marine last year, the State Academies produced more than 400 additional graduates in maritime-related programs that support the Maritime Administration's Strategic Objectives of commercial mobility and environmental stewardship and DOT's security objectives.

Evidence: Comparitive Costs of Maritime Education Programs - FY 03/04; Maritime Education Program Evaluation [Report to Congress], pages 5 and 23.

Do independent evaluations of sufficient scope and quality indicate that the program is effective and achieving results?

Explanation: State Academies are now subject to regular, intensely detailed and ongoing independent evaluations of considerable scope and complexity by the Coast Guard as result of STCW. No cadet can graduate from a State Academy without full STCW certification and passage of the Coast Guard licensing exam, which tests on STCW principles. STCW has, in effect, become a never-ending independent evaluation of the activities of the State Academies. The ultimate effectiveness of the program is confirmed by the 99% passage rate of the Coast Guard's licensing exam by State Academy cadets.

Evidence: On site audit reports of the State Maritime Schools; USCG Letter to the California Maritime Academy approving their implementation of STCW requirements.