GAO Audit Exposes Systemic Support Gaps in DoD Schools as SLDs Rise 29%
A GAO report reveals systemic gaps in DODEA schools, where learning disability diagnoses rose 29% since 2018. Inadequate screening tools and flawed teacher training threaten military family readiness, driving upcoming software procurements and oversight shifts.
A new Government Accountability Office (GAO) report reveals critical operational and oversight gaps in the Department of Defense Education Activity (DODEA) system, threatening educational outcomes for military dependents. In the 2024–2025 school year, approximately 10 percent of DODEA’s 60,000 full-time students required strategic instruction, while 5 percent were diagnosed with Specific Learning Disabilities (SLDs)—a figure that surged 29 percent since 2018. GAO’s investigation, directed by the 2025 National Defense Authorization Act (NDAA) Joint Explanatory Statement, highlighted systemic failures in identifying and supporting students with literacy and mathematics deficits across DODEA’s global school network.
The operational challenge is compounded by the high mobility inherent to military service. DODEA’s existing diagnostic tools fail to directly assess foundational reading skills, such as phonics, or provide full coverage across elementary grade levels. Consequently, incoming transfer students with learning deficits face prolonged identification delays. Furthermore, front-line personnel report severe resource bottlenecks, including delayed special education evaluations and inadequate professional development. In GAO field interviews, 32 out of 44 strategic instruction and special education teachers rated their professional learning opportunities as "bad" or "very bad," citing a lack of specialized training relevant to their classroom roles.
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