Review of Related Literature Historical and General BackgroundHow to EnterFor nearly half a century, the U.S. Army has pioneered the use of aptitude tests to select individuals with sufficient skills and expertise ability to absorb military training, adapt to military life, and become successful military members (“History,” n.d.). Screening of recruits by the Army began during World War I, with the Army Alpha and Beta tests, which were replaced with the Army General Classification Test during World War II. When Congress passed the Selective Service Act in 1948, the Department of Defense (DoD) developed the Armed Forces Qualification Test (AFQT) in response to Congress's mandate to develop a uniform screening test to be used by all services ( "Armed Services, '2014). In the 1960s, the Department of Defense decided to develop a standardized military selection and classification test and administer it in all U.S. high schools. In 1968, the Department of Defense began administering the free Armed Services Vocational Aptitude Battery to interested 10th, 11th, and 12th grade students and post-secondary students as a means to help provide eligibility information for military service (Armstrong, Chalupsky, McLaughlin , & Dalldorf, 1988), but was used for military recruiting only a few years later. Starting in 1976, three years after the end of the draft, the ASVAB was adopted as the only selection and classification battery for enlistment tests. and is administered to all potential recruits, with the results used to determine enlistment eligibility, job placement, and enlistment assignment. bonuses ("Armed Services", 2014; Center, 2009). Table 1 lists and describes the ten different areas assessed by the ASVAB. As stated...middle of the paper...the Army and the taxpayer suffer when course prerequisites (the Army electronics composite score) are not met. t accurately reflect the level of knowledge and/or skill needed to be successful in the course and subsequently in the career field as a whole. Summary of Literature Reviewed The overall finding is that for recruits to be successful in training and throughout their career, they must meet the prerequisites that have been shown to predict necessary success in that field. These prerequisites, however, must be valid, which requires that they be aligned with the training objectives. If the current electronics composite line minimum score is an inadequate measure of the basic level that recruits must have before receiving a high-energy MOS, the Army must conduct a needs analysis to determine what should be that score.