March 8, 2021

Commonwealth of Virginia
State Council of Higher Education for Virginia
Peter A. Blake, Director
Procurement Office – 10th floor
James Monroe Building
101 North 14th Street
Richmond, VA 23219

INTERIM REPORT OF THE SPECIAL INVESTIGATION TEAM

ON THE EQUITY AUDIT AND INVESTIGATION
OF THE VIRGINIA MILITARY INSTITUTE
 TABLE OF CONTENTS

Page

I. Executive summary......................................................................................... 1

II. Description of investigative procedures .................................................... 2

A. Interviews ............................................................................................... 2

1. The misunderstanding about suspending the Honor

Code............................................................................................... 3

2. The presence of VMI’s counsel during interviews.............. 4

3. Current cadets ............................................................................ 5

4. Faculty and administration ..................................................... 6

5. Alumni .......................................................................................... 7

B. Documents produced by VMI ............................................................. 7

C. Survey...................................................................................................... 8

D. Focus groups .......................................................................................... 9

E. Telephone number and email for contacting the Special

Investigation Team ............................................................................... 9

III. Preliminary results of the ongoing audit and investigation ............... 10

A. Use of racial slurs at VMI .................................................................. 10

B. Demographic information about VMI as compared to

other higher-education institutions ............................................... 12

1. Student-body demographics .................................................. 12

2. Faculty demographics............................................................. 16

C. The divide between cadets and athletes ....................................... 18

D. Disciplinary systems at VMI............................................................. 22

1. Overview of VMI’s disciplinary systems ............................. 22

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 a. The Regimental System ............................................... 22

b. Cadet government, including the class system

and the Rat Line ............................................................ 23

c. The Honor Court............................................................ 24

d. Oversight by VMI administration .............................. 25

2. Perceptions within the VMI community of the

disciplinary systems ................................................................ 25

a. Perceptions of the regimental system ...................... 25

b. Perceptions of the class system ................................. 26

c. Perceptions of the honor system ............................... 28

E. Responsiveness to complaints versus a culture of silence ........ 31

F. Leadership, official policies, and training .................................... 32

1. Command climate .................................................................... 32

2. Treatment of Civil War history ............................................. 33

a. Iconography and practices ......................................... 33

b. Lee-Jackson parade and Martin Luther King

Day .................................................................................... 33

c. Instruction about the Civil War ................................. 34

d. Confederate memorabilia in cadet rooms ............... 35

3. Policies and training ............................................................... 35

G. Gender issues ....................................................................................... 35

1. Sexual assault ........................................................................... 35

2. Sexual harassment, stalking, and other threats ............... 36

3. Other harassment and social status .................................... 37

H. Overall perceptions from alumni .................................................... 38

IV. Conclusion....................................................................................................... 38

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 REPORT APPENDIX AND EXHIBIT INDEX

# Exhibits

Exhibit A Dec. 4, 2020 B&T email to SCHEV

Exhibit B Jan. 25-27, 2021 email between B&T and VMI
Exhibit C VMI Global Document Request Tracker (as of March 8, 2021)
Exhibit D General Peay’s July 2020 Letter to the VMI Community

# Appendix

Appendix 1 Virginia Military Institute Data Comparisons

TABLE OF FIGURES

Figure 1: Overall student body composition by race and ethnicity .......................... 13

Figure 2: Student diversity over time ........................................................................ 14

Figure 3: Admission metric by gender ....................................................................... 14

Figure 4: Retention rates across demographic categories ........................................ 15

Figure 5: VMI and military institutions graduation rates ....................................... 15

Figure 6: Virginia institutions graduation rates ....................................................... 16

Figure 7: Instructional staff diversity........................................................................ 16

Figure 8: VMI instructional staff diversity................................................................ 17

Figure 9: Comparison of faculty diversity, tenure and tenure track ........................ 17

Figure 10: New hires by race, ethnicity, and staff category ..................................... 18

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I. Executive summary
This interim report describes both the procedures that the Special
Investigation Team is using in its ongoing audit of VMI’s culture and some
preliminary observations. Because the investigation is still ongoing, the results and
examples included within the report are not final. Further, many of the people who
have contacted the Team so far may be those who feel the most strongly about the
underlying issues and are the most vocal. As further explained below, to date the
Team has had the most interaction (interviews) with the alumni population, with
some faculty and administration reaching out to speak with the Team as well. The
current cadet population at VMI has been the most reluctant to speak with the
Team thus far. To develop a fuller understanding, the Team is working to reach out
to those who may not be as inclined to speak up but who may have important
observations about VMI. The Team thus encourages all members of the VMI
community, especially current cadets, to complete the survey as it reaches them
and to reach out to the Team because it is important that we hear from a broad
cross-section of the VMI community so that we can report accurately on VMI’s
overall culture.

Though the results discussed below are only preliminary, some trends and
themes are emerging from the many interviews of and communications with
individuals from throughout the VMI community that the Team has conducted to
date. Individuals who have attended VMI from different demographic groups and
different time periods have naturally had different experiences at VMI. For
example, a number of alumni and current cadets have reported hearing racial slurs
on a regular basis at VMI, while others have reported never hearing such
comments during their four years on post. Racial and gender tension may also be
related to (or perhaps caused by) tension between cadets and athletes. Many
alumni and cadets have reported that a significant source of tension among cadets
is between those who are NCAA athletes and those who are not; the basis for this
division seems to be that non-NCAA-athlete cadets perceive athletes as being
excused from undergoing many of the military and training activities that make
the VMI experience hard, while the athletes are spending time training with their
athletic teams. Because minority cadets make up a much higher percentage of the
athletic teams than they do of the corps of cadets, the tension between athletes and
cadets is intertwined with diversity issues at VMI.

The report also includes some preliminary observations on how alumni and
current cadets tend to perceive the various disciplinary systems at VMI (such as
the class system, the Honor Court, and the regimental system). Additionally, the
Team was asked to review racial and gender demographics, perceptions of diversity
at VMI, and any “other broad areas of inequity” targeted at protected classes or
vulnerable populations. Unrelated to racial discrimination, members from across

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the VMI community have said that discrimination against and treatment of female
cadets may be more concerning than conditions for racial minorities.

The discussion in this interim report is based primarily on the results of the
interviews that the Team has conducted over the past several weeks, along with a
review of documents provided by VMI and comments received from current cadets
who have already taken the survey. The results, taken together, have focused the
Team on certain emerging themes and areas for additional inquiry as the Team
looks to developing recommendations for the final report. But the interviews
provide only one piece of the puzzle. It is critical that the Team also look to other
key information to develop a comprehensive view of the culture at VMI—including
survey results, interviews of current cadets, administrators, and members of the
Board of Visitors, and a review of VMI’s records, including disciplinary records. For
various reasons that are described in more detail below, those tasks are still in
process and have not yet been completed.

VMI has a proud and extremely loyal alumni base. Many alumni the Team
spoke with took significant time to explain their experiences, perceptions, and
suggestions. Even those alumni who criticized certain elements of the VMI
experience often expressed their love of and appreciation for VMI and its
traditions. The majority of individuals who have reached out to the team have done
so respectfully and politely, with thoughtful comments and insights. Many shared
the view that VMI can implement changes to address problems they saw without
losing VMI’s unique and special identity.

II. Description of investigative procedures

As to the procedures as a whole, while the Team has provided progress
updates to the State Council of Higher Education for Virginia, the Team has
maintained its investigative integrity and independence and has not been
influenced in regards to its objectives, procedures, implementation of its equity
audit and investigation, or the contents of its this report. The Team remains
several weeks behind its intended schedule due to administrative issues that
needed to be resolved before documents could be produced, due to COVID
complications, and due to unforeseen delays deploying the survey. Nevertheless,
the Team continues to persist with its work, has gotten into a good cadence of
document production with VMI, has seen an effort by VMI to increase
communication with the Team, and hopes that these efforts will continue.

A. Interviews
In its efforts to interview different groups and obtain a broad cross section of
views from the VMI community, the Special Investigation Team has encountered
two issues. First, a misunderstanding arose within the VMI community that the
Team had asked VMI to “suspend” the Honor Code, and that misunderstanding
has hampered participation. Second, VMI’s desire to have VMI’s counsel

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participate in all interviews, including those where VMI’s counsel did not represent
the interviewee, has caused some delays.

1. The misunderstanding about suspending the Honor

Code
The Special Investigation Team realized, on January 21, 2021, that there
was a misunderstanding between VMI and the Team about the Honor Code: VMI’s
leadership thought that the Team had asked VMI to suspend the Honor Code
during the investigation. To be clear at the outset, the Team never asked or
intended for the Honor Code to be suspended; to the contrary, suspending the
Honor Code would be contrary to the investigation’s core purpose of ascertaining
the truth about issues relating to VMI’s culture, including by learning firsthand
about its culture through truthful statements from current cadets.

The Team learned that VMI based this perception on a December 4, 2020
email that the Team sent to the State Council on Higher Education for Virginia
(SCHEV) during the contracting process. In that email, the Team inquired about
whether amnesty might be available during the investigation to protect cadets,
faculty, and administration from retaliation for information they might disclose:

One question we would have, if selected as the [Special Investigation

Team], would be whether VMI would be willing at the outset to
consider amnesty for any honor code violation or other infraction to
anyone who spoke with us as part of our investigation. From our
experience in other campus inquiries, this is a good tool to address the
concern that cadets or other individuals may be hesitant to speak with
us, and so we wanted to bring it to your attention. [Dec. 4, 2020 B&T
email to SCHEV (attached as Exhibit A).]

This question was spurred by the request for proposal, which directed applicants to
“pay[] particular attention to those vulnerable members who may be reluctant to
participate for fear of retaliation.”

Once the Team realized that this reference to “amnesty” had been
understood by some as a request to “suspend” the Honor Code, the Team clarified
(on January 25, 2021) to VMI’s leadership that the Team was “not asking VMI to
suspend its Honor Code.” (Jan. 25, 2021 email from B&T to VMI (attached as
Exhibit B).) Rather, the Special Investigation Team was “requesting that VMI not
use any information contained in our Report as a basis for Honor Court
proceedings or other disciplinary proceedings—from our perspective, these are two
very different propositions.” (Id.) As the Team further explained, this commitment
“gives the interviewee a sense that he/she will not be penalized for ‘doing the right
thing’ but instead be treated equitably and without fear of retaliation.” (Id.) The
Team wanted VMI to agree that no student would be penalized for speaking with

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the Team or for revealing truthful information that might give rise to a
disciplinary action (for example, an incident that was witnessed but not reported).

In response to this clarification, VMI’s leadership agreed that the Special

Investigation Team could tell anyone who agreed to meet with us that VMI had
pledged and requested full disclosure and honest transparency from its community,
explaining that this “is what is required by our honor code.” (Jan. 27, 2021 email
from VMI to B&T (attached as Exhibit B).) This message from VMI also promised
that “VMI will not attempt to discern the identity of individuals disclosing relevant
data during Barnes & Thornburg’s investigation.” (Id.)

About ten days after the Team had clarified with VMI’s leadership that it
was not asking for any suspension of the Honor Code, all three of VMI’s alumni
associations sent out that a message that asserted that the Special Investigation
Team had “request[ed] that VMI suspend the VMI Honor Code for all cadets
interviewed during this investigation.” (Feb. 4, 2021 letter from VMI alumni
associations.) And a number of potential interviewees have contacted the Team (via
the information line or in survey responses) to object to any request to suspend the
Honor Code, and indicated that they would no longer participate in an
investigation in which this request was made. Thus, it appeared to the Team that
there was still confusion in the VMI community about the Team’s intentions, and
that the statement exacerbated the already-prevalent perception that the
investigation was somehow biased, illegitimate, or beholden to forgone conclusions.

In light of this misunderstanding, the Team has emphasized in its

communications with the VMI community that the Team respects the importance
of the Honor Code, that it understands that a request to suspend the Honor Code
would be offensive, and that it has never requested suspension of the Honor Code.
Rather, the Team encourages frank communication by ensuring that cadets will
not be penalized for past conduct by being truthful during the investigation.
Further, comments from alumni also suggest that many cadets will have
internalized the Honor Code and therefore will continue to tell the truth, even
without the fear of penalties under the Honor Code. This is fully consistent with
the Team’s goals, which include the receipt and consideration of truthful
information about an individual’s experiences and observations.

This issue is now resolved, and the Team has been able to proceed with a
significant number of interviews. The Team sincerely hopes that any members of
the VMI community who had been reluctant to speak with us based on the belief
that we did not want to hear the truth about experiences at VMI or that we did not
value the importance of the Honor Code, will reconsider in light of this information.

2. The presence of VMI’s counsel during interviews

The Team has been clear with VMI from the beginning of this equity audit
and investigation about how it conducts interviews during investigations. The
Team, generally, has two members meet with a cadet, faculty or staff member, or

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alum and also indicates that the cadet, faculty or staff member, or alum has a right
to have his or her own counsel present. The Team attempts to ensure that the
cadet, faculty or staff member, or alum understands that the Team members
neither represent VMI nor the particular cadet, faculty or staff member, or alum,
but again, that they may have their own legal representative present. This,
however, is not always an easy discussion, particularly since the Barnes &
Thornburg Team (as lawyers) are subject to legal rules of professional
responsibility that do not allow us to counsel an interviewee as to whether or not
they need or should have counsel present. VMI and the VMI Alumni Associations
were made aware that anyone choosing to participate in a voluntary interview with
the Special Investigation Team had the right to have counsel present, but that
VMI’s counsel and counsel to the VMI Alumni Associations were not welcome
during the interviews. This limitation on whether VMI or the VMI Alumni
Associations may have a representative present during all interviews is intended to
preserve the independence of the investigation, maintain confidentiality, avoid
potential conflicts, and assure interviewees there will be no retaliation in response
to their statements.

This approach preserves the rights of the individuals being interviewed in

several ways. First, all interviews are voluntary. Second, even for those who
volunteer for an interview, the interviewee is under no obligation to answer any
given question and may terminate the interview at any time. Third, interviewees
are allowed to have their own counsel present—a lawyer that represents the
individual, not VMI or the VMI Alumni Associations —if they wish. Fourth, when
interviewing individuals that VMI’s counsel or the VMI Alumni Associations'
counsel does represent (such as members of the VMI Board of Visitors or Alumni
Association executives), the Team has no objection to the participation of counsel
for VMI or for the alumni associations.

Further, the VMI Community itself appears to be well represented. At

present, VMI has its own outside counsel, the Alumni Associations are represented
by a separate law firm, and a third law firm has volunteered to provide legal
guidance regarding the interview process with Barnes & Thornburg, as well as to
assign “pro bono” counsel to assist cadets with their interviews if they wish. This
third law firm, as the Team understands, is coordinating another group consisting
of VMI alumni who are lawyers and offering “pro bono” assistance to cadets.

3. Current cadets
As of March 5, 2021, the Team has interviewed some cadets and parents of
current cadets who have reached out on their own initiative to volunteer for an
interview, and on March 4, 2021, it began interviews from a representative set of
current cadets. Specifically, 12 current cadets and six parents of current cadets
have reached out, and the Team has completed interviews of five of those current
cadets and of four of those parents of current cadets.

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 However, the Team has not yet been able to complete its plan to conduct
interviews of a representative group of current cadets. This is because the Team
did not receive a cadet roster with demographic and contact information until
February 19 and was not able to confirm its accuracy until February 22, which
delayed the selection of a representative sample to use for scheduling interviews.
Additionally, during February, a large number of current cadets (as many as 400)
were placed in quarantine due to a rise in COVID cases. Furthermore, based upon
a prior understanding between VMI and the Special Investigation Team, it was
determined that VMI would assist the Team with arranging the logistics of
informing the cadets in the representative sample of the time and date of the
interviews. Given the cadets’ highly regimented schedule, this approach seemed
not only reasonable but the one likely to yield the best results for the Team. But
the fact that the Team must now go through another intermediary (VMI’s counsel)
for scheduling is also slowing the process. On March 1, the Team sent VMI a list of
names and proposed schedule of interviews, and has interviewed four current
cadets from the representative sample. The Team and VMI have encountered some
logistical issues with the cadet interviews that we are still fine tuning, but the
Team plans to interview more current cadets in the upcoming weeks.

In addition to statements made during interviews, the Team has also

received numerous comments from current cadets in the free-response questions to
the ongoing survey, which are described in more detail below.

Finally, two parents of former cadets who did not graduate also asked for
interviews and have been interviewed, and an interview is pending for a former
cadet who did not graduate. Because these individuals do not fit in the alumni or
faculty and administration groups, their interviews are noted here. The Team
believes that cadets who began their education at VMI but ultimately did not
graduate are also an important population to hear from and therefore encourages
this group to reach out to the Team to share their experiences. The Team will also
be considering ways in which it can affirmatively reach this population to engage it
in the survey experience.

4. Faculty and administration

The Team has interviewed ten of the 15 members of the Board of Visitors.
The Board as a whole has nine Caucasian male members, four African-American
male members, and two Caucasian female members; the subset interviewed thus
far by the Team consists of six Caucasian males, three African-American males,
and one Caucasian female. Seven of the ten Board of Visitor interviewees were
accompanied by VMI’s outside counsel. One member of the Board has declined to
be interviewed.

The Team has also interviewed nine current faculty members and five
former faculty members. Further, the Team is working to interview a
representative sample of the faculty as a whole. Because the Team has not yet been

6
able to commence the interviews of a representative sample of the faculty, it has no
findings or recommendations to report at this time.

5. Alumni
As of March 1, the Team has interviewed 46 alumni. These alumni
graduated during the following time periods:

Time Period Alumni interviewed

2010–present 9 (5 male, 5 female)

2000–2009 8 (6 male, 2 female)
1990–1999 12 (all male)
1980–1989 2 (all male)
1970–1979 8 (all male)
1960–1969 6 (all male)
1950–1959 1 (male)

Of these, 14 identified themselves as non-white: nine African-American, two mixed

race, and three Asian.

B. Documents produced by VMI

As of the date of this report, the Special Investigative Team has made 71
requests to VMI for documents. The Team has experienced some delays in
receiving documents responsive to certain requests from VMI. VMI initially
refused to produce certain documents because of privacy concerns under the federal
Family Educational Rights and Privacy Act. Once the Team resolved issues
relating to that statute, VMI raised additional concerns under other federal
statutes—the Americans with Disabilities Act, the Health Insurance Portability
and Accountability Act (commonly called HIPAA), and Title IX. VMI’s concern with
obeying federal laws before releasing students’ information is appropriate, but
disagreements over the proper understanding of these laws have caused delays and
prevented timely production and progress of the Team. Indeed, to date, the Team is
still waiting to receive from VMI documentation relating to various disciplinary
systems, including the Honor Court, documents the Team first requested on
January 26, 2021. (VMI Global Document Request Tracker, Exhibit C.) For over a
month, the Team has worked with VMI to reassure it that the necessary protocols
had been put in place to ensure that VMI was not inadvertently violating any
federal or state laws, but the Team is still missing large batches of documents that
are essential to its equity audit and investigation. The Team has even gone so far
as to agree that VMI can redact any portion of a document that it feels is protected
by federal privacy laws (e.g., Title IX, HIPAA, and ADA), attorney-client privilege,
and or the work-product doctrine, and has agreed that any inadvertent production
of a privileged document would not constitute waiver of VMI’s right to request

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return or destruction of such protected material—as long as this meant the Team
could get the documents more quickly. While this agreement has produced some
documents to the Team, there is still quite a bit more to be completed. Additionally,
the Team has reviewed the Bates numbering sequence of the documents produced,
and it appears that VMI has gathered and stamped some documents in preparation
for production, but has withheld them for some reason. (Id.)

VMI has made a total of seven formal productions and one informal
production of documents that were not Bates stamped in late January 2021 before
outside counsel was involved. The documents produced thus far cover a variety of
topics related to cadets, faculty and administration at VMI. (Id.)

The Team has had regular discussions with VMI’s counsel regarding new
and outstanding documents requests and will continue to do.

C. Survey
To invite input from a broad array of cadets, alumni, faculty, and
administrators, the Special Investigation Team has begun conducting a survey.
The survey consists of 107 questions (15 fixed-choice demographic questions, 100
fixed-choice substantive questions, and two free-response questions) and is
designed to take 15 to 20 minutes to complete.

The fixed-choice substantive questions address (1) issues of diversity and

inclusion and (2) issues of discrimination and intolerance. For benchmarking
purposes, the survey includes a number of questions that have been used in
national population surveys. After responding to the fixed-choice questions, the
survey concludes with the free-response questions, which allow survey respondents
to provide as much narrative input as they choose. This allows survey respondents
to elaborate on any topic they think important and to provide any information or
opinions in their own words on the survey itself or any other topic.

The Team initially conducted a “soft launch” of the survey on February 24,
2021, to sending invitations to 100 randomly selected cadets. After confirming that
the survey was operating properly, the Team sent invitations to all of the
remaining cadets on February 25; accordingly, every current cadet listed on the
roster VMI provided to the Team should have an opportunity to participate in the
survey and thereby provide input directly to the Special Investigation Team.

After sending the survey to the cadets, the Team sent invitations (on
February 26) to all VMI employees (faculty, staff, and administrators). The Team
anticipates sending survey invitations to alumni in the second week of March. As
of March 1, the Team has sent 2,355 emails—1,627 to current cadets and 708 to
VMI employees—inviting members of the VMI community to participate in the
survey. The Team is also working with VMI’s counsel to provide access to the
survey to VMI employees that do not have desk jobs and so do not have VMI email
addresses.

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 The Team has also been working with the alumni associations to develop a
way to distribute the survey to alumni. Before starting the equity audit and
investigation, the Team had the perception that the phrase “VMI community”
encompassed the cadets, faculty, staff and alumni inclusively, and believed that
when launching the survey the Team would have access to distribution lists to
reach these populations simultaneously. But as this equity audit and investigation
has proceeded, the Team has come to understand that “VMI community”
encompasses on-post current cadets, faculty, and administration, but not the three
alumni foundations that have approximately 25,000 members, some of whom
appear not to want to share their contact information with the Team. The Team
has been working with the alumni groups' counsel separately to launch the survey
via an alternative method, which has taken some time to design and implement.
Because the alumni groups did not feel comfortable releasing alumni contact
information that would allow the Team to reach out directly to alumni, the alumni
associations will be sending an email to their members with a link to provide their
contact information voluntarily to the Team if they would like to complete the
survey. Those efforts are ongoing.

Because the survey is still ongoing, this interim report will not report on the
overall results of the fixed-response questions from the survey, as doing so might
skew those who participate after this interim report is released. But aside from the
substantive responses, the survey response metrics show that, as of March 5, 786
individuals have opened the survey and 661 have completed it. Based on these
numbers, 84% of those who opened it completed it, and 28% of those who received
an invitation have already responded. Further, some respondents have invested
significant time in responding (in some instances, more than 60 minutes) and
written lengthy comments to the free-response questions.

D. Focus groups
The Team is still working towards conducting focus groups, as explained in
the February progress report. It is waiting both so that it can use the survey
results to form questions for the focus groups and because of issues with managing
a focus group of cadets on post while subject to COVID restrictions.

E. Telephone number and email for contacting the Special

Investigation Team
As explained in the Team’s progress report, the Team has established a
telephone number and an email to allow interested members of the VMI
community to contact the Special Investigation Team directly. As of March 3, 320
individuals have contacted the Team. Specifically, 216 individuals have used the
dedicated telephone number or email address to reach the Team; the remaining
104 have either emailed team members directly or used other means of contact.
The Team has interviewed 86 individuals who initiated contact and has another 14
interviews from these contacts scheduled for the weeks of March 1 and March 8.

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III. Preliminary results of the ongoing audit and investigation
While this interim report describes some preliminary results from
interviews, communications, document review, and data review, this investigation
is still ongoing and the Team is still developing an understanding of VMI’s culture.
For example, many of the individuals that the Team has spoken to first are those
who have reached out to the Team, and the Team is still working to ensure that it
is hearing from a broad cross-section of the VMI community, with a focus on
current cadets and recent graduates (who have been reluctant thus far to speak
with the Team). Nevertheless, the Team believes that it is important to highlight
here some of the consistent themes and comments that the Team is seeing in the
course of its investigation.

A. Use of racial slurs at VMI

Current cadets and comparatively recent alumni (alumni from the last 25
years) report that it is and was common experience to hear racial slurs among VMI
cadets, including use of the n-word. As examples, these individuals described the
racial environment in the following ways.

2018–2021

• A current cadet reported being called by the n-word. That cadet did
not feel comfortable doing anything other than accepting the other
cadet’s apology and felt that the cadet could not raise the issue with
authorities, as that cadet felt that minority cadets have a smaller
margin of error on campus.

• An African-American graduate heard the n-word used and reported

an instance where a cadet was caught on an audio recording using the
n-word, but when the recording was reported, the speaker was not
disciplined.

• An African-American graduate reported being called the n-word

“many times” at VMI.

2010–2013

• A Caucasian graduate who served as a cadet captain recalled

incidents involving racial comments, where the speakers were
disciplined (demoted to private and required to walk penalty tours). (A
penalty tour is a punishment consisting of one hour’s worth of
supervised marching while carrying a rifle.)

1998–2001

• An African-American graduate did not hear racial slurs directed at

him, but other cadets he knew heard the n-word or other racial slurs.

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 • A Caucasian graduate said racial slurs were “common” during his
time and “absolutely a part of life in the barracks.”

1994–1997

• An African-American graduate routinely heard Caucasian cadets use

racial slurs directed at himself and others, including his dyke, who
used the n-word “all the time” (and whom this graduate nonetheless
described as “a great guy”).

• An Asian graduate was routinely called “sand-n-word” by an

upperclassman.

Consistent with these anecdotes, VMI’s own internal investigations have

substantiated instances of racial slurs. Specifically, VMI provided a 223-page
document titled “VMI Cadet Government Investigations with Racial Components
from 2015 to 2020.” These documents described 17 accounts between 2015 and
2021 where allegations that VMI concluded had a “racial component” were made.
Of those 17 accounts, 13 of the allegations were substantiated, while four lacked a
preponderance of the evidence regarding the allegation. The 2019–2020 school year
accounted for the highest number of allegations with a “racial component”—six
allegations were made, of which four were substantiated and two lacked
preponderance of the evidence regarding the allegation.

Of the allegations, many, if not most, involved cadets using racial slurs, most
commonly the “n-word.” Of the 17 allegations provided, a professor made at least
one, an NCAA official and a basketball player at a sporting event alleged that
cadets were using the “n-word,” and a company commander made the third
allegation. The incident regarding the “Trump Wall”—as discussed in a
Washington Post article—was also among the allegations provided in the reports by
VMI.

For the substantiated claims, VMI punished the cadets. The punishments
included penalty tours (ranging from five to fifty tours), confinement (ranging from
one week to three months of confinement to one’s room, to the barracks, or to post),
cultural awareness training and counseling for all or some respondents, and
demerits. Some substantiated allegations also required written letters of apology
as a penalty, one resulted in loss of rank, and one resulted in a suspension.

In contrast to the experiences reported above, many cadets and recent

alumni reported that they never encountered racial slurs during their time at VMI.
Specifically, Caucasian, African-American, and mixed-race cadets from a range of
recent classes (including ’97, ’06, ’09, ’10, and current cadets) stated that they
never heard racial slurs such as the n-word or saw or experienced racial
intolerance.

11
 Relatedly, a number of current cadets stated, in their narrative responses in
the survey, that they had heard the n-word only when it was being used among
African-American cadets:

Current cadets

• “A lot of black cadets use the N word frequently.”

• “The only time I heard the N-word was said wa[s] by an African
American cadet, [to] another African American cadet in a joking
manner. I have never heard it in a derogatory way aimed specifically
from a white cadet to an African American.”

• “The vast majority of the times that I have heard racial slurs, it has
come from black cadets.”

• “The only times I hear racial slurs is when my black, football playing,
roommate calls people the n word.”

• “I stated that the n-word is used quite often here at VMI. . . . It

should be known that yes, that word [the n-word] is used a lot but, it
is used by African American cadets. We as an Institute have to get
rid of this double standard. No one of ANY race should be allowed to
use that word.”

B. Demographic information about VMI as compared to other

higher-education institutions
The Team also completed a review of publicly-available data comparing VMI
to other Virginia higher-education institutions and to other military institutions.
The data underlying these statistics comes from the State Council of Higher
Education for Virginia and from the Integrated Postsecondary Education Data
System (IPEDS). The comparison groups include 15 Virginia public institutions, 25
private Virginia institutions, and 10 military institutions (including the five federal
service academies and five military colleges). (Appendix 1 at 31 (listing the
comparison institutions).) For specific details about the methodology used, see
Appendix 1 at 3.

1. Student-body demographics
VMI’s student body is 75% Caucasian or unknown, 8% Hispanic, 6% African-
American, 5% Asian or Pacific Islander, 3% multi-race, and 2% foreign (such as
exchange cadets). Relative to the comparison groups, VMI had a higher percentage
of Caucasian students, with Virginia public institutions at 56% Caucasian,

12
Virginia private institutions at 71% Caucasian, and military institutions at 67%
Caucasian. (Appendix 1 at 6.)

Figure 1: Overall student body composition by race and ethnicity

When comparing the number of students of color at VMI in 2015 with the
number in 2020, VMI’s enrollment of students of color increased by 5%, but still
lagged behind the comparison groups. (Appendix 1 at 8.) This increase between

13
2015 and 2020 enrollment was primarily the result of more Hispanic students
enrolling. (Appendix 1 at 9.)

Figure 2: Student diversity over time

According to recent data, VMI’s applicant pool was predominantly male, and
the rates for accepted applicants and applicants who chose to attend VMI was
similar for males and females. (Appendix 1 at 11.) (Data for admissions metric by
race or ethnicity was not available.)

Figure 3: Admission metric by gender

When comparing whether students who completed their first year were still
at the institution at the end of the second year, VMI’s retention rates for students
of color, for women, and for Pell Grant recipients were higher than the retention

14
rates for the Virginia comparison groups in 2018. (Appendix 1 at 14.) Note that
these rates would not account for students who enrolled but left during their first
year at a particular school (such as during the Rat Line).

Figure 4: Retention rates across demographic categories

As for graduation rates, both VMI and the military institutions comparison
group increased overall graduation rates from 2015 to 2018, but the graduation
rates for VMI and the military institutions comparison group decreased for
African-American students. (Appendix 1 at 16.)

Figure 5: VMI and military institutions graduation rates

As for graduation rates at other Virginia institutions, VMI’s 2018 graduation

rates were higher than the median rates for Virginia public and private

15
institutions both overall and for most race and ethnicity categories. (Appendix 1 at
17.)

Figure 6: Virginia institutions graduation rates

2. Faculty demographics
On the faculty front, VMI’s instructional staff had a smaller percentage of
people of color than the median at Virginia public institutions and at the military
institutions, but a higher percentage than Virginia private institutions. (Appendix
1 at 22.)

Figure 7: Instructional staff diversity

16
Within VMI, instructors at the rank of assistant professor had the most racial and
ethnic diversity, while more senior faculty positions had a higher percentage of
Caucasian employees. (Appendix 1 at 23.)

Figure 8: VMI instructional staff diversity

Further, VMI had the highest percentage of Caucasian tenured and tenure-track
instructional staff compared to the median across comparison groups. (Appendix 1
at 24.)

Figure 9: Comparison of faculty diversity, tenure and tenure track

17
 With respect to new hires, VMI hired seven Caucasian employees for every
person of color, with new hires spread across a variety of roles and departments.
(Appendix 1 at 26).

Figure 10: New hires by race, ethnicity, and staff category

C. The divide between cadets and athletes

One source of tension among the cadets is perhaps not a direct issue of race,
but appears to be intertwined with race: the divide between those cadets who
participate in NCAA athletics and those who do not. While some alumni observed
that “every cadet is an athlete,” alumni and current cadets often refer to this divide
as a clear one between “athletes” and “cadets.” VMI’s student body as a whole is
approximately 6% African-American (see Figure 1). However, roughly 60% of
African-American cadets are athletes (based on the roster of current cadets
provided by VMI). Put another way, if one were to meet an African-American VMI
cadet, there would be a 60% chance that cadet is an athlete. Some interviewees
have commented that it is difficult to uncouple racial issues from athletics at VMI.

According to a number of alumni, the divide between cadets and athletes

stems from the different experiences cadets and athletes undergo. For example,
freshman cadets undergo what is known as the “Rat Line” for roughly six months,
which is similar to a basic training environment, with upperclassmen as the cadre.
(New Cadet Handbook 2020–2021 at 41 (defining the “Rat Line” as “[t]he whole
experience of being a rat; also the specific path in barracks which rats must use in

18
going from one place to another”).) Additionally, cadets of all classes participate in
parades, inspections, and other military events during the year. Athletes are
excused from many of these events and so do not have to undergo a number of what
might be thought of as the more military aspects of VMI. In fact, athletes are often
referred to as “permits,” a term that corresponds to a privilege, such as being
excused from a duty, and so the term “permits” itself is seen as disparaging. (See
New Cadet Handbook 2020–2021 at 41 (defining “permit” in part as a document
that “grant[s] approval for exceptions to policies”).)

From the athlete’s perspective, alumni noted that they have to commit
significant time to their teams and undergo tough physical training as well. One
graduate (’11) described an athlete’s day as 0700 formation, breakfast, classes for
first part of day, and then around 1700 going to the football field for practice, film,
or lifting until 1930. Dinner formation followed at 1930, which meant around 2030
to 2100 it was time to study, and finally going to bed around 2300 to 0100 the next
morning.

Numerous alumni noted the cadet-athlete divide, with some commenting on

its potential relation to race. For example:

Current cadets or employees

• A current VMI employee noted that athletes do not have to

participate in parades.

• A current VMI employee recalled needing to find a particular uniform

(a “coatee”) that is used for parades and inspections for an athlete at
graduation, which showed the athlete had never done a parade or
stood for inspection in four years.

• A current VMI employee noted that some cadets wonder why athletes
get a tutor to help them with classes when other cadets do not.

• A current VMI employee said that coaches tell athletes not to be

involved in military aspects, which results in athletes being perceived
as not involved in the corps of cadets.

• A current VMI employee stated that most of the tension among

cadets is really between athletes and non-athletes, not based on race.
The school should switch to Division III, because Division I athletics
is not compatible with the school’s mission.

• A current VMI employee thought the Division I program should be

maintained because it was the only meaningful diversity initiative at
VMI.

19
 2010–2013

• A graduate noted that when athletes are disciplined, they get sent to
a study hall, in contrast to non-athlete cadets who get penalty
marches. This graduate also noted that it is hard for cadets to
understand why athletes get out of military activities when cadets
are required to support those athletes, such as by attending
basketball games, and believed this tension was not based on race.

• A graduate reported that athletes are perceived as thinking they are

better than non-athletes, and non-athletes resent that athletes can go
to McDonalds while cadets are in the Rat Line.

2006–2009

• A mixed-race graduate thought that athletes did not take the

regimental system as seriously and so are resented by other cadets;
as a result, the graduate thought that athletes receive stricter
scrutiny and are less likely to follow the Honor Code.

1998–2001

• An African-American graduate who was an athlete reported that

athletes are perceived to be slacking and only attending VMI for
athletics, which implied that they could not get in on academic merit.

1994–1997

• A Caucasian graduate noted that the divide exists, but did not
perceive it as having racial undertones.

• An African-American graduate noted that athletes are nicknamed

“permits” because of the athletic permits they received and that
African-American cadets are often assumed to be athletes and to be
attending VMI only to play a sport.

A number of current cadets also explained this dynamic in their free-

responses to the survey, and some also suggested that the athletic department, at
least under certain coaches, exacerbates the divide between athletes and other
cadets through its recruiting process.

Current cadets

• “The issue of race at VMI comes from the athlete to non-athlete

relationship at VMI. The majority of black students at VMI are
athletes. The mentality of most athletes who are recruited for VMI is
that they are coming to VMI to play [Division I] sports, and their
primary goal is to be a student athlete. When any athlete comes to

20
 VMI not for the military system, they have a tendency to not fully
participate in the system and sometimes actively rebel against it. The
issue at VMI is not that of race; [it is] that of athletes and non
athletes. It just so happens that most athletes on more ‘rebellious’
teams (football and basketball) are black. When majority black
athletes refuse to conform to the military system at VMI, it causes an
issue between athletes and non athletes who came to VMI for the
military system. When the majority of those athletes are black, it
creates unconscious bias within the corps against black cadets, which
is the reason for the issues with race at VMI. The issue is that non
athletes came to VMI for VMI, and athletes came to VMI for sports,
and they just don’t see eye to eye.” [Some punctuation added.]

• “The problem with athletes is that the athletic department is

downright untruthful to prospective cadet athletes and tell them that
they don’t have to follow our rules because they are athletes which is
a borderline malicious lie and creates a divide.”

• “[T]here is a divide in this school. However it is not a race divide but a

divide between athletes and non athletes. The athletes do not
experience the ratline the way we do, and they get special treatment
throughout their cadetship. This leads to them never really becoming
a true part of the corp[s] unless they actively seek to do so. The
highest concentration of People of color are on NCAA teams. Because
of this people often misread a divide or a feeling of being an outsider
as being because of [their] race when in fact it is because they are an
NCAA athlete.”

• “The issue at VMI is that you have some athletes who come here for
the scholarship not knowing what they are getting themselves into.
[It’s] not their fault, they aren't fully informed on what the school is
like but they get here and do not respect the rules the school or ratline
and this builds resentment against them. Some of these athletes with
this attitude are of color and interpret this resentment as racism, it
isn’t. It is due to their attitude, or perceived attitude, of believing they
are outside the rules.”

This divide was also acknowledged in General Peay’s July 2020 letter, which
encouraged NCAA athletes “to take advantage more fully of the numerous
opportunities at VMI and to grow beyond the wonderful leadership opportunities
they experience on their teams and in competition,” while on the other hand also
encouraged the corps of cadets to “more fully understand and appreciate the
difficulty of classmates competing at the highest levels in representing their school,
while balancing common challenges of priorities, time, and difficult academics.”
(Peay Letter at 4 (attached as Exhibit D).) Additionally, MG Wins appears to be
addressing this divide by developing a vision of “One VMI” as one of his strategic

21
goals for VMI. Further, members of the Board of Visitors also acknowledged that
many athletes at VMI do not share the same experience as other cadets.

D. Disciplinary systems at VMI

1. Overview of VMI’s disciplinary systems
As a military college, VMI has multiple different organizations that play
separate, but sometimes overlapping roles. This includes a regimental system, a
cadet government that runs the class system, an Honor Court, and oversight by
administrators, including the Commandant and Superintendent. These systems
fall under different sets of regulations. As explained in a regulation that VMI
provided, a series of documents called the “Rainbow Books” codify procedures,
regulations, and standards at VMI. (Regulations for VMI at 10 (rev’d 2014).) These
five documents are:

• Blue Book – VMI’s Cadet Regulations;

• Red Book – The Cadet Regiment’s Operating Procedures;

• White Book – The Cadet Government’s Operating Procedures;

• Yellow Book – The Operating Procedures for the Rat Line and 4th
Class Training; and

• Green Book – The Operating Procedures for the Recreational

Activities of Cadet Life Office.

The Team has learned from an alumnus that the “Rainbow Books” also include a
“black book” that governs the Honor Court. While the Team has asked for all
Honor Court governance documents, the Team has yet not received those
documents, and the Team does not believe a “black book” has been produced yet by
VMI.

The following provides a brief overview of these systems, to aid in

understanding what aspects of cadet life they cover and how different values are
enforced through different mechanisms at VMI.

a. The Regimental System

The regimental system administers the military component of VMI and is
based on a regular infantry regiment. (New Cadet Handbook 2020–2021 at 17.)
The cadet regiment consists of two battalions comprised of five companies each
(nine line companies and a band company). The regiment is commanded by the
cadet first captain, and the command structure continues from battalion down
through companies, platoons, and squads. Cadets apply for leadership positions in
the regimental system and are appointed as cadet officers and non-commissioned
officers by the Superintendent on the recommendation of the Commandant of
Cadets. (Regulations for VMI at 8 (rev’d 2014).)

22
 The regimental system resembles the structure of the military, but appears
to have less influence on a cadet’s daily life than the cadet government does,
because it is the cadet government that administers the class system and the Rat
Line.

b. Cadet government, including the class system and

the Rat Line
The cadet government is separate from but interacts with the regimental
system. The General Committee oversees the cadet government and administers
the class system. (New Cadet Handbook 2020–2021 at 17.) Under the class system,
each class—the rats, who eventually become the fourth class (freshmen), the third
class (sophomores), the second class (juniors) and the first class (seniors)—have
different privileges and responsibilities. Unlike the regimental system, where the
leaders are appointed by the administration, the General Committee consists of
cadets who were elected by their respective classes. (The fourth class elects its
officers after the spring furlough.) As a result, some alumni described the positions
in the class system as “more prestigious” than those in the regimental system;
consistent with this, the VMI administration, when briefing the Special
Investigation Team, noted that the class system, through the General Committee,
has more authority than the regimental system.

The General Committee authorizes privileges by class. For example, it

controls general permits, certain rules governing which uniforms cadets may wear,
and privileges such as where cadets may use phones and which sidewalks, sinks,
and showers they may use. It also “strictly upholds the standards, traditions,
image and welfare of the entire Corps.” (White Book at 2-1.) Its jurisdiction is
broad, including punishment for violations of privileges and also VMI regulations,
but not including jurisdiction for penalties involving sexual offenses. (White Book
at 2-4 & 7-1). As examples of the broad range of conduct it covers, the General
Committee polices the following: unauthorized Rat Line activity, improper
treatment of another cadet based on race, striking another cadet, failing to pay a
debt, leaving the football stadium early, chewing gum in public, and anything that
might “discredit[] the Institute.” (White Book at 2-4, 2-5.) The General Committee
may award any penalty, other than demerits, with the concurrence of the Assistant
Commandant for Cadet Government.

The General Committee has four primary subcommittees: the Officer of the
Guard Association, the Cadet Equity Association, the Executive Committee, and
the Rat Disciplinary Committee. (White Book (unnumbered second page).)

The Officer of the Guard Association enforces the conduct standards for the
corps of cadets, manages the dyke system, and serves as the investigative arm of
the General Committee; it is made up of first class privates (i.e., cadets who do not
hold leadership positions in the regimental system). (White Book at 10-1.)

23
 The Cadet Equity Association provides education on equity and promotes
respect and equitable treatment for cadets. (White Book at 21-1.) It investigates
instances of alleged discrimination and harassment (though in instances of sexual
assaults, it may be involved in an investigation only at the discretion of the
Institute’s Inspector General and Title IX coordinator). (Id.)

The Executive Committee handles serious cases of misconduct. (White Book

at 2-7.) It is made of the General Committee and the President of the Officer of the
Guard Association (and so consists of cadets from the first, second, and third
classes). The Assistant Commandant for Cadet Government attends Executive
Committee hearings. (Id.; see also New Cadet Handbook 2020–2021 at 40.)

The Rat Disciplinary Committee adjudicates violations of rat restrictions,

supervises Rat Line events, and assists in the development of rats. It consists of
first class cadets and second class cadets, but every cadet has a responsibility to
implement the rat system. (White Book at 34-1.)

c. The Honor Court

The Honor Court educates the corps and administers the Honor Code, which
states, “A cadet will not lie, cheat, or steal, nor tolerate those who do.” (New Cadet
Handbook 2020–2021 at 15.) According to the Honor Code Charter, “[t]he Code is
the heart of VMI. It pervades every activity of the Corps—personal, academic,
athletic, and military, and presents a rigid standard by which all cadets must live.”
Alleged violations of the Honor Code are adjudicated by the Honor Court, which
consists of first and second class cadets who are elected by their classmates. As its
text shows, the Honor Code is specifically focused on the particular value of
honesty, not on other values such as respect for others; it covers only actions that
directly involve lying (such as false official statements), cheating (such as in
academics), and stealing, and tolerating those behaviors. In other words, instances
of racial intolerance, such as the use of a racial slur, that did not involve lying,
cheating, stealing, or tolerating appear not to fall within the jurisdiction of the
Honor Court. The Team has learned that this is a critical consideration when it
comes to the perceptions of VMI’s disciplinary systems (as discussed below).

The VMI Honor Code is known for the fact it has a single sanction for its
violation: dismissal from the Institute. Dismissal from VMI occurs via what is
called a “drum out” ceremony: at 0330, drums are sounded, members of the Honor
Court awaken members of the corps by opening individual cadet doors and
instructing them to report to the stoops, and then making the following
announcement (with specifics replacing the underlined words) to the gathered
corps of cadets:

“Tonight your Honor Court has met and found, Cadet name, initials
guilty of number of counts of violation. He/She has placed personal
gain above personal honor and has left the Institute in shame.
His/Her name shall never be mentioned within the walls of the

24
 Institute again.” [Standing Operating Procedures, Honor Court (Aug.
2017) at 24.]

The Team understands that VMI leadership is considering changing the “drum
out” process to exclude the announcement of the cadet’s name.

d. Oversight by VMI administration

The VMI administration oversees each of these disciplinary systems. For
example, a cadet cannot be drummed out for an honor violation without the
approval of the Superintendent. (Honor Charter 2020–2021.) Similarly, the
Assistant Commandant for Cadet Government works with the General Committee,
and “[t]he General Committee has the authority to award any penalty it deems
necessary, other than demerits, with the concurrence of the Commandant.” (White
Book at 2-1 (emphasis added).) Further, the Commandant addresses violations of
the Blue Book. Additionally, faculty members known as “tactical officers” are
assigned to each cadet company and are an administration presence that is
regularly in the barracks area.

2. Perceptions within the VMI community of the

disciplinary systems
On January 26, 2021, the Special Investigations Team sought records of the
various disciplinary systems from VMI, in an effort to evaluate the rates at which
different demographic groups are subject to discipline. While the Team has not had
time to complete its inventory, it appears that VMI has now, on March 5,
responded to these requests and produced the majority of these documents to the
Team for review. Despite this delay, the Team has collected a number of
observations from interviews that recount the perceptions of the discipline systems
as detailed below.

a. Perceptions of the regimental system

At this preliminary stage, few alumni and cadets have commented on issues
relating to race or gender with respect to the regimental system; rather, their
comments have focused on the class system and the honor system, which are
addressed below. But one aspect of the regimental system that has drawn some
comments is the topic of racial and gender diversity in leadership positions,
including positions in the regimental system.

Some alumni and faculty reported a lack of racial and gender diversity in
leadership positions; for example, a recent graduate said most cadet leaders are
men. But among current cadets who responded to the survey’s free-response
questions, a number of current cadets suggested that they view minority and
female cadets as having an advantage in applying for positions within the
regimental system.

25
 Current cadets

• “Being a woman and applying for rank increases your chances of

getting a position from what I have witnessed.”

• “The only reason I answered [on the survey] that females were not
treated equally is that they have a better chance at certain leadership
positions than their male counterparts.”

• “I walk around my school wondering if the positions I applied for and

[am] qualified for will be in jeopardy simply because it looks better to
pick someone of color, due to the current political climate.”

• “As far as leadership positions go, minority and female cadets are
encouraged to apply and make the leadership structure more diverse.
But those two groups make up a very small portion of our student
body as is, and many of the members of those two groups have no
interest in leadership positions so they do not apply. We cannot
complain about lack of diversity when no attempt is made to hold
positions by diverse cadets.”

Along the same lines, a female graduate said that it was not lost on her that she
was chosen for a leadership position at the regimental level because she was
female, or that her staff also had more minorities than was proportional for the
corps.

b. Perceptions of the class system

Perceptions of the class system and the Rat Line vary. Some described the
class system as allowing discriminatory treatment of other cadets.

2018–2021

• An African-American graduate reported that loud music would be

punished if it were hip hop music, but not if it were country music.

2010–2013

• A Caucasian female graduate compared the Rat Line to the Stanford

prison experiment (a famous social-psychology experiment).

• A female graduate said that she was required to do push-ups more

frequently than her male classmates and that when male classmates
tried to join her (as fellow rats are supposed to), they were not allowed
to join her.

26
 1998–2001

• An African-American graduate stated that the class system enables

racism and sexism, because it creates a power dynamic to push
around minority and female cadets. The lower class has no way to
defend against racist or sexist behavior without being punished for
being disrespectful.

In contrast, a number of alumni described it as having a leveling effect

where all cadets have to endure similar hardships and so come together, viewing
themselves as “brother rats,” regardless of race or background. According to some
current cadets (whose comments are in quotes) and alumni.

Current cadets

• “I was a female rat and appreciated how the ratline acted as an

equalizer. I was expected to perform to the same level as all my BRs
[brother rats] and was not targeted or treated differently due to being
female.”

• “I personally have a more racially diverse friend group here than I

have ever had in my life. I believe that this place gives everyone a
level playing field and doesn’t take into account race whatsoever. I
believe any act of racism or discrimination at this school is a terrible
horrific thing and it should be absolutely dealt with handily. Racism
is a direct affront to everything that this school stands for and should
not be tolerated. The wonderful thing about VMI is that people here
are not White, Black, Hispanic, Asian, or mixed race, we are all
Brother Rats.”

• “As a student who has transferred in to VMI, I have seen far more
discrimination at my previous University than I have here. VMI
brings people from entirely different backgrounds together and shows
how at the end of the day it doesn’t matter how rich or poor you are,
what the color of your skin is, or what gender you are, all that matters
is coming together as a cohesive team.”

2010–2013

• A female graduate described the Rat Line as uneventful.

Pre-1993

• A graduate said that it is a strength of VMI that “anyone who comes

there, black or white, rich or poor, is going to be made to do the same
stuff—treated equally.”

27
 c. Perceptions of the honor system
In general, alumni and current cadets spoke very highly of the Honor Code
and view it as arguably the most important aspect of VMI. But there were a
number of different views on how the honor system operates in enforcing the Honor
Code.

Some alumni and current cadets believed that the African-American cadets
were drummed out at a higher rate than Caucasian cadets. (As noted earlier, the
Team has just received documents from VMI that would provide statistics related
to cadets of color who went through the Honor Court system but has not yet had a
chance to analyze them.) For example:

Current employees

• A VMI employee who has been at the Institute for a number of years
said that there was a very disproportionate number of African-
American drum outs and thinks that African-American cadets are
targeted by the Honor Court.

2018–2021

• An African-American graduate reported that when falsely accused of a

General Committee complaint, no action was taken against the cadet’s
Caucasian accuser, under the Honor Code or otherwise, despite proof
the General Committee complaint had been false.

2010–2013

• A graduate who was a cadet captain estimated that 30 drum outs

occurred during the graduate’s time, that about one-third were cadets
of color, and that at least 50% to 60% were athletes. This graduate
also believed that women were drummed out at disproportionate rate.
These cadets might be subject to higher scrutiny, so were “caught”
more. This graduate also noted that the baseball team, which was 80
to 90% Caucasian, had a number drummed out, including a member
of the Honor Court.

• A graduate reported that an African-American member of the football

team was brought up on charges for cheating, but it came out at the
Honor Court trial that a football coach had arranged for the cadet to
be brought up on honor charges for cheating so that his scholarship
would be available to offer to recruits. With the aid of lawyers
representing him at the Honor Court trial, the football player was
acquitted. He believes the rule preventing cadets from having counsel
at Honor Court trials resulted from this acquittal.

28
 2006–2009

• A female graduate reported that she thought the Honor Court kept
individual files on each female cadet.

1998–2001

• An African-American graduate did not trust the honor system because

a teammate was accused of cursing at another cadet, brought up on
honor when the teammate denied cursing, and drummed out, but
everyone on the football team knew the teammate was innocent
because they had never heard the cadet curse, even once. And when
the teammate was later exonerated by another witness and reinstated
by the Board of Visitors, the accuser was not brought up on honor
court charges for lying.

1994–1997

• An Asian graduate said that the Honor Court disproportionately

sanctioned African-American cadets.

• An African-American graduate said that three of the four cadets who

were drummed out during his tenure were African-American.

• A Caucasian former cadet who attended VMI in the 1990s observed

that a disproportionate number of African-American cadets and
athletes were prosecuted and thought that they were being held to a
different standard than a friend of an Honor Court member would be.

In contrast, many alumni and current cadets believed the Honor Court
administered the Honor Code fairly and did not discriminate based on race or
gender.

Current cadets

• “[The Honor Court] is composed of only the most approachable,

honorable, and squared away individuals that the Institute has to
offer. I know several Honor Court members personally, and there is no
way they are making decisions on who to investigate and drum out on
the basis of race.”

• “There are numerous instances where I feel bias was taking place but
not in a negative way for that person (i.e., cases being dropped due to
the fact that they were a valuable asset on a NCAA team).”

29
 2006–2009

• An African-American graduate reported that fellow cadets of color

thought they were being targeted unfairly, but this cadet opined that
members of a minority group often feel this way if something happens
to one of their members.

1994–1997

• A Caucasian graduate perceived the honor system as applied fairly

and impartially to all races.

• A Caucasian graduate said members of the Honor Court were held in

high esteem and were very smart and very objective.

Along these lines, a faculty member who participated in honor proceedings for a
number of years as a defense advisor did not attribute any unfairness observed to
race, ethnicity, or gender and did not think the races of accused cadets were
disproportionately cadets of color.

In addition to the above perceptions of fairness in the honor system,

interviewees and survey respondents identified additional issues that undermined
trust in the Honor Court system.

Several alumni noted past instances where a group of cadets agreed to not
apply the non-toleration clause of the Honor Code. According to several alumni and
as reported in a cadet newspaper, a group of cadets in the 1990s that called
themselves “the good” or the “all-right” club agreed not to report each other’s honor
violations. (See, e.g., The Cadet, “Honor Regained,” The Cadet, vol. 104, issue 21
(Apr. 1, 2011). This group reportedly included a proportionate number of NCAA
athletes, and even members of the Honor Court. More recently, a graduate (2010–
2013) described instances where a cadet would call a roommate and ask the
roommate to mark the cadet’s door card for him when he realized he would not be
able to make it back to taps, even though that would “technically” be an honor code
violation, but said this could only be done with people known to be “cool.”

Other alumni (from ’01 and ’20) reported instances where money or jewelry
were left out to see whether cadets would steal them. And another graduate
reported that a professor included an answer sheet in a cadet’s test materials, to
see if the cadet would cheat. These instances appear to conflict with the rule that
instigation—“[t]hat the accused attempted to influence another cadet to violate his
or her honor”—is considered an honor violation. (Honor Court SOP (Aug. 2017) at
128.)

Other alumni raised the issue of cadets being used as “spooks” or “spies” to
set up people they did not like. Relatedly, two alumni stated that they or their

30
roommates were asked to spy on other cadets, and in each instance the spying was
directed at an African-American cadet.

The Team is still investigating and evaluating other issues relating to the
honor system, including comparing how VMI’s honor system compares to the honor
systems at other Virginia institutions of higher education and at federal service
academies. The Team will also analyze statistical information on Honor Court
cases at VMI from 2011 to present.

E. Responsiveness to complaints versus a culture of silence

A number of alumni provided examples where VMI responded to complaints
or comments from the community. For example:

2010–2013

• A graduate said that the administration ran a Leadership Focus

Group, which consisted of 16 cadets and a faculty member, to receive
focus-group like feedback from cadets, including on issues about the
class system and the honor system.

• A female graduate said that VMI had available systems for making
reports about instances of sexism, including to the General
Committee, to the Cadet Equity Association, and to Commandant
staff, which would escalate to Superintendent or Title IX investigator.

2006–2009

• An African-American graduate observed that a couple of incidents

were reported to the Officer of the Guard Association and escalated
where warranted.

1994–1997

• An African-American graduate recounted an incident where another

cadet received a letter containing racist slurs; when the
administration was notified, it investigated and then called the police.

Despite these examples, some alumni and a number of faculty said that
there was a culture of silence and lack of consistency around disciplinary
proceedings at VMI.

Current faculty

• A current faculty member said that VMI tries to sweep negative

instances under the rug.

31
 • A current faculty member stated that even though the annual climate
survey identifies serious issues, the administration does not take
responsive actions.

• Another current faculty member said that the faculty is run like a
dictatorship and has a culture of retribution.

• A current faculty member explained that while there is a faculty

working group on diversity, equity, and inclusion, efforts to put
together a forum for talking to cadets about those issues keep getting
put on hold.

2018–2021

• A graduate observed many instances of racism that went

unaddressed. For example, a rat was brought before the General
Committee on a charge of disrespect based on using the n-word; the
General Committee transferred the case to the Cadet Equity
Association, which held a private proceeding to avoid having the rat
labeled as racist. The rat received one demerit, the lowest available
penalty.

• An African-American graduate asserted that faculty and staff knew

that stuff was wrong but looked away.

1994–1997

• A graduate reported an anecdote about an African-American fourth

class cadet being assaulted by four people and said that no one was
punished.

F. Leadership, official policies, and training

1. Command climate
In official statements, VMI’s leadership has recently emphasized a desire “to
erase any hint of racism at VMI, in our communities, and in our country” and “to
challenge the Corps through the class and regimental systems to address
unbecoming conduct and racism. (Peay Letter, at 1, 2). VMI has created a diversity,
equity, and inclusion committee, is currently searching for a chief diversity officer,
and is addressing race and gender issues through its Vision 2039: Focus on
Leadership plan. And MG Wins has also been focusing on addressing racial issues
at VMI, he often repeats the phrase “One VMI.” A number of members of the Board
of Visitors expressed the view that this investigation is redundant, because the
Board and VMI are already addressing the issues that led to this investigation, via
the above-referenced changes and other changes relating to Civil War iconography
discussed below.

32
 Multiple interviewees noted that the Commandant sets the tone, which
means the tone relating to issues of race and gender may change over time. For
example, alumni from the 1970s observed that the Commandant during their
cadetships would not tolerate racism of any kind and was adamant about racial
equality. Similarly, a graduate from the 2013 class reported that the Commandant
at the time made it clear he cared about minority groups at VMI. Others have
indicated that the Commandant during their time at VMI was not as adamant or
focused on these issues.

2. Treatment of Civil War history

a. Iconography and practices
Another obvious and important aspect of VMI’s culture is that it has long
focused on events and individuals related to the Civil War. For example, after a
graduate donated a statue of LTG Thomas “Stonewall” Jackson to VMI in 1912, at
some point a practice arose of requiring fourth class cadets to salute the statue.
According to various alumni, while this tradition was in force African-American
cadets who refused to salute the statue were given penalty tours. VMI ended this
tradition in 2015, and in December 2020 VMI removed Jackson’s statute from in
front of the barracks, with the intent of moving it to the Virginia Museum of the
Civil War.

During the Civil War, VMI cadets fought in the Battle of New Market to fill
a gap in Confederate lines. VMI emphasizes to new cadets that “[t]he Battle of New
Market marks the only occasion in the history of the nation where an entire
student body—the Corps of Cadets—fought in armed conflict.” (New Cadet
Handbook 2020–2021 at 13.) The current New Cadet Handbook states that the new
cadets take the Cadet Oath at the New Market Battlefield State Historical Park.
(Id.) This statement in the New Cadet Handbook may be out of date, as GEN Peay
announced on July 29, 2020, that he was moving the location for the Cadet Oath to
an on-post location at VMI. (Peay Letter at 5 (attached as Exhibit D).) He also
announced that the celebration of New Market Day on May 15 would be broadened
to honor all VMI alumni who have died for their country and that the parade would
be retitled as the VMI Memorial Day Parade and held on the parade ground, not on
the battlefield.

b. Lee-Jackson parade and Martin Luther King Day

Lee-Jackson Day was a state holiday in Virginia until 2020, when it was
replaced by Election Day. Lee-Jackson Day traditionally occurred on the Friday
immediately before the Monday federal holiday of Martin Luther King Jr. Day. An
African-American cadet (’01) explained that while some cadets perceived Lee-
Jackson Day as about culture, duty, and honor, others see it as celebrating the
fight to preserve slavery.

33
 At least two recent graduates reported that there were inconsistencies in the
way VMI treated the Lee-Jackson Day parade and the parade in honor of Dr.
Martin Luther King, Jr. They reported that marchers in the Lee-Jackson Day
parade were allowed on post and that cadets were permitted to participate in
related activities. But when cadets sought to attend the parade in honor of Dr.
King, they were turned down. Similarly, a former faculty member recounted that a
few years ago the Promaji Club (a VMI club that supports minority cadets) received
a permit to host or attend a Martin Luther King parade on the same day as Lee-
Jackson Day. After being awarded the permit, though, VMI leadership informed
that club that its members would not be allowed to wear uniforms while marching
in the Martin Luther King Jr. parade, but could wear VMI clothing such as
sweatshirts. As the date for the parade approached, members of the Promaji Club
received anonymous death threats. Then, VMI told the club members that they
would not be allowed to stay on post before the parade and that they would not be
allowed to wear any school clothing. Further, African-American cadets were told to
remain in their rooms on Lee-Jackson Day because of the marchers in the Lee-
Jackson Day parade allowed on post that day.

c. Instruction about the Civil War

Some alumni and faculty expressed concern over how cadets are taught
about the Civil War. Several alumni (from ’01 to ’12) reported that VMI teaches
only one perspective on the Civil War—that it was not about slavery. Another
graduate (’13) described a history class as Confederate apologetics. A current VMI
faculty member stated that African-American cadets are regularly subjected to the
“Lost Cause” reading of the Civil War.

At present, cadets are not required to take a class on the Civil War. A
current cadet noted that cadets would benefit from taking a class on the Civil War,
to better understand the forces behind it, but also concluded that it would be very
unpopular if the class were made mandatory. GEN Peay’s July 2020 letter suggests
VMI may be attempting to address part of this concern, as he indicated that two
Virginia history courses—one prior to 1865 and the other 1865 (Reconstruction)—
would be “reviewed to ensure that they are taught with the proper context and
from multiple perspectives.” (Peay Letter at 3.) GEN Peay also said VMI would be
adding a course entitled “the American Civic Experience,” which would “emphasize
American history and civics within the context historically of national and world
events, the Constitution, the Bill of Rights, and slavery.” (Id.) However, some
members of the community have criticized GEN Peay’s letter, asserting that some
of the statements therein pertaining to the curriculum were incorrect and reflected
that leadership at VMI is ill-equipped to combat the problem of racism at VMI.

Other alumni (1994–1997) offered the perspective that the administration

did not promote the Confederacy. One graduate (1994–1997) noted that cadets who
were “really into the Confederacy” were mocked.

34
 In contrast, though, a current cadet has heard cadets chanting, while
drinking shots, “3, 2, 1, the south should’ve won.” Some alumni also observed that
some scholarships are awarded by groups that honor the Confederacy, such as the
Daughters of the Confederacy.

d. Confederate memorabilia in cadet rooms

Some alumni commented on cadets hanging Confederate flags in their
rooms. According to an African-American graduate (1994–1997), cadets were
allowed to hang Confederate flags in their rooms; his roommates asked him for
permission to hang the flag, and he allowed them. While one graduate (2006–2009)
did not see Confederate memorabilia among cadets, a current cadet said that
cadets often hang Confederate flags in their rooms, but cadets are not allowed to
hang pictures of African-American role models.

3. Policies and training

VMI has a “Discrimination, Harassment, and Sexual Misconduct” policy and
a “Retaliation” policy. According to the documents, both policies were implemented
on August 14, 2020, presumably replacing older policies. The Discrimination,
Harassment, and Sexual Misconduct policy protects individuals on the basis of
race, sex, color, national origin, religion, age, veteran status, sexual orientation,
pregnancy, genetic information, disability, or any other status protected by law.
The policy applies to all VMI cadets, employees, faculty, staff, visitors to Post, and
contractors working on Post. Similarly, the Retaliation policy applies to all VMI
cadets, employees, faculty, and staff.

The Team is still reviewing policies and training materials, including

training that new cadets receive on diversity, equity, and inclusion.

G. Gender issues
While this investigation focuses on various issues related to race at VMI, a
number of interviewees have stated that they thought the real issue at VMI is the
treatment of women, including incidents of sexual assault, sexual harassment, and
other disparate treatment and harassment based on gender. The Team takes
reports of sexual assault seriously and with an emphasis on protecting the rights of
victims, including confidentiality. Several of the alleged incidents reported below
lack some specific identifying information in order to preserve confidentiality.

1. Sexual assault
According to a survey conducted in July 2020 and produced to the Team by
VMI (the “Community Attitudes and Experiences Survey”), 8% of female cadets
reported that they had experienced some sort of sexual assault. This information is
consistent with information that has been reported so far to the Team by female
alumnae.

35
 2018–2021

• A female graduate said that lots of sexual assaults occur at VMI.

2010–2013

• A graduate stated that a cadet admitted to committing a sexual

assault; he was told to put on civilian clothes and escorted to the
police station.

• A female graduate from a class in the early 2010s said she was raped
by an administrator while a cadet at VMI. She reported it, but stated
that the Commandant’s office did not notify the Title IX coordinator
(the Inspector General) or otherwise discipline the perpetrator at the
time. Her doctor notified the Inspector General, and the Inspector
General found that the sexual assault was substantiated. According to
this graduate, the Superintendent rejected the findings, and the
perpetrator was allowed to resign.

• A female graduate stated that a cadet stopped her and felt her
breasts. She also recounted hearing of a female cadet who graduated
in the late 2000s who was raped by a cadet in a position of leadership
and did not report the assault; that female cadet was later was
appointed to a similar leadership position and believed that she was
given this position for having kept the assault quiet.

The incident noted above involving the rape appears to have been part of an
investigation by the Department of Education’s Office of Civil Rights, which found
that “VMI failed to respond in a prompt and equitable manner to complaints of
sexual harassment and sexual assault” and permitted a sexually hostile
environment to exist for cadets “that was sufficiently serious as to deny or limit
their ability to participate in VMI’s program.” See
https://www.insidehighered.com/sites/default/server_files/files/VMI%20letter.pdf.

Several faculty members observed that female cadets need to be allowed to

lock their doors in the barracks. They said that current rules allow cadets to lock
their doors only if they give a specific reason.

2. Sexual harassment, stalking, and other threats

Several recent alumni (2018–2021) alleged that a member of the
Commandant’s staff had repeatedly walked into women’s rooms when they had
their shades down, which is a sign that they are in the process of changing. One
said that this staff member walked in on her when she was in her underwear and
that he also did this to several other female cadets. This occurred particularly in
Bravo and Robin companies.

36
 A female graduate (2010–2013) explained that she reported instances of
harassment to the Inspector General more than once, but that there was never any
follow up. For example, a particular cadet threatened multiple times to kill her and
engaged in behavior that suggested the threat was legitimate. She also woke up in
the night several times to find him sitting in her room. She believes no action was
taken because he was the son of a prominent graduate.

A female graduate (’02, which was the second class in which women were
admitted) reported that the second year after the integration for women was awful
and that male cadets were committed to driving female cadets to quit, because the
press stopped watching after the first year. She recounted that a male cadet peed
on a female cadet when she was sleeping, that males in her company defecated in
bags and threw the bags into the female cadets’ rooms, and that male cadets would
go to the rooms of female cadets and pee on their towels. She was pulled out of her
bed at night and taken to a dark room where she was questioned about her dating
and sexual activity by a member of the Honor Court.

A current female faculty member recounted going to a convention and being

assigned to a suite with a male colleague; when the colleague tried to enter her
room at night while drunk, she had to put a chair against the door to keep him out.
When she reported this incident, it was laughed off.

3. Other harassment and social status

A number of alumni also reported that female cadets are viewed as having a
lower social status. Female cadets are sometimes called “she-dets” or “sheeds,”
which is understood to be a derogatory term.

A female graduate (2006–2009), said that male cadets expressed hatred and
made derogatory remarks; there was even a group called the “Black Hand Society”
that was trying to find a way to remove female cadets. Another female cadet from
the same year reported being told she did not belong because she was woman.
Similarly, a female graduate (2010–2013) thought male alumni perpetuate sexism,
such as by wearing t-shirts that say “Save the Males.”

Again, other alumni reported better experiences. A female graduate (2010–

2013) said she did not experience any sexism at VMI. And several current cadets
reported similar experiences:

Current cadets

• “VMI is not sexist. I am a female and have never once felt like I was
being judged for being a female. No one cares that you’re a female,
you’re a BR [Brother Rat].”

• “As a Hispanic female at VMI I can confidently say that I have never
experienced any racism nor felt at a disadvantage for being a female.

37
 At VMI you are judged by your character and honor, not by your race
or the color of your skin.”

H. Overall perceptions from alumni

A common theme that emerged from alumni interviews was that the vast
majority of alumni were extremely loyal to VMI, even those who also made
detailed, critical remarks about parts of the VMI experience. A common theme was
that while a cadet’s time at VMI may not always be enjoyable, most appreciate the
experience once it is over. The majority of individuals who have reached out to the
team have done so respectfully and politely, with thoughtful comments and
insights. Many explained that VMI can implement changes to address problems
they saw without losing VMI’s unique and special identity.

IV. Conclusion
The Special Investigation Team continues to review the issues identified
through the investigation thus far and will continue to analyze VMI’s culture in
light of additional interviews, documentation, survey results, and other
information. The final written report will be submitted on or before June 1, 2021.

Respectfully submitted,

Roscoe C. Howard, Jr.

Christopher J. Bayh
Aaron D. Lindstrom
Kathleen L. Matsoukas
Meena T. Sinfelt
Special Investigation Team
BARNES & THORNBURG LLP

38
EXHIBIT A
Matsoukas, Kathleen

From: Matsoukas, Kathleen

Sent: Friday, December 4, 2020 4:49 PM
To: jenniferbrooks@schev.edu
Cc: Howard, Roscoe; Martin, Billy; Prince, Skip; dionne.tyus@ey.com; Merkel, Steven
Subject: Thank you from Barnes & Thornburg and E&Y

Jennifer,

On behalf of Roscoe Howard and the entire Barnes & Thornburg and E&Y team, I want to thank you and all of your
colleagues at SCHEV for the opportunity to discuss our submission today. We enjoyed meeting each of you virtually and
appreciated the ability to tell you a bit more about our team, our proposal, and how we think we could help SCHEV
achieve its goals in this matter.

Following our call, we gave some thought to any outstanding questions on our end. One question we would have, if
selected as the SIT, would be whether VMI would be willing at the outset to consider amnesty for any honor code
violation or other infraction to anyone who spoke with us as part of our investigation. From our experience in other
campus inquiries, this is a good tool to address the concern that cadets or other individuals may be hesitant to speak
with us, and so we wanted to bring it to your attention.

If you have any additional questions, or if there is any information that we could provide to assist you as you make a
determination on this matter, please don’t hesitate to reach out.

Best,
Katie

VCard | Bio | Dept Info

Kathleen Leicht Matsoukas

Partner Phone: 317-231-7332
kmatsoukas@btlaw.com Fax: 317-231-7433
Mobile: 312-203-8440
Hm office: 317-602-3879
Barnes & Thornburg LLP
11 South Meridian Street www.btlaw.com
Indianapolis, Indiana 46204-3535

Indianapolis City Leader

Learn more about our COVID-19 Resources

1
EXHIBIT B
Sinfelt, Meena

From: Bill Boland <popsboland@gmail.com>

Sent: Wednesday, January 27, 2021 12:13 PM
To: Sinfelt, Meena
Cc: VMI-Superintendent; Bayh, Chris; Matsoukas, Kathleen; Erin Ashwell; Deborah A. Love;
Cynthia H. Norwood
Subject: [EXTERNAL]Re: Special Investigative Team Interviews at VMI

Meena, thank you for your Jan. 25 email memorializing your understanding of our Jan 21 telephone call. Please allow
me to supplement in a very concise manner. I believe that we have a clear understanding of your request and the
thinking behind it.

During that call, MG Wins and I discussed that the honor system is cadet run and enforced, that providing a “safe
harbor” from honor or disciplinary actions my have the opposite effect of what you desire, and that our alumni would
react strongly against anything that remotely resembled amnesty, or words to that effect. As you recognize, our honor
code is at the heart of what we do and we go to great lengths to be consistent with its application.

In effort to help, we are willing to have you issue a communication to those involved with regard to your investigation
that will say the following:

“VMI pledges and requests all of its family (faculty staff, the Corps of Cadets, alumni and parents of current and former
cadets) full disclosure, open reporting, and a full and honest transparency of any events, activities or conduct for the
investigation and equity audit being conducted by the Barnes & Thornburg law firm. Such full disclosure and honest
transparency is what is required by our honor code.

This investigation is being conducted at the direction of the Governor and is not VMI’s investigation. Barnes &
Thornburg has pledged to us that the statements made during interviews and other individual identifying data will be
fully protected by their law firm and not disclosed to VMI. VMI will not attempt to discern the identity of individuals
disclosing relevant data during Barnes & Thornburg”s investigation."

Regards.

Bill

On Jan 25, 2021, at 11:17 PM, Sinfelt, Meena <Meena.Sinfelt@btlaw.com> wrote:

Gen. Wins,

I appreciate your and Mr. Boland’s taking the time to speak with Chris and me last Thursday
(Jan. 21st) about our request related to the interviews of the Cadet Corps. Based on our
1
conversation, it seemed to us that there was a misunderstanding about what we, as the Special
Investigative Team, were asking of VMI. I am writing this email to clear up any such confusion
and to memorialize our understanding of that conversation. As we previously mentioned, the
Special Investigative Team intends to keep all information obtained from its interviews
confidential and will maintain individuals’ anonymity when writing our summary memoranda
and Report. We will not be using names or any specific identifiers but instead intend to use
alpha-numeric identifiers and to aggregate data when reporting on our findings. We take this
approach to ensure the integrity of our investigative efforts, and to that end, it is not our
intention to divulge to VMI any personally identifying information which the Special
Investigative Team obtains.

While we were internally discussing the interviews and our Report write-ups, a concern was
raised as to whether VMI would use information contained in the Report (which we understand
may be publicly released at some point, but at least shared with VMI) as a foundation for an
Honor Court or other disciplinary proceeding against a current cadet. This scenario, of course,
is based on the possibility that VMI is somehow able to ascertain the cadet’s identity which we
will go to great lengths to protect against. Nevertheless, this scenario certainly could occur so
we asked you whether we could represent to cadets during our interviews that VMI, specifically
General Wins, had assured us that no information obtained from our Report would be used as
the foundation for an Honor Court proceeding.

Mr. Boland explained that this would be a huge ask for VMI, and asked for time to confer. We
were glad to give you that opportunity. When we reconvened later in the day, you indicated
that you could not agree to “suspend the Honor Code” during the pendency of our
investigation. While I know that lawyers are known for semantics, I assured you then and I do
so now again – we arenot requesting that VMI suspend its Honor Code which we know is at the
core of life at VMI. We are requesting that VMI not use any information contained in our
Report as a basis for Honor Court proceedings or other disciplinary proceedings – from our
perspective, these are two very different propositions.

In our many years of experience conducting investigations, providing this assurance to

interviewees who may otherwise feel afraid or uncomfortable about coming forward, provides
them with the confidence that they might otherwise lack to discuss important but often difficult
topics. We believe this to be particularly important as related to a review of an Institution
where there have been allegations of disparate treatment based on race. The assurance we
would offer (and that we are asking your permission to verbally make) gives the interviewee a
sense that he/she will not be penalized for “doing the right thing” but instead be treated
equitably and without fear of retaliation. Put another way, we simply recommend that we be
permitted to tell cadet interviewees your intention not to pursue disciplinary action based on
facts learned during our interviews and protect those who act in good faith, by cooperating
with our investigation, to move VMI forward when and if change is needed.

We have heard several members of the VMI community state that there is a basic assumption
that a cadet will always tell the truth and we believe the implication was that this is true even
without the potential for an Honor Court sanction. Indeed, we have heard that VMI strives to
train and produce leaders that embody integrity, value hard work and have a sense of
fairness. So when Mr. Boland stated that if the Honor Code does not apply or is “suspended,” it
would be an invitation for cadets to lie and indeed cause cadets to lie, we were confused as to
2
how Mr. Boland could come to such conclusion. Mr. Boland then equated the Honor Code for
cadets to being under oath for witnesses at trial but this also does not make sense to us
because it would stand to reason then that the cadets are compelled to tell the truth – not
because of their integrity and character but because they are compelled to do so out of fear of
being prosecuted under the Honor Code.

Ultimately we ended the conversation without agreement but I believe, with more clarity as to
each other’s position. We do sincerely hope that you understand the Special Investigative Team
isnot asking VMI to suspend its Honor Code. Likewise, we do acknowledge and respect the
importance of the Honor Code and your sensitivity to any outsiders observing our review and
the appearance of inconsistently applying the Honor Code.

We appreciate your willingness to consider this issue further and we stand ready to discuss it
further if you would like.

Best regards,
Meena

Meena Sinfelt
Partner
Co-Chair, Compliance Practice Group
Barnes & Thornburg LLP
1717 Pennsylvania Avenue NW, Suite 500, Washington, DC 20006-4623
Direct: (202) 371-6368 | Fax: (202) 289-1330
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Ohio | Raleigh | Salt Lake City | Texas | Washington, D.C.

CONFIDENTIALITY NOTICE: This email and any attachments are

for the exclusive and confidential use of the intended recipient. If
you are not the intended recipient, please do not read, distribute
or take action in reliance upon this message. If you have received
this in error, please notify us immediately by return email and
promptly delete this message and its attachments from your
computer system. We do not waive attorney-client or work product
privilege by the transmission of this message.

3
EXHIBIT C
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
All documentation relating to Honor Court/Honor
Code investigations, proceedings, and punishments
for the time period from January 1, 2010 to
present, including but not limited to lists of Honor
1 Cadet N. Brackett 1/26/2021 Court members, investigation/case files, notes, Col. Inman 2/2/2021
All documents reflecting policies, procedures, and
governance documents for VMI's Honor Court from
January 1, 2010 to the present. This includes any
documents related to VMI’s review of the Honor
Court system during this time period, and any
changes in the Honor Court proceedings, rules, or VMIEA_000040855-
2 Cadet N. Brackett 1/26/2021 procedures which have not already been provided. Col. Inman 2/2/2021 3/5/2021 41242

Add'l responsive
documents will be
forthcoming from
Any other investigative, case or disciplinary records VMI; thus far, VMI has
regarding inquiries or proceedings of any other only produced
disciplinary body, including without limitation the documents that
Cadet Equity Association, the Rat Disciplinary appear to be related
Committee, and the Student Executive Committee, VMIEA_000000877- to allegations with a
3 Cadet N. Brackett 1/26/2021 for the timeframe January 1, 2010 to present. Col. Inman 2/2/2021 2/16/2021 1099 racial component
For the timeframe January 1, 2015 to present,
4 Cadet N. Brackett 1/26/2021 membership lists for the Cadet Equity Association Col. Inman 1/28/2021 2/8/2021 VMIEA_000000001-5
Feb. 8th Production
corresp. states that no
Any investigative, case or disciplinary records responsive
regarding inquiries or proceedings of the Promaji information has been
5 Cadet N. Brackett 1/26/2021 Club, as well as governance documents Col. Inman 2/2/2021 N/A located yet.

Page 1 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes

Supplementing
previous production
VMIEA_0000000100- with most current
131; membership list. Note:
For the timeframe January 1, 2015 to present, 2/8/2021; VMIEA_0000007676- still missing 2015-2018
6 Cadet N. Brackett 1/26/2021 membership lists for the Promaji Club Col. Inman 1/28/2021 02/19/2021 7677 membership lists
Records relating to the Cadet-Superintendent’s
Advisory Board, including membership lists and VMIEA_0000000297-
7 Cadet N. Brackett 1/26/2021 governance documents, for the timeframe January Col. Inman 2/2/2021 2/8/2021 496

VMI indicated it did

not find "membership
lists or governance
documents; was the
same presentation
Records relating to the Cadet Experiential provided for all 5
Leadership Program, including membership lists years, have only
and governance documents, for the timeframe VMIEA_0000000497- received most recent
8 Cadet N. Brackett 1/26/2021 January 1, 2015 to present. Col. Inman 1/28/2021 2/8/2021 532 presentation so far

Page 2 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
Records relating to the “Rat Disciplinary
Committee,” including membership lists and
governance documents, how members are Missing Committee
selected, and procedural protocols for the VMIEA_0000000132- information for 2020-
9 Cadet N. Brackett 1/26/2021 timeframe January 1, 2015 to present. Col. Inman 2/2/2021 2/8/2021 296 2021 year
The assessment authored by General Wins and
10 Core K. Matsoukas 1/26/2021 presented to the Board of Visitors on January 29, Col. Inman 2/2/2021

This production of
VMIEA_0000000082- responsive documents
83; will be supplemented
VMIEA_0000000099; with additional
VMIEA_0000031793- documents in the
32134; future. VMI is
VMIEA_0000009256- providing these
Listing of all cadets, and associated documents (not 9262; documents in PDF and
previously produced), who have been disciplined, 2/8/2021; VMIEA_0000009573- native Excel format if
11 Cadet N. Brackett 1/26/2021 suspended or expelled since January 1, 2015. Col. Inman 2/2/2021 02/26/2021 10189 applicable.
Documents relating to actions taken by VMI to
respond to allegations of racial inequality, including
those that led to this Investigation, to the extent
not already provided. This includes, for example,
recordings of town halls, listening sessions and
12 Core K. Matsoukas 1/26/2021 memoranda or assessments prepared by the Col. Inman 2/8/2021

Page 3 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
Correspondence from received by the school
relating to issues of racial injustice and/or requests
13 Core K. Matsoukas 1/26/2021 for new policies or procedures relating to diversity, Col. Inman 2/8/2021
Documents (including email
correspondence)/information relating to
monuments or statues on campus, including those
that have been removed or the subject of VMIEA_000040697-
14 Core K. Matsoukas 1/26/2021 controversy or requests for removal, and the work Col. Inman 2/8/2021 3/5/2021 40787

PRIORITY REQUEST;
Request will not be
fulfilled per counsel
Alumni association membership records/listings for for VMI Alumni
15 Alumni J. Lindemann 1/26/2021 2020 and 2021 Col. Inman 2/2/2021 Associations

VMI has produced in

Demographic and contact information for current VMIEA_000000533- PDF and native excel
16 Core K. Matsoukas 1/26/2021 students (with race/ethnicity, if known). Col. Inman 2/2/2021 2/16/2021 728 format
Listing of current faculty and administration
(including, title, contact information, hire date, and VMIEA_0000000006; produced in PDF and
17 Core K. Matsoukas 1/26/2021 race/ethnicity, if known). Col. Inman 2/2/2021 2/8/2021 VMIEA_0000000081 native format
Please provide the URL to any alumni message
18 Core J. Lindemann 2/5/2021 boards or social media pages that VMI monitors or B. Beliles 2/15/2021
Provide any correspondence, announcements,
working papers, or other documents related to any
alumni initiatives related to racial justice for the
19 Core J. Lindemann 2/5/2021 timeframe January 1, 2015 to present. B. Beliles 2/15/2021

Page 4 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
For the time period covering January 1, 2015 to
present, produce any records relating to reports or
complaints received by alumni related to racial
21 Alumni J. Lindemann 2/5/2021 justice or allegations of racial discrimination. B. Beliles 2/15/2021

For the time period covering January 1, 2015 to VMIEA_000000533-

present, a list of cadets by year, including ethnic 728; VMI has produced in
background, city and state of residence, and 2/16/2021; VMIEA_000007257- PDF and native excel
22 Cadet N. Brackett 2/5/2021 contact information. B. Beliles 2/15/2021 02/19/2021 7295 format

Listserv for cadets for

Cadet, Email listserves or contact lists for all current purposes of email
Alumni, cadets, faculty, and administration (for purposes of distribution; VMI has
Admin & distributing survey and contact information for VMIEA_000007296- produced in PDF and
23 Faculty E. Segun 2/5/2021 investigative team). B. Beliles 2/15/2021 2/19/2021 7655 native excel format

Discrimination, Harassment and Sexual Misconduct Note: appear to be

Policies in place beginning January 1, 2015 to VMIEA_000001102- missing presentation
24 Core K. Matsoukas 2/5/2021 present. B. Beliles 2/15/2021 2/16/2021 1279 for 2017
All Statements on Equity issued or in place VMIEA_000001100-
25 Core K. Matsoukas 2/5/2021 beginning January 1, 2015 to present. B. Beliles 2/15/2021 2/16/2021 1101
Misconduct Policies issued or in place beginning VMIEA_000001457-
26 Core K. Matsoukas 2/5/2021 January 1, 2015 to present. B. Beliles 2/15/2021 2/16/2021 2539

Retaliation Policies issued or in place beginning VMIEA_000001129- Appears to be missing

27 Core K. Matsoukas 2/5/2021 January 1, 2015 to present. B. Beliles 2/15/2021 2/16/2021 1281 policy for 2017

Page 5 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
Matriculation Day Brochures issued or in place VMIEA_000001282-
28 Core K. Matsoukas 2/5/2021 beginning January 1, 2015 to present. B. Beliles 2/15/2021 2/16/2021 1293

VMI has only produced

a presentation for the
most recent year. Are
there any
presentations related
Admissions and financial aid policies issued or in VMIEA_000001294- to this topic for the
29 Cadet N. Brackett 2/5/2021 place beginning January 1, 2015 to present. B. Beliles 2/15/2021 2/16/2021 1456 years 2105-2019?

Documents showing graduation and retention VMI has produced in

rates for each of the years from 2015 to present VMIEA_000007678- PDF and native excel
30 Cadet N. Brackett 2/5/2021 (with race/ethnicity/gender, if known). B. Beliles 2/15/2021 2/19/2021 7773 format

VMI has produced in

List of clubs/student organizations at VMI for the VMIEA_000007250- PDF and native excel
31 Cadet N. Brackett 2/5/2021 timeframe January 1, 2015 to present. B. Beliles 2/15/2021 2/19/2021 7671 format
Cadet,
Alumni, List of all men’s and women’s sports teams, with
Admin & rosters, for the timeframe January 1, 2015 to VMIEA_000000741-
32 Faculty N. Brackett 2/5/2021 present. B. Beliles 2/15/2021 2/16/2021 850
Admin & List of all employees in the athletic department, VMIEA_000000729-
33 Faculty A. Hughes 2/5/2021 including coaches and those responsible for B. Beliles 2/15/2021 2/16/2021 733
Athletic recruitment policies and procedures,
Admin & including any documents related to the recruitment VMIEA_000000734-
34 Faculty A. Hughes 2/5/2021 of people of color, for the timeframe January 1, B. Beliles 2/15/2021 2/16/2021 740

Page 6 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
Records relating to reports and complaints,
including anonymous reports, and related
documents submitted by anyone related to
Cadet, discrimination, race, ethnicity, religion, bullying,
Alumni, harassment, and/or civil rights. This includes but is
Admin & not limited to all posts to the “Issues and Concerns” VMIEA_000041319-
35 Faculty N. Brackett 2/5/2021 webpage and all “Anonymous Crime Reports” since B. Beliles 2/15/2021 3/5/2021 41325
List of all internal or external investigations
conducted since January 1, 2015, including all
36 Core K. Matsoukas 2/5/2021 summaries, findings and notes related to those B. Beliles 2/15/2021
Documents related to student boycott of Vice
37 Cadet N. Brackett 2/5/2021 President Pence’s visit. B. Beliles 2/15/2021
List and associated documents for all Faculty and
Admin & Administration members who have been
38 Faculty A. Hughes 2/5/2021 investigated, disciplined, suspended or terminated B. Beliles 2/15/2021
VMIEA_0000031459-
314462;
VMIEA_0000009262-
9572;
All VMI internal policies related to Faculty and VMIEA_0000031791- Production is missing
Administration hiring, retention, and termination 31792; Faculty Handbook for
Admin & issued or in place beginning January 1, 2015 to VMIEA_0000032726- several of the
39 Faculty A. Hughes 2/5/2021 present. B. Beliles 2/15/2021 2/26/201 32729 requested years
All VMI files sufficient to show instances of formal
or informal complaints or discipline and
Admin & punishment proceedings against Faculty and
40 Faculty A. Hughes 2/5/2021 Administration beginning January 1, 2015 to B. Beliles 2/15/2021
VMI’s internal Faculty and Administration hiring,
Admin & compensation, and promotion data, including
41 Faculty A. Hughes 2/5/2021 policy on tenure beginning January 1, 2015 to B. Beliles 2/15/2021

Page 7 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
VMI records to show disbursement of state funds VMIEA_0000008334-
across departments, divisions, campus 9255;
organizations, or other institutional entities VMIEA_0000032135-
42 Core K. Matsoukas 2/5/2021 beginning January 1, 2015 to present. B. Beliles 2/15/2021 2/26/2021 32725

Records reflecting existence and employee

membership of any faculty or administration VMIEA_000007672- VMI has produced in
Admin & groups such as a Teacher’s Union, beginning 2/19/2021; 7675; VMIEA_000003 PDF and native excel
43 Faculty A. Hughes 2/5/2021 January 1, 2015 to present. B. Beliles 2/15/2021 2/26/2021 1463-31790 format

modified as of
For fiscal years 2015 to 2021, please provide VMI's: 2/15/2015; VMI
financial statements (including balance sheets, VMIEA_0000031463- provided in PDF and
44 Core C. Bayh 2/5/2021 income statements, statements of cash flows) B. Beliles 2/15/2021 2/26/2021 31790 native Excel format
PowerPoint slide deck from Jan. 28 VMI VMIEA_000000850-
45 Core C. Bayh 2/5/2021 presentation. B. Beliles 2/15/2021 2/16/2021 876
Please provide a listing of VMI's and its affiliates,
including boosters and fund raising entities, bank
accounts for the years 2015-2021; (this includes
providing the VMI entity or affiliate name listed on
the account, name of the bank, the associated bank
account number, the date the account was opened modified as of
46 Core D. Frazee 2/5/2021 and, if applicable, the date the account was closed.) B. Beliles 2/15/2021 2/12/2021
Please provide a list of all state funds received each
fiscal year from 2015-2021, including the name
associated with the source of the funds, the bank
account listed in request #46 associated with
receiving the funds, the amount of funds received,
47 Core D. Frazee 2/5/2021 and whether any of the funds are restricted assets B. Beliles 2/15/2021

Page 8 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
To the extent not provided in response to request
#44, please provide a comparison of academic vs. modified as of
48 Core D. Frazee 2/5/2021 instructional spending for the fiscal years 2015- B. Beliles 2/15/2021 2/12/2021
To the extent not provided in response to request
#44, for 2015-2021, provide VMI's and any affiliate,
including boosters and fund raising entities, annual
general accounting ledgers, including any "key"
49 Core D. Frazee 2/5/2021 associated with the accounts or categories listed in B. Beliles 2/15/2021

PRIORITY REQUEST;
Request will not be
fulfilled. VMI provided
email addresses for
cadets, faculty and
staff for the launch of
the survey. VMI
Alumni Associations
are working out a
All distribution lists or mailing lists maintained separate method of
by Assessment and Institutional Research for the distribution with the
purpose of conducting surveys of cadets, alumni, Special Investigation
50 Survey D. Stolle 2/5/2021 faculty, staff, and employees. B. Beliles 2/8/2021 Team.

Page 9 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes

PRIORITY REQUEST;
Request will not be
fulfilled. VMI provided
email addresses for
cadets, faculty and
staff for the launch of
The distribution lists or mailing lists used for the the survey. VMI
most recent administrations of each of the Alumni Associations
following surveys: the Cadet Services Survey, the are working out a
First Class Cadet Survey, the Community Attitudes separate method of
and Experiences Survey, the Rat Challenge Survey, distribution with the
the Employee Survey, the Alumni Survey, and the Special Investigation
52 Survey D. Stolle 2/5/2021 National Survey of Student Engagement. B. Beliles 2/8/2021 Team.
Each and every version of the Cadet Services Survey
instrument, the First Class Cadet Survey
instrument, the Community Attitudes and
Experiences Survey instrument, and the Rat
Challenge Survey instrument administered within
53 Survey D. Stolle 2/5/2021 the last five years, with an indication of the date of B. Beliles 2/15/2021
All technical manuals, data code books, and/or
scoring guidelines for any and all versions of the
Cadet Services Survey instrument, the First Class
Cadet Survey instrument, the Community Attitudes
and Experiences Survey instrument, and the Rat
54 Survey D. Stolle 2/5/2021 Challenge Survey instrument administered within B. Beliles 2/15/2021

Page 10 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
All reports, including but not limited to PowerPoint
presentations, of the results of any and all versions
of the Cadet Services Survey, the First Class Cadet
Survey, the Community Attitudes and Experiences
55 Survey D. Stolle 2/5/2021 Survey, and the Rat Challenge Survey administered B. Beliles 2/15/2021
Each and every version of the Alumni Survey
instrument administered within the last ten years,
56 Survey D. Stolle 2/5/2021 with an indication of the date of administration. B. Beliles 2/15/2021
All reports, including but not limited to PowerPoint
presentations, of the results of any and all versions
of the Alumni Survey instrument administered
57 Survey D. Stolle 2/5/2021 within the last ten years. B. Beliles 2/15/2021
Each and every version, including any optional or
specialized modules, of the National Survey of
Student Engagement instrument administered
58 Survey D. Stolle 2/5/2021 within the last ten years, with an indication of the B. Beliles 2/15/2021
All technical manuals, data code books, and/or
scoring guidelines for any and all versions of the
National Survey of Student Engagement instrument
59 Survey D. Stolle 2/5/2021 administered within the last ten years. B. Beliles 2/15/2021
All reports, including but not limited to PowerPoint
presentations, of the results of any and all versions
of the National Survey of Student Engagement
60 Survey D. Stolle 2/5/2021 instrument administered within the last ten years. B. Beliles 2/15/2021
All benchmarking data received from or given to
61 Survey D. Stolle 2/5/2021 NSSE within the last ten years. B. Beliles 2/15/2021

Page 11 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
Master Document Request Tracker
Requested
Request Response
No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes

For Fiscal Years 2015-2021, breakdown/allocation

of funds by departments/divisions/campus
organizations/other institutional entities for
following funding sources:
a. Federal funds
b. State funds Special Investigation
c. Local funds Team asks to speak to
d. Private funds VMI regarding this
e. Tuition and fees request to ensure
62 Financial D. Frazee 2/16/2021 f. Other sources B. Beliles 3/2/2021 appropriate scope.
CARES Act/HEERF funding details including amounts
63 Financial D. Frazee 2/16/2021 distributed to cadets B. Beliles 3/2/2021
List of donors and gifts received (including dates
64 Financial D. Frazee 2/16/2021 and amounts) for fiscal years 2015-2021 B. Beliles 3/2/2021

For fiscal years 2015 to 2021, please provide VMI's: previously part of
a) detailed annual budgets; b) summary annual Request #44, modified
65 Financial D.Frazee 2/16/2021 budgets B. Beliles 3/2/2021 as of 2/15/2021
66 Cadet N. Brackett 2/24/2021 All VMI Yearbooks from 2015 to present. B. Beliles 3/2/2021
VMIEA_0000007774-
67 Cadet N. Brackett 2/24/2021 All "Rat Bibles" from 2015 to present. B. Beliles 3/2/2021 2/26/2021 8333 Missing 2015 and 2016
Emails distributed to cadets regarding the outcome VMIEA_000040825-
68 Cadet N. Brackett 2/24/2021 of Honor Court proceedings from 2015 to present. B. Beliles 3/2/2021 3/5/2021 40854

List of student athletes at VMI, including any VMI has produced in

scholarships received by these athletes from 2015 VMIEA_000040788- PDF and native excel
69 Cadet N. Brackett 2/24/2021 to present. B. Beliles 3/4/2021 03/05/021 40824 format, if applicable

Page 12 of 13
 VMI Special Investigative Team Last Updated 3/8/2021
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No. Team Team POC Request Date Document Request VMI/Eckert POC Date Date Rec'd Bates Nos. Notes
List of internal and third-party scholarships
available to incoming rats and/or cadets, the
guidelines for applying for these scholarships, and
the evaluation methods, if any, for determining the
70 Cadet N. Brackett 2/24/2021 scholarship recipients from 2015 to present. B. Beliles 3/4/2021
List of all disciplinary bodies as well as a list of the
current members of the disciplinary bodies,
including, but not limited to the OGA, the GC, the
CEA, and the RDC. We believe we have already
71 Cadet N. Brackett 2/24/2021 received the list of the members of the CEA and the B. Beliles 3/4/2021
Cadet permit data as requested in phone call with VMIEA_000041243-
N/A Cadet N/A N/A VMI Counsel Eckert N/A 3/5/2021 41318

Means request has been fulfilled, withdrawn or the Special Investigation Team has inforamtion that the reqeust will not likely be fulfilled

Page 13 of 13
EXHIBIT D
 VIRGINIA MILITARY INSTITUTE
LEXINGTON, VIRGINIA 24450-0304

29 July 2020

Members of the VMI Corps of Cadets, Faculty and Staff, and the
Classified Team, Alumni, VMI Agencies, George C. Marshall Foundation,
and Friends of the Institute:

On 4 June 2020, I wrote to you reaffirming our dedication to our mission to: “…prepare all of
our graduates for that mantle of leadership to affect appropriate change in our communities,
eradicate racism, defend our nation, and lead the best institutions of business, medicine, law,
politics, military, education and many others, while most importantly, providing principled
leadership to our families.” The principles on which VMI has stood – fairness, honor, integrity,
respect, civility, and accountability - continue to be the backbone of who we are. We strive to
advance these traits in society and correct inequalities that we see occur.

We are living in a unique time in the history of our country that has undoubtedly affected each
of us in different ways. First and foremost, I believe we all agree we want to erase any hint of
racism at VMI, in our communities, and in our country. It is also very clear that the VMI
community consists of passionate individuals with deeply held beliefs. We have spent
considerable waking hours trying to make sense of the turmoil and pain we have seen
nationally. Many of you across the spectrum of our graduates have personally contacted me
and expressed how this affects the operations of VMI today and concerns for the future. For
weeks, I have listened carefully and contemplated your correspondence and will continue to do
so. Some of our African American cadets and alumni have expressed that parts of the VMI
experience did not live up to the standards that it should have, and I am committed to
addressing and fixing any areas of racial inequality at our school.

The invaluable discussions I have had with many of you have caused me to reflect on the
challenges and resiliency seen throughout the history of the Institute. VMI’s early history was
steeped in southern heritage, the Civil War, and the Battle of New Market. Our school’s history
has been intertwined with the history of Virginia and the Civil War. Unlike many communities
who are grappling with icons of the past, VMI has direct ties to many of the historical figures
that are the subject of the current unrest. Stonewall Jackson was a professor at VMI, a West
Point graduate who served in combat in the Mexican War, a military genius, a staunch
Christian, and yes, a Confederate General. Throughout the years, the primary focus on honoring
VMI’s history has been to celebrate principles of honor, integrity, character, courage, service,
and selflessness of those associated with the Institute. It is not to in anyway condone racism,
much less slavery.
 29 July 2020
Page 2 of 7

Over VMI’s nearly 200-year history, it has undergone many changes for the better and it will
continue to change. Today this national treasure we know as VMI enjoys a splendid national
reputation among our country’s many colleges, and particularly in our armed forces as an
institution with a proven and hard-earned record of producing educated, honorable citizens
who are prepared to serve our communities, states, and country in times of peace and war.
The VMI experience, which humbles all cadets who enter its gates and places each on a level
playing field, overall has been advantageous to all alumni. From the time that African
Americans first matriculated in 1968, they have excelled academically, athletically, and in
leadership positions in both the regimental and class systems. They have been class officers
dating back to the 1970s, Honor Court presidents, Regimental Commanders, a Rhodes Scholar,
and in 2019 a female Fulbright Scholar. African Americans have served on the Board of Visitors
and the boards of the Alumni Association, Foundation, and Keydet Club. As graduates, they
have been extremely successful in every walk of life, rising to the highest ranks of the military
and the board room. Their contributions to the communities, our nation, and to VMI are
profound; and, their bond with the VMI experience has been extremely important to their
success as it is with all VMI alumni. We are proud of them. The VMI experience works for
everyone, regardless of race, because it is founded on the base of equality. We universally
agree that the cadetship is not easy for anyone, but we are committed to an experience that is
staunchly equal and fair for everyone who chooses to pursue it. We focus on providing the very
best undergraduate education with personalized attention to each of our cadets. Cadets arrive
this year representing nearly every state in the union and from foreign countries…and will
graduate ready to contribute to society.

Our current strategic master plan is called “Vision 2039: Focus on Leadership”. The plan,
originally implemented in 2003, centers on improving the academic, military, and athletic
programs and building the infrastructure necessary to the development of leaders and
environment in which it takes place. To date, we have made enormous progress in meeting the
objectives of Vision 2039 and impacting in a positive manner the culture in the Corps.
However, we realize that leadership is more than a skill or simply improving the infrastructure
of the Institute. Leadership has moral and ethical dimensions that are directly related to a
cadet’s character. Our goal has been and still is to develop cadets with the highest standards of
honor, respect, civility, self-discipline, and professionalism. If we stay focused on this vision and
our mission, then we will be ready to face and improve our weaknesses, including any
discrimination and inequality that may exist. As a unique institution of higher education in
America with a mission unlike any other, we have the ability to build on the close relationships
of Brother Rats, Class and Regimental systems, teammates, a superb, caring faculty and staff,
and on the work of our loyal alumni. We will continue to challenge the Corps through the class
and regimental systems to address unbecoming conduct and racism. The Corps working with
the administration, will effect change and improvement as we have done to enhance the
overall culture and professionalism of the Corps…, an on-going effort since my arrival at VMI
some seventeen years ago. I have great faith in the Corps of Cadets, as over the years I have
watched them successfully confront difficult and sensitive issues…and make us all so proud in
so doing.
 29 July 2020
Page 3 of 7

While I will continue to listen intently to your input, it is time to implement an action plan that
moves us forward. We will take heart during this defining moment and do what is right through
our actions, while remaining grounded in our principles. Each of us in the VMI community is
part of this team and has an important role to play. Implementation will require us all to
recognize and accept the theme of “commonality of purpose”. We are striving to make VMI a
better place not only for the current Corps and our faculty and staff, but also for generations to
come.

The overarching goal of this plan is fourfold: (1) to retain the foundation of values and
principles set in the Institute’s early years; however, we will shift the emphasis and celebrations
to our remarkable history of our second century; (2) enhance recruiting, especially among
marginalized youth, and meet the need for a more diverse faculty and staff; (3) provide greater
leadership education for our cadets and thus a civil and respected environment on post, with
cadets well prepared for leadership roles after graduation; and (4) provide greater access to our
alumni network for all graduates. The following proposed plan includes a series of five pillars to
guide our community. These pillars “operationalize in parallel and in time” to build a better
future, with actions executed prior to one’s cadetship, during their cadetship, and actions
continuing upon graduation. This is the outline of a plan, which will evolve and mature over
time.

The First Pillar is Education, which will emphasize American history and civics within the
context historically of national and world events, the Constitution, the Bill of Rights, and
slavery. Every member of the Corps of Cadets will take the “American Civic Experience.” This
required second year course (3rd Class Year) has been under development for the past 3 years
and will be piloted for the first time in the fall of 2020. We anticipate hiring a respected scholar
to occupy a new academic chair that will further the development of this curriculum. The new
course will also provide the framework for advanced elective courses offered on the African
American Experience, 19th Century South Africa, and Africa in Pre- and Modern Times. This fall
will also see a massive redesign to our required LEAD 344 (formerly PS 344) Leadership in
Organizations course to reflect a broader interdisciplinary approach with focus on interaction
between leaders, followers, and the situational context of the leadership process. Clearly,
these academic courses, under the direction of our Dean, will be broadening and helpful to our
process. Finally, the two Virginia History Courses – prior to 1865 and 1865 (Reconstruction) to
present - will be reviewed to ensure that they are taught with the proper context and from
multiple perspectives. Our ROTC programs similarly provide advanced leadership classes and
diversity instruction. The faculty and Academic Board are principal players in this pillar’s
success.

Complementing this academic instruction, the VMI Commandant, the Inspector General and
the Title IX team, along with Corps leaders, will present classes in diversity training, which
mirror the mandatory and very successful Title IX training that has matured this past decade.
While the Superintendent retains the title of Chief Diversity Officer as a function of command
 29 July 2020
Page 4 of 7

and a reflection of its importance, the VMI Chief of Staff is the key executive with the assistance
of the Inspector General and his staff in executing this function and reporting directly to the
Superintendent. An avenue will be provided to learn more about how we can all be aware and
treat each other with dignity and respect regardless of our beliefs and heritage. While this has
always been our goal at VMI, the additional focus will serve as a reminder and provide practical
training. Our engaged faculty and staff advisors are key mentors to this process and outcome.

The Second Pillar is the VMI Corps of Cadets…and their actions to capitalize on the various
systems that are a centerpiece of the cadet experience. These systems are well known to our
cadets and alumni: the Honor Court, the General Committee, the Class System, and the
Regimental system. I have often said that the Barracks is a leadership laboratory, where we
“clash” the regimental and class systems in an approach like no other. Peer leadership, the
hardest of all, is formed and advanced. Cadets are taught to speak up when something is wrong
and have the courage to enforce the rules. Fairness, civility, and respect for all are built into
these systems. With the integration of women at VMI, we formed the Cadet Equity Association
to work through issues involving discrimination and the most sensitive investigations; it reports
to the General Committee with oversight by the Commandant’s Office for Cadet Government.
This organization, along with the Officer of the Guard Association, has proven most effective.
The Promaji Club, with faculty advisor guidance, will more closely coordinate with the
Commandant and the VMI Chief of Staff on concerns and issues across the Institute from their
perspective. Cadets are provided the opportunities throughout their cadetship to discuss
challenging issues, teach one another, practice the art of listening, and ultimately lead a diverse
group of people.

“Accountability” is key to this process and must be practiced by every cadet. I have seen first-
hand the Corps’ ability to face tough discriminatory issues in the past and make corrections.
This aspect will be reinforced by the VMI leadership, properly investigated and adjudicated. We
will encourage members of the Corps of Cadets, particularly our NCAA athletes, to take
advantage more fully of the numerous opportunities at VMI and to grow beyond the wonderful
leadership opportunities they experience on their teams and in competition. Similarly, the
Corps must more fully understand and appreciate the difficulty of classmates competing at the
highest levels in representing their school, while balancing common challenges of priorities,
time, and difficult academics. We will assign cadet athletes throughout the cadet companies to
expand influence and perspective. Barracks rooms will include athletes and non-athletes. Dyke
assignments will be similarly made. Additionally, we have the Cadet Oath, the Code of a Cadet,
and our Honor Code. The three are perfect standards for life, which will be emphasized by the
Corps leadership this fall.

The Third Pillar is to Promote Increased Commissioning in the armed services, especially with
duty in the National Guard or Reserves. The military is one of the most diverse organizations in
the nation representing all races and genders. Neither today’s military nor VMI have any
tolerance for racism or insensitivity towards anyone. Our commissioned officers must and will
be prepared to lead a diverse team. Their leadership experience must be based on mutual
 29 July 2020
Page 5 of 7

respect and civility and VMI must ready them for this calling. Growth in reserve commissioning
will place more cadets in military training for a short period with others from around the
country…West Coast to East Coast and virtually every state in-between. The military focuses on
working as a team to accomplish a common mission, which promotes individual growth and a
maturing process, which will enhance Corps unity. Since 2003, when the commissioning rates
began increasing at VMI, we have noticed a positive impact on the culture and professionalism
of the Corps as cadets returned from ROTC summer camp experiences. The military training
not only helps cadets see the effectiveness of diversity in action, but it also provides cadets with
experience that will help them as they transition into civilian life with greater leadership
responsibilities beyond their very short reserve military service.

The Fourth Pillar in the plan is to address VMI Symbology. VMI has, because of its unique role
as a combat unit at the Battle of New Market, focused on our Civil War history at the expense
of other times and events. As Mr. William Boland, President, VMI Board of Visitors, and I stated
in our joint 12 September 2017 statement, “As the oldest state supported military college in the
nation and a national historic landmark, VMI has produced leaders that fought in the Civil War,
Mexican-American War, Spanish American War, World War I, defeated fascism in World War II,
marched for civil rights in the ‘60’s, fought in Korea, Vietnam and the Gulf, and has seen its
alumni as the best of leaders across the national spectrum of industry, medicine, the law,
politics, religion and business. Like the United States itself, who we were in the past only
defines in part who we are today. Hate, bigotry and discrimination are wrong, do not represent
the values of the Virginia Military Institute, and will always be addressed decisively. We will
learn from the past and take the best from our predecessors in shaping our cadet citizen-
soldiers for today and tomorrow.”

As such, we will make several changes to include and highlight more of the Institute’s history.
The tall and massive parade ground flagpoles will be re-centered on New Barracks; this will
change the symbolic focus from General Jackson and Old Barracks, and signals VMI’s move to
the future. Several years ago, we terminated saluting Jackson and Lee and this seems an
appropriate transition that is also a better fit aesthetically with the addition of 3 rd Barracks.
Cadets will continue to enter and exit through Jackson Arch with frequency, checking guard
team directions and activities associated with the Office of the Commandant at that location.

The second change will be relocating the Cadet Oath ceremony. The Cadet Oath has more
recently been administered at the New Market Battlefield, followed by the “charge-up” the
Field of Lost Shoes, as a reenactment of the historic Civil War battle successfully fought in by
VMI cadets. And, while New Market will always be a major component of our history, the Oath
is important to the current cadetship, and should be executed at VMI. I will administer this
oath during our matriculation ceremonies on Post this year. The Rat Mass will be transported
to New Market later in the year to learn about the Battle of New Market, the character of these
young cadets in a war long ago, just as we introduce them to World War II battles and
Normandy and service, leadership, pride in country, and courage of our few remaining veterans
 29 July 2020
Page 6 of 7

on their visit to the Bedford D-Day Memorial. Learning about battlefields are an educational
tool, particularly for those commissioning in the military.

Fifteen May is New Market Day, and its focus will be broadened to honor all VMI alumni, who
have made the ultimate sacrifice for their country, an addition made several years ago. This
parade will be retitled as the VMI Memorial Parade and will be moved to the parade ground.
Many of the current aspects will be continued, focused on Corps unity, in front of an
increasingly large audience.

The New Market Battlefield will undergo a comprehensive review with emphasis on articulating
through programs and displays the unvarnished and accurate story of the Battle of New
Market. This may result in a greater attention to living history events, emphasis on educational
programing that has proven successful, and preservation of this element of history so closely
linked to the Institute’s.

Cadets are now transiting through Daniels Arch and Daniels Courtyard in large numbers to
attend classes and Crozet dining, and this will grow with the completion of the major addition
to Scott Shipp Hall. The addition to Kilbourne Hall and growth in ROTC, the establishment of
the Physical Education Department at Cormack Hall, and enlargement of the Quartermaster
Department on Route 11 all foster greater cadet daily activity. As such, we will move to
accentuate Daniels Courtyard and further contextualize and promote his life example for all to
learn.

In 2021 we will adjust portions of the Rat Bible to bring it into a more modern age in terms of
important historical and lifelong information required to be learned by all first-year cadets.

We do not currently intend to remove any VMI statues or rename any VMI buildings. Rather, in
the future we will emphasize recognition of leaders from the Institute’s second century. We
will place unvarnished context on the value and lessons to be learned from the Institute’s rich
heritage, while being mindful of the nation’s challenges and sensitivities to being fair and
inclusive to all. Nevertheless, this and other issues related to the Plan will be discussed in the
September Board of Visitors meeting.

The Fifth and final Pillar – our Alumni. We will ask for their careful and thoughtful assistance.
Today, the Corps demographics are changing commensurate with the changing of America. We
need our alumni to assist us in the area of recruiting outstanding and qualified persons of color
to compete for our staff and faculty positions and similarly to recruit students who can readily
contribute to this unique, difficult and adversarial system; be successful within the Corps; and,
graduate. VMI puts all cadets through mental and physical challenges regardless of race or
gender. Our alumni endured these same challenges and remain our greatest assets. These
young people will benefit from mentorship, friendship, and encouragement from our alumni
from before they matriculate, while enduring the challenges at VMI, and after graduation to be
successful in the best job markets. Our alumni network is strong and diverse, and I encourage
 29 July 2020
Page 7 of 7

our alumni to take an active role in making sure our cadets and young alumni are warmly
welcomed and feel included in the VMI family, wherever that may be. You can do this by
providing your time, internship opportunities at your places of work, or simply your friendship.
These actions will help us, and help make the VMI experience a more enriching one for all.

These five pillars will be integrated into VMI’s Strategic Vision 2039 to ensure it is implemented
across all parts of the VMI enterprise. We are a leadership institution focused on providing the
very best education while instructing citizen soldiers to perform with integrity, honor, and
fairness in all situations. We recognize the inequality that exists in our nation and the Virginia
Military Institute is committed to delivering on our vision, its mission, and a purposeful path
forward.

I have listened to and learned from the input from past Superintendents and key leaders of the
Institute, current and past members of the Board of Visitors, leaders in the military, politicians
from all parties, alumni (young and old), cadets, faculty, and staff. I want to reiterate, I am
listening and appreciate your opinions and ideas. While we may not always agree, I recognize
that “civil discourse” is very important to the future of VMI. The VMI leadership Team is
committed daily to improving the Institute. As always, I appreciate the passion and support
and my door remains open. I look forward to working with all of you as we implement this
plan. I encourage everyone to come together and work as a family to improve the Institute we
all know and love so well.

Sincerely,

J.H. Binford Peay III ‘62

General, U.S. Army (Retired)
Superintendent
APPENDIX 1
 Barnes & Thornburg
Comparisons to
Support Special
Investigation

March 2021

Prepared for

Page 1
Agenda
Introduction
Comparison Findings
Supporting Materials

Page 2
2
Introduction Methodology enhanced

This set of materials focuses on VMI’s historical data across a set of key educational
metrics relative to several comparison groups
Introduction to the Materials
Content and Objectives Methodological Notes

The purpose of these materials is to Data is obtained from the State Council of Higher Education for Virginia (SCHEV) and the Integrated
produce an objective, fact-based report, Postsecondary Education Data System (IPEDS). These sources were selected due to the breadth of
grounded in publicly-available data, of VMI institution-level data reported and reliability of comparisons across institutions
across a range of educational metrics – Data differs in some cases by source. Differences across sources are noted where relevant
relative to comparison groups of other
Virginia higher education institutions and – IPEDS data is reflective of final release data available as of February 15, 2021. Preliminary
other military academies release data for academic year 2019 was recently reported, but not included in this analysis due
adjustments that may be made to any institution’s data prior to final release status
Educational metrics include:
Materials compare VMI historical data of key educational metrics against comparison groups, as
– Student diversity cited, primarily focused on racial and ethnic diversity. Gender and income are also considered as
– Student outcomes dimensions of diversity in some instances
– Faculty and Staff diversity Some comparisons that would be pertinent to the Special Investigation Team’s charge are not
feasible due to data availability. A key gap in public reporting relates to the number of applicants,
Comparison groups were determined in admitted students, and yielded students by race and ethnicity category
accordance with the Special Investigation
Team’s objectives and include1: For definitions of race and ethnicity categories used throughout the materials, please refer to the
“Supporting Materials” section
– Public institutions in the state of Virginia
(15 institutions) The Virginia comparison groups were created based on the institutions that are classified as public
or private not-for-profit institutions and reported in the SCHEV database
– Private, not-for-profit institutions in the
state of Virginia2 (25 institutions) Most comparisons between VMI and the designated comparison groups are presented using median
values as a measure of central tendency to reduce the potential impact of extreme outliers or
– Military institutions in the United States especially large schools skewing the metric values. Comparisons show VMI relative to the median
(10 institutions) school rather than the average or combined value for the comparison group. This methodology
presents a more measured and generally-accepted representation of the data
Data findings are reported objectively and should be considered in the context of other aspects of
the Special Investigation Team’s findings
1. Full lists of institutions within each comparison group may be found in the “Supporting Materials” section
2. This group will be referred to as “VA Private” institutions for brevity in the following pages
Source: SCHEV Page 3
3
Introduction Second question added to Section A3

The following materials include data findings for metrics related to student diversity,
student outcomes, and faculty and staff diversity

Data to be Compared

1. How does the composition of the student body at VMI compare to the student bodies at comparison institutions in
SECTION A
terms of race and ethnicity?
2. Has the student body changed in composition over a 3-5 year time period? Have changes varied by racial or ethnic
groups?
Student Diversity 3. What is the composition of entering students by race and ethnicity category at VMI and comparison institutions?
How do admissions metrics compare for male vs. female students?
4. How does VMI compare to other Virginia and Military institutions in terms of financial accessibility?

SECTION B
1. How do VMI’s student retention rates for various demographic groups compare to those of other institutions?
2. Are there differences in graduation rates by race or ethnicity? How do graduation rates by race and ethnicity
Student Outcomes category differ for each comparison group?
3. Are completions across fields of study skewed toward a particular race or ethnicity?

SECTION C
1. How does the faculty and staff racial/ethnic makeup at VMI compare to other institutions?
2. How does the composition of faculty and staff vary over 3-5 year periods?
Faculty and Staff 3. What is the composition of recent hires by race and ethnicity category and how has this changed over the past 3-5
Diversity years?

Page 4
4
Agenda
Introduction
Comparison Findings
Supporting Materials

Page 5
5
Student Diversity

VMI had a higher percentage of White students in its student body relative to
comparison groups in Fall 2020
Student Diversity at VMI and Comparison Groups (1 of 2) SECTION A 1 2 3 4

Overall Student Body Composition by Race / Ethnicity

Fall 2020

1,698 173,142 84,297 123,292

2% 4% 2% 3% 100%
3% 3% 4%
5% 2%
5% 7%
6% 11% 15% 4%
8%
15% 7% 16%

9%

75% 71% 67%

56%

VMI VA Public Institutions VA Private Institutions Military Institutions1

American Indian or Alaskan Native Black or African American Hispanic or Latinx White / Unknown/Unreported2
Asian or Pacific Islander Foreign Multi-Race

1. Data displayed for U.S. Military institutions is from Fall of 2018, due to IPEDS data availability
2. Data shown is of the latest as of 2/24/21 reporting from institutions from comparison set from SCHEV. SCHEV data combines White and Unknown / Unreported figures for the variable(s) shown. Data drawn from IPEDS has been combined in the
same manner to allow for direct comparison
Source: SCHEV; IPEDS Page 6
6
Student Diversity

The median percentage of White students across public institutions in the comparison
group was higher than the percentage of White students overall in this segment
Student Diversity at VMI and Comparison Groups (2 of 2) SECTION A 1 2 3 4

Median Student Body Composition by Race / Ethnicity

Fall 2020

75% VMI VA Public Institutions VA Private Institutions Military Institutions1

67% 69%
65%

10% 11% 11%

8% 7% 6% 6% 7%
5% 5% 5% 3% 5% 4% 5%
2% 0% 0% 0% 0% 2% 1% 2% 1%

White and Unknown/ Hispanic or Latinx Black or African Asian or Pacific Islander Multi-Race American Indian Foreign
Unreported 2 American or Alaskan Native
Min. - 5% 2% 0% - 0% 1% 0% - 5% 1% 0% - 0% 0% 0% - 0% 0% 0% - 0% 0% 0% - 0% 0% 0%

Max. - 84% 91% 0% - 16% 25% 0% - 83% 95% 0% - 22% 8% 0% - 7% 8% 0% - 0% 2% 0% - 7% 14% 0%

These figures refer to the minimum and maximum percentage of students belonging
to each demographic group observed among institutions in each comparison group
1. Data displayed for U.S. Military institutions is from Fall of 2018, due to IPEDS data availability
2. Data shown is of the latest as of 2/24/21 reporting from institutions from comparison set from SCHEV. SCHEV data combines White and Unknown / Unreported figures for the variable(s) shown. Data drawn from IPEDS has been combined in
the same manner to allow for direct comparison
Source: SCHEV; IPEDS Page 7
7
 Student Diversity 2018 added for all comparison groups

VMI’s enrollment of students of color increased by 5 percentage points, however, VMI

lagged comparison groups in terms of students of color as a percentage of total students
Student Diversity at VMI and Comparison Groups Over Time SECTION A 1 2 3 4

Students of Color as a Percentage of the Student Body:

VMI Compared to Median for Comparison Groups
Fall 2015 and Fall 2020

33%
In Fall 2015, 309 31%
students of color were 30%
enrolled at VMI. This 28%
27% 27%
figure increased to
390 in Fall 2020 25% 24%
23%
21%
18%

2020

2020
2018
2015

2018

2018
2015

2015
2020
2018
2015

VMI VA Public VA Private Military1

’15-’20 Percentage Point +5% +6% +6% +3%

Difference

1. Data displayed for U.S. Military institutions is from Fall of 2015 and 2018, due to IPEDS data availability
Source: SCHEV; IPEDS Page 8
8
 Draft Subject to Investigative Privilege
Student Diversity

VMI’s 5 percentage point increase in enrollment of students of color1 was primarily the
result of an increase in Hispanic students enrolled
Student Diversity at VMI Over Time SECTION A 1 2 3 4

VMI Enrollment by Race / Ethnicity VMI Enrollment: Headcount by Race / Ethnicity

Fall 2015 and Fall 2020 Fall 2015 and Fall 2020

Foreign Asian or Pacific Islander White and Unknown/Unreported 2

American Indian or Hispanic or Latinx Raw Change in

Alaskan Native 2015 VMI Student 2020 VMI Student
Student
Race/Ethnicity Population Population
Multi-Race Black or African American Population
(n=1,717) (n=1,698)
(2015 to 2020)
1.7k 1.7k
100% 2% 2%
2% 3% Hispanic/Latinx 89 141 +52
5% 5%
In 2019, 34% of
5%
the population 8%
6% ages 0-25 in Multi-Race 29 51 +22
Virginia consisted 6%
of people of color Asian or Pacific
84 92 +8
Islander

Foreign 29 31 +2

80% Black or African

75% 99 99 0
American

American Indian or
8 7 -1
Alaskan Native

White and
1379 1277 -102
Unknown/Unreported

Fall ’15 Fall ’20

1. See definition of students of color in supplemental materials
2. SCHEV data combines White and Unknown / Unreported figures for the variable(s) shown
Source: SCHEV; IPEDS; U.S. Census Bureau Page 9
9
Student Diversity

VMI’s first time, full-time students reflected a higher proportion of White students than
the median across comparison institutions
First Time, Full Time (FTFT) Student Enrollment SECTION A 1 2 3 4

Median Overall Acceptance and Yield Rates VMI Compared to the Median Percentage of the First time, Full-Time Student Body Belonging to
Fall 2019 Each Racial / Ethnic Group at Institutions within Comparison Groups
Fall 2018

71%
Comparison Acceptance 75%
Yield Rate
Group Rate

64%
61%
60%
VMI 60% 53% 60

VA Private Institutions
VA Public Institutions
45

Military Institutions
Virginia Public
89% 24%
Institutions VMI

Virginia 30
Private 80% 18%
Institutions

13%
11%
15

9%
9%

Military

7%

7%
7%
7%

6%
43% 59%

6%
6%

5%
5%

5%
Institutions

4%

3%
2%
2%

1%
1%
1%

1%
1%

1%

0%
0%

0%
0%
0
White Hispanic Black or Asian or Multi-Race Foreign American Unknown /
or Latinx African Pacific Indian or Unreported
American Islander Alaskan Native

VMI VA Public Institutions VA Private Institutions Military Institutions

Source: SCHEV; IPEDS Page 10

10
Student Diversity New slide

In 2018, while VMI accepted and yielded candidates at similar rates by gender, the initial
pool of applicants was predominantly male
Admissions Metrics by Gender SECTION A 1 2 3 4

VMI Compared to Median Number of VMI Compared to Median Acceptance Rate VMI Compared to Median Yield Rate by
Applicants by Gender by Gender Gender
Fall 2018 Fall 2018 Fall 2018

7,433 77% 61%

71% 56%
68% 53%
66% 51%
6,043

5,063 54%
51%
Female Applicants
Male Applicants

44%
41%

Yielded Women
Yielded Men
3,260 Accepted Women 27%
Accepted Men

25%
20%
16%
1,742
1,470
1,145

298

VMI VA Public VA Private Military VMI VA Public VA Private Military VMI VA Public VA Private Military

Source: IPEDS Page 11

11
Student Diversity Min and max values added

From 2012 to 2017, the percentage of VMI first year students receiving Pell Grants
increased, though this percentage remained lower than the share at comparison groups
Pell Grant Awardees as Share of Students SECTION A 1 2 3 4

VMI Compared to the Median Percentage of Full-Time First-Time Undergraduates

Awarded Pell Grants
Pell Grant Definition Fall 2012 – Fall 2017

36% 36%
The Pell Grant is a need-based financial aid for
students who belong to lower income families. 32%
The Federal Government earmarks certain
funds for this grant each year. The grants are
disbursed to the eligible students from this 26%
fund. 24%
23%

18%

13%

Fall 2017
Fall 2012
VMI VA Public VA Private Military1
Min. - - 11% 13% 10% 0% 15% 14%

Max. - - 67% 71% 73% 73% 35% 33%

1. Federally funded, tuition free military institutions were excluded from the comparison set for this metric.
These included U.S. Airforce Academy, U.S. Coast Guard Academy, U.S. Merchant Marine Academy, U.S. Military Academy, and the U.S. Naval Academy.
Source: IPEDS; Pell Grant Organization Page 12
12
Student Diversity

VMI’s average net tuition was in line with VA private institutions. From 2012 to 2017, the
percentage of students receiving financial aid at VMI increased
Net Tuition and Share of Students Awarded Aid SECTION A 1 2 3 4

VMI Compared to Median Percent of FTFT4 Undergraduates

Average Net Tuition1 per FTE among Comparison Groups Awarded Federal, State, Local, or Institutional Grant Aid
Fall 2012 – Fall 2017 Fall 2012 – Fall 2017

100% 100%
$20k 100%
92%

$16.7k $16.7k 85% 84% 86%

16 $15.3k 80 75%
$14.2k 72%

$12.2k
12 $11.5k 60
$11.1k

Fall 2017
$9.7k
Fall 2017

Fall 2012
Fall 2012

8 40

4 20

0 0
VMI VA Public VA Private Military VMI VA Public VA Private Military
Institutions Institutions Institutions3 The share of students awarded grant aid Institutions Institutions Institutions3
Fall 2017 Implied increased the most at VMI compared to the
40% 33% 41% 21% change in median values across comparison
Discount Rate2
groups from 2013 to 2018

1. Net tuition is calculated by dividing the tuition and fees revenue by the number of full-time equivalent students 3. Federally funded, tuition free military institutions were excluded. These included U.S. Airforce Academy, U.S. Coast
2. The implied discount rate refers to the net tuition divided by the weighted average tuition across in-state and out-of- Guard Academy, U.S. Merchant Marine Academy, U.S. Military Academy, and the U.S. Naval Academy
state tuition. This quotient is then subtracted from one 4. Acronym refers to “First Time, Full Time” undergraduate students
Source: IPEDS Page 13
13
Student Outcomes Pell Grant recipient data updated - QC

Retention rates for students of color, women, and Pell Grant recipients were higher at
VMI than the median for Virginia comparison groups in 2018
Retention Rates Across Demographic Categories SECTION B 1 2 3

Retention Rates1: Students of Color Retention Rates1: Women Retention Rates1: Pell Grant Recipients
Fall 2013 and Fall 20182 Fall 2013 and Fall 20182 Fall 2013 and Fall 20182

Additional detail by race / ethnicity Fall 2013 Fall 2018 Fall 2018 Overall Student Body Comparison
category is included on the following page
88% 88%
88% 83% 83%
83%

70% 70%
70%

86% 84% 83% 84% 83% 80% 81%

81% 81% 83% 74%
78%
72% 71% 70%
69% 72% 66%

VMI VA Public VA Private VMI VA Public VA Private VMI VA Public VA Private

Institutions Institutions Institutions Institutions Institutions Institutions
Min. - - 63% 49% 30% 34% Min. - - 64% 66% 40% 42% Min. - - 62% 62% 34% 43%

Max. - - 97% 96% 100% 96% Max. - - 97% 97% 100% 96% Max. - - 97% 97% 100% 98%
1. Retention rates measure the percentage of students who were retained from their first to their second year at the institution
2. Fall 2018 data was used across the three demographic groups to achieve completeness of data and consistency; Fall 2019 by race / ethnicity category is reported on the next page
Source: SCHEV Page 14
14
Student Outcomes Min and max values added

VMI had higher retention rates for White students than comparison groups. VA public
institutions had higher median rates for Black, Hispanic, and Asian students
Retention Rates at VMI and Comparison Institutions1 SECTION B 1 2 3

Retention Rates2 by Race / Ethnicity for VMI and Median of Comparison Groups
Fall 2019
VMI VA Public Institutions VA Private Institutions

100% 100% 100% 100%

100% 94%
90 86% 85%
81% 80% 81%
79% 77% 79% 78%
80 76% 76%
70% 72% 72%
70 68%
63%
VA Public Institutions

60
VA Private Institutions

50
VMI

40

30

20

10

0
White3 Hispanic or Latinx Black or African Asian or Foreign American Indian Unknown /
American Pacific Islander or Alaskan Native Unreported3
Min. - 63% 44% - 33% 50% - 57% 36% - 46% 33% - 67% 13% - 50% 20% - 38% 29%

Max. - 100% 97% - 98% 96% - 96% 98% - 97% 100% - 100% 100% - 100% 100% - 91% 100%
1. Data for U.S. Military institutions is not publicly available
2. Retention rates measure the percentage of students who were retained from their first to their second year at the institution
3. Data shown is current as of 2/20/21 and is reported for institutions from the comparison set in SCHEV. White and Unknown/Unreported students have been reported separately for this particular variable
Source: SCHEV Page 15
15
Graduation Outcomes 2020 replaced with 2018 for comparison

VMI and U.S. Military institutions increased graduation rates overall from ’15-’18,
however graduation rates for Black or African American students decreased
VMI and Military Institutions: Graduation Rates SECTION B 1 2 3

VMI: 6-Year Graduation Rate by Race / Ethnicity1 U.S. Military Institutions: 6-Year Graduation Rate by Race / Ethnicity
Spring 2015 - Spring 20182` Spring 2015 - Spring 2018

100%

88% 90%
84% 85% 83% 86%
82%
78% 79% 79% 81% 78% 77% 77% 81%
74% 75% 73% 74%
72% 72%
67%

American Indian or Alaskan Native

63% 62%
60%
Black or African American

Asian or Pacific Islander

Asian Pacific Islander

Black or African American

Foreign Students

Hispanic or Latinx
Hispanic or Latinx

50%
Foreign

American Indian or Alaskan Native

Overall

White
Overall

White

2015 2018 2015 2018

Student of Color
72% There were no 86% Student of Color
Graduation Rate Graduation Rate
72% 81%
foreign students in
All Other Students this cohort All Other Students
Graduation Rate 75% 79% 76% 85%
Graduation Rate

1. Data for Multi-Race students and students whose race was not reported is not shown, due to a lack of data availability and inconsistent reporting across comparison groups
2. Data is representative of IPEDS data as of 2/15/21.
Source: IPEDS Page 16
16
Graduation Outcomes 2020 replaced with 2018 for comparison

In 2018, VMI’s graduation rates were higher than the medians for Virginia public and
private institutions overall and for most race and ethnicity categories
Virginia Public and Private Institutions: Graduation Rates SECTION B 1 2 3

VA Public Institutions: 6-Year Graduation Rate by Race / Ethnicity1 VA Private Institutions2 : 6-Year Graduation Rate by Race / Ethnicity
Spring 2015 - Spring 2018 Spring 2015 - Spring 2018

92%

67% 66%
71% 70% 68% 61%
68% 67% 67% 58%
66% 57%
64% 55%
62% 62% 61% 54%
58% 52% 52%
50% 50%
Asian or Pacific Islander

Black or African American

50% 45%

American Indian or Alaskan Native

American Indian or Alaskan Native

Hispanic or Latinx
Hispanic or Latinx

35%
33%
Foreign
Overall

White

Black or African American

Overall

White

Foreign

Asian Pacific Islander

2015 2018 2015 2018

Student of Color Student of Color 45% 50%

Graduation Rate
61% 67% Graduation Rate

All Other Students All Other Students 52% 59%

Graduation Rate
67% 64% Graduation Rate

1. Data for Multi-Race students and students whose race was not reported is not shown, due to a lack of data availability and inconsistent reporting across comparison groups
2. Data is representative of IPEDS data as of 2/15/21.
Source: IPEDS Page 17
17
Graduation Outcomes Note on statistical significance added

In 2018, Black and Hispanic students were the least represented in Psychology and
Engineering in terms of completions
Bachelor’s Degree Completions1 : VMI Due to low N in some CIP categories,
SECTION B 1 2 3
statistical significance of the
Completions by 2-Digit CIP Code differences cannot be calculated Completions2 by Race / Ethnicity
Spring 2018 Spring 2018
American Indian or Alaskan Native Black or African American White Foreign
Asian or Pacific Islander Hispanic or Latinx Multi-Race

427 427 111 39 25 23 22 118 29 29

Foreign Language 100% 5% 3% 3%
English 3%
8% 8% 9%
5% 5% 7% 7% 7%
Computer Science
6% 8% 8%
Mathematics and Statistics 13% 7%
6% 14%
Physical Sciences 8% 8%
Psychology
17%
History

Biology

92% 90% 90%

Engineering 85%
80% 77% 77% 75%
61%

Social Sciences

VMI All Majors Engineering Biology Physical Mathematics Computer Social Sciences Psychology History
Sciences and Statistics Science

1. Completions are reflective of First Major Bachelor’s degree completions STEM Non-STEM
2. Chart is reflective of programs with more than 20 completions
Source: IPEDS Page 18
18
 Format of slide condensed, more objective
Graduation Outcomes
conclusion drawn for tagline
Differences in subject area completions by race and ethnicity group vary, but cannot be
deemed statistically significant due to the low number of completions in some areas
Bachelor’s Degree Completions1 : Comparison Groups
Median Percentage of Completions2 by Race / Ethnicity
Spring 2018

Comparison Physical Mathematics Computer Social

All Majors3 Engineering Biology Psychology History
Group Sciences and Statistics Science Sciences
VA Public 68% 50% 59% 63% 62% 57% 64% 62% 77%
White VA Private 66% 65% 69% 78% 67% 58% 62% 60% 81%
Military 67% 70% 63% 68% 73% 56% 66% 59% 78%
VA Public 10% 9% 9% 7% 4% 7% 13% 12% 5%
Black or African
VA Private 12% 1% 11% 0% 0% 17% 12% 11% 0%
American
Military 5% 4% 4% 2% 3% 5% 7% 8% 2%
VA Public 6% 6% 7% 8% 6% 6% 8% 5% 5%
Hispanic or Latinx VA Private 4% 0% 3% 0% 0% 2% 2% 5% 0%
Military 9% 8% 8% 12% 5% 14% 8% 17% 13%
VA Public 4% 5% 5% 5% 0% 4% 4% 4% 4%
Multi-Race VA Private 3% 0% 0% 0% 0% 0% 4% 4% 0%
Military 4% 5% 5% 4% 4% 3% 5% 5% 4%
VA Public 4% 9% 7% 7% 7% 12% 2% 3% 0%
Asian or Pacific
VA Private 1% 2% 0% 0% 0% 0% 0% 0% 0%
Islander
Military 6% 7% 8% 7% 7% 10% 6% 6% 0%
VA Public 3% 3% 3% 3% 1% 3% 3% 1% 3%
Unknown VA Private 3% 0% 0% 0% 0% 0% 2% 1% 0%
Military 2% 1% 0% 0% 1% 2% 1% 0% 0%
VA Public 2% 2% 1% 0% 1% 2% 2% 1% 0%
Foreign VA Private 2% 6% 0% 0% 0% 0% 0% 0% 0%
Military 1% 2% 0% 0% 0% 4% 1% 0% 0%
VA Public 0% 0% 0% 0% 0% 0% 0% 0% 0%
American Indian or
VA Private 0% 0% 0% 0% 0% 0% 0% 0% 0%
Alaska Native
Military 0% 0% 0% 0% 0% 0% 0% 0% 0%
1. Due to low N in some CIP categories, statistical significance of the differences cannot be calculated
2. Completions are reflective of First Major Bachelor’s degree completions
3. Chart is reflective of completions in programs that are within VMI’s Top 8 programs by program size
Source: IPEDS Page 19
19
Faculty and Staff Diversity Min and max added

As a percentage of total non-instructional staff, VMI employed fewer people of color in

non-instructional positions
Non-Instructional Staff1 Diversity SECTION C 1 2 3
VMI Compared to Median Percentage of Non- VMI Compared to Median Percentage of Non-Instructional Staff2 Belonging
Instructional Staff2 that are People of Color to Various Racial / Ethnic Groups3
Fall 2018 Fall 2018
VMI VA Public Institutions VA Private Institutions Military Institutions

100% 100%
93%

83%
80 80 75% 75%

60 60

40 40

19% 21%
20 16% 20
11% 12%
6% 4% 6% 4%
1% 2% 2% 1% 2% 1% 3%
0 0
People of Color as a Percentage White Black or African Hispanic or Latinx Asian
of Non-Instructional Staff American
Min. - 5% 5% 3% Min. - 10% 8% 37% - 4% 1% 1% - 0% 0% 1% - 0% 0% 1%

Max. - 88% 89% 27% Max. - 95% 95% 94% - 84% 87% 18% - 9% 9% 13% - 10% 8% 5%

1. IPEDS defines “Instructional Staff” as staff whose activities are either 1) primarily instruction or 2) instruction combined with research and/or public service. “Non-Instructional Staff” refers to all other employees beyond those functions listed
2. Reflects full-time staff
3. Chart does not show categories of American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, two or more races, race / ethnicity unknown, and nonresident alien, due to median percentages being under 1%
Source: IPEDS Page 20
20
Faculty and Staff Diversity

As a percentage of total staff in each department area, VMI employed fewer staff
members of color than the median for comparison institutions
Non-Instructional Staff Diversity by Department Area SECTION C 1 2 3

VMI Compared to Median Percent of Non-Instructional Staff Members1,2 of Color by Key Department Area
Fall 2018

69%

52%

46% 47%

38%

29% 29%
25%
20%
18% 17% 16% 17%
16%
13% 13% 14%
11% 12%
10% 10% 11%
7% 8% 7% 7%
7%
5%
1% 0% 0% 0%
Student and Service occupations Business and Management Natural Resources, Office and Production, Libraries and
Academic Affairs Financial Operations Construction, and Administrative Support Transportation, and Museums
Maintenance Material Moving

VMI VA Public Institutions VA Private Institutions Military Institutions

1. IPEDS defines “Instructional Staff” as staff whose activities are either 1) primarily instruction or 2) instruction combined with research and/or public service. “Non-Instructional Staff” refers to all other employees beyond those functions listed
2. Data is reflective of full-time employees only
Source: IPEDS Page 21
21
Faculty and Staff Diversity Min and max added

VMI’s share of people of color as a percentage of instructional staff was lower than the
median at VA public institutions and U.S. Military institutions but higher than VA privates
Instructional Staff1 Diversity SECTION C 1 2 3
VMI Compared to Median Percentage of Instructional Staff2 VMI Compared to the Median Percentage of Instructional Staff2 Belonging
that were People of Color to Various Racial / Ethnic Groups3
Fall 2018 Fall 2018
VMI VA Public Institutions VA Private Institutions Military Institutions

100% 100%
87% 87%

80 80 77% 78%

60 60

40 40

20 18% 20
12% 14%
11% 9%
6%
3% 3% 3% 4% 4% 3% 1% 3% 3%
3%
0 0
People of Color as a White Asian Black or African Hispanic or Latinx
Percentage of Instructional Staff American
Min. - 8% 4% 7% Min. - 24% 18% 68% - 2% 0% 4% - 2% 0% 1% - 1% 0% 1%

Max. - 75% 78% 23% Max. - 91% 95% 93% - 12% 11% 13% - 65% 72% 6% - 4% 7% 6%

1. IPEDS defines “Instructional Staff” as staff whose activities are either 1) primarily instruction or 2) instruction combined with research and/or public service
2. Reflects full-time staff
3. Chart does not show categories of American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, two or more races, race / ethnicity unknown, and nonresident alien, due to median percentages being under 1%
Source: IPEDS Page 22
22
Faculty and Staff Diversity

The Assistant Professor rank at VMI had the highest level of racial and ethnic diversity,
while more senior faculty positions had a higher percentage of White employees
VMI Instructional Staff1 Diversity SECTION C 1 2 3

VMI: Instructional Staff by Race / Ethnicity VMI: Instructional Staff Headcount by Race / Ethnicity2,3
Fall 2018 Fall 2018

198 55 1 5 47 25 65
Black or African American
100% 2% 4% 2% 100%
Hispanic or Latinx 6%
Asian or Pacific Islander 8%
19%

100% 100%
White 88% 92%
87%
79%

VMI Part-Time Lecturers Instructors Assistant Associate Professors

Instructional Professors Professors
VMI
12% Staff
% of Color

VA Public 18% % People of Color 11% 0% 0% 21% 12% 8%

VA Private 12%
Military 14% White Black or African American Asian or Pacific Islander
1. IPEDS defines “Instructional Staff” as staff whose activities are either 1) primarily instruction or 2) instruction combined with research and/or public service
2. VMI did not report Instructional Staff in other racial / ethnic categories beyond those shown
3. Categories represent full-time instructional staff unless otherwise noted
Source: IPEDS Page 23
23
Faculty and Staff Diversity

VMI had the highest percentage of White tenured and tenure-track instructional staff
relative to the median across comparison groups
Comparison of Faculty Diversity SECTION C 1 2 3

VMI Compared to Median Percentage of Tenured and Tenure-Track Full-Time Instructional Staff1 by Race / Ethnicity2
Fall 2018

White Asian or Pacific Islander Black or African American Hispanic or Latinx

100%
87%
84%
80 78%
75%

60

40

20
10% 10% 8%
3% 4% 3% 4% 4% 3% 3% 4%
0%
0
VMI VA Public Institutions VA Private Institutions Military Institutions

% People of Color in 2013 6% 13% 9% 11%

% People of Color in 2018 13% 15% 12% 13%

1. IPEDS defines “Instructional Staff” as staff whose activities are either 1) primarily instruction or 2) instruction combined with research and/or public service
2. Categories of American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, two or more races, race / ethnicity unknown, and nonresident alien are not displayed, due to low category values
Source: IPEDS Page 24
24
Faculty and Staff Diversity Min and max added to footnote

The median percentage of people of color as share of new hires increased across
comparison groups by 5-8 percentage points from ’13-’18, compared to 2 points at VMI
New Hires Over Time SECTION C 1 2 3

People of Color as a Percentage of New Hires at VMI and Comparison Groups1

Fall 2013 and Fall 2018

2018 2013
30%
26%

21%
20 19%

13%

10

0
VMI VA Public Institutions3 VA Private Institutions4 Military Institutions5
2018 Distribution

White 87% 65% 76% 75%

Asian or Pacific Islander 6% 5% 3% 3%
Black or African American 7% 13% 11% 7%
Hispanic or Latinx 0% 3% 4% 4%

1. Values for comparison groups reflect median percentages from institutions within each comparison group 3. For VA Public institutions, the minimum % of POC new hires was 12% with the maximum at 88%.
2. Categories of American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, two or more 4. For VA Private institutions, the minimum % of POC new hires was 0% with the maximum at 79%.
races, race / ethnicity unknown, and nonresident alien are not displayed, due to low category values 5. For Military Institutions the minimum % of POC new hires was 0% with the maximum at 29%.
Page 25
25
Source: IPEDS
Faculty and Staff Diversity

In terms of total new hires, VMI hired ~7x more White employees than people of color,
with new hires spread across a variety of roles and departments
New Hires by Race/Ethnicity and Staff Category SECTION C 1 2 3

Number of VMI New Hires by Staff Category and Race / Ethnicity

Fall 2018

80 76

60

In 2018, the reported new

hire count for American
Indian, Alaskan Native,
40
Hispanic, and Latinx
individuals was 0

20

6 5
0
White Black or African American Asian or Pacific Islander

Instructional, research Computer, Engineering, and Science Service occupations Natural Resources, Construction,
and public service and Maintenance
Management Community, Social Service, Legal, Arts, Office and Other
Occupations Design, Entertainment, Sports and Media Administrative Support

Source: IPEDS Page 26

26
Agenda
Introduction
Comparison Findings
Supporting Materials

Page 27
27
Supplemental Materials

Demographic definitions

IPEDS and SCHEV demographic definitions

Terminology Used IPEDS Terminology SCHEV Terminology

American Indian or Alaskan Native (Non-

American Indian or Alaskan Native American Indian or Alaskan Native
Hispanic)
Asian
Asian or Pacific Islander Asian or Pacific Islander (Non-Hispanic)
Native Hawaiian or Pacific Islander

Black or African American Black or African American Black (Non-Hispanic)

Demographic
Foreign Nonresident alien Nonresident alien categories
White and
Hispanic or Latinx Hispanic/Latino Hispanic Unknown are
grouped
together in
Multi-Race Two or more races Multi-race (Non-Hispanic) some SCHEV
data sets.
White White White (Non-Hispanic) These reporting
differences are
Unknown/Unreported Unknown Unknown/Unreported cited on charts
where relevant
Students of color are defined within this document as American Indian or Alaskan Native,
Students of color
Asian or Pacific Islander, Black, Hispanic/Latinx, and Multi-Race
All other students are defined within this document as White, foreign, and
All other students
unknown/unreported students

Source: IPEDS; SCHEV Page 28

28
Supplemental Materials

Demographic definitions

IPEDS Demographic Definitions

IPEDS Racial Demographic Definitions

American Indian or Alaska Native - A person having origins in any of the original peoples of North and South America (including Central America) who
maintains cultural identification through tribal affiliation or community attachment.
Asian – A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example,
Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Native Hawaiian or Pacific Islander - A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Black or African American - A person having origins in any of the black racial groups of Africa.
Hispanic or Latino/Hispanic - A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
White - A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Two or more races - Category used by institutions to report persons who selected more than one race.
Unknown - The category used to report students or employees whose race and ethnicity are not known.

Source: IPEDS Page 29

29
Supplemental Materials

Demographic definitions

SCHEV Demographic Definitions

SCHEV Racial Demographic Definitions

American Indian or Alaska Native (NH) Variable combines both old and new race/ethnicity categories of American Indian or Alaska Native American Indian or Alaska Native
(new definition) - A person having origins in any of the original peoples of North and South America (including Central America) who maintains cultural identification through
tribal affiliation or community attachment. American Indian or Alaska Native (old definition) - A person having origins in any of the original peoples of North America and who
maintains cultural identification through tribal affiliation or community recognition. (Source: IPEDS)
Asian/Pacific Islanders (NH) Variable combines new race/ethnicity categories Asian and Native Hawaiian with the old race/ethnicity category of Asian or Pacific Islander. Asian
(new definition) - A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent, including, for example, Cambodia, China,
India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Native Hawaiian or Other Pacific Islanders (new definition) - A person having origins in
any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. Asian/Pacific Islander (old definition) - A person having origins in any of the original peoples of the
Far East, Southeast Asia, the Indian Subcontinent, and Pacific Islands. This includes people from China, Japan, Korea, the Philippine Islands, American Samoa, India, and
Vietnam. (Source: IPEDS)
Black (NH) Variable combines the new race/ethnicity category Black or African American and the old race/ethnicity category Black non-Hispanic. Black or African American (new
definition) - A person having origins in any of the black racial groups of Africa. Black, non-Hispanic (old definition) - A person having origins in any of the black racial groups of
Africa (except those of Hispanic origin). (Source: IPEDS)
Hispanic or Latino/Hispanic Variable combines the new race/ethnicity category Hispanic or Latino and the old race/ethnicity category Hispanic. Hispanic or Latino (new
definition) - A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Hispanic (old definition) - A person of
Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race. (Source: IPEDS)
White(NH) Variable combines the new race/ethnicity category White and old race/ethnicity category White, non-Hispanic. White (new definition) - A person having origins in any
of the original peoples of Europe, the Middle East, or North Africa. White, non-Hispanic (old definition) - A person having origins in any of the original peoples of Europe, North
Africa, or the Middle East (except those of Hispanic origin).
Multi-Racial (NH) - Category used by institutions to report persons who selected more than one race. (Source: IPEDS) For SCHEV's reporting, this includes only students that
select two or more races and did not select "Hispanic or Latino".
Unknown/UnReported - This category is used ONLY if the student did not select a racial/ethnic designation, AND the postsecondary institution finds it impossible to place the
student in one of the aforementioned racial/ethnic categories during established enrollment procedures or in any post-enrollment identification or verification process. (Source:
IPEDS)

Source: SCHEV Page 30

30
Supporting Materials

Institutions by comparison group

Public Institutions in Virginia Private, Not-for-Profit Institutions in Virginia U.S. Military Institutions

1. William & Mary 1. Averett University 21. Sweet Briar College 1. United States Air Force Academy
2. Christopher Newport University 2. Bluefield College 22. Virginia Union University 2. United States Coast Guard
3. Radford University-Carilion 3. Bridgewater College 23. Virginia Wesleyan University Academy
(formerly Jefferson College of 4. Regent University 24. Washington and Lee University 3. United States Naval Academy
Health Sciences) 1 5. Emory & Henry College 25. Averett University-Non- 4. United States Merchant Marine
4. George Mason University 6. Eastern Mennonite University Traditional Programs Academy
5. James Madison University 7. Ferrum College 5. United States Military Academy
6. Longwood University 8. Hampden-Sydney College 6. Citadel Military College of South
7. University of Mary Washington 9. Hampton University Carolina
8. Norfolk State University 10. Hollins University 7. Texas A & M University-College
9. Old Dominion University 11. Liberty University Station
10. Radford University1 12. University of Lynchburg 8. Norwich University
11. The University of Virginia's 13. Mary Baldwin University 9. Virginia Polytechnic Institute &
College at Wise 14. Marymount University State University
12. Virginia Commonwealth 15. Randolph-Macon College 10. University of North Georgia
University 16. Randolph College
13. University of Virginia-Main 17. University of Richmond
Campus 18. Roanoke College
14. Virginia State University 19. Shenandoah University
15. Virginia Polytechnic Institute & 20. Southern Virginia University
State University

1. Radford University and Radford University-Carilion are considered to be a single institution in SCHEV after 2018, following Radford’s acquisition of the former Jefferson College
Source: SCHEV; IPEDS Page 31
31