Ill STAT. 1752 PUBLIC LAW 105-85—NOV. 18, 1997 gender-segregated format for basic training), and, as part of the examination, evaluate whether at the time of that decision, the Secretary of the mihtary department with jurisdiction over that service had substantive reason to beheve, or has since developed data to support, that gender-integrated basic training, or gender-segregated basic training, improves the readiness or performance of operational units. (D) Assess whether the concept of "training as you will fight" is a valid rationale for gender-integrated basic training or whether the training requirements and objectives for basic training are sufficiently different from those of operational units so that such concept, when balanced against other factors relating to basic training, might not be a sufficient rationale for gender-integrated basic training. (E) Identify the requirements unique to each service that could affect a decision by the Secretary concerned to adopt a gender-integrated or gender-segregated format for basic training and assess whether the format in use by each service has been successful in meeting those requirements. (F) Assess, with respect to each service, the degree to which different standards have been established, or if not established are in fact being implemented, for males and females in basic training for matters such as physical fitness, physical performance (such as confidence and obstacle courses), military skills (such as marksmanship and hand-grenade qualifications), and nonphysical tasks required of individuals and, to the degree that differing standards exist or are in fact being implemented, assess the effect of the use of those differing standards. (G) Identify the goals that each service has set forth in regard to readiness, in light of the gender-integrated or gendersegregated format that such service has adopted for basic training, and whether that format contributes to the readiness of operational units. (H) Assess the degree to which performance standards in basic training are based on military readiness. (I) Evaluate the policies of each of the services regarding the assignment of adequate numbers of female drill instructors in gender-integrated training units who can serve as role models and mentors for female trainees. (J) Review Department of Defense and military department efforts to objectively measure or evaluate the effectiveness of gender-integrated basic training, as compared to gender-segregated basic training, particularly with regard to the adequacy and scope of the efforts and with regard to the relevancy of findings to operational unit requirements, and determine whether the Department of Defense and the military departments are capable of measuring or evaluating the effectiveness of that training format objectively. (K) Compare the pattern of attrition in gender-integrated basic training units with the pattern of attrition in gendersegregated basic training units and assess the relevancy of the findings of such comparison. (L) Compare the level of readiness and morale of genderintegrated basic training units with the level of readiness and morale of gender-segregated units, and assess the relevancy of the findings of such comparison and the implications, for readiness, of any differences found.
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