Based on the data shown in the CTSO chart, one challenge faced by the Veterinary Assistant Program is improving numbers of students participating in CTSO membership and activities.  Part of the challenge is bringing groups from five different schools and two different division schedules together.  Transportation issues exist when the program must rely on school buses for transport, but division schedules do not mesh.  Funding for CTSO activities is often insufficient, and students who wish to participate in leadership conferences may find they need to fund their own trip.

The program challenge identified in the Cooperative Education data chart is the attrition rate between the first and second years of the program.  Most losses in recent years fit into one of the following categories: 

1. Seniors enrolled in the first year of a two year program who elect not to return as post-graduates in order to pursue post-secondary education or enter the work force (the current group of second year students has one post-graduate who returned; the other eligible student planned to return, but gained full-time employment as a veterinary assistant)
2. Student is part of a military family which is transferred to another state
3. Student is a GED candidate who either fails the GED program or passes and opts to enter the work force rather than stay in school.
4. Student was unable to be placed in their first choice of program and was placed in what was their second or third choice
5. Student fails the first year
6. Students who learn at the end of the first year that: 

• they need additional core subject credits in order to graduate
• by remaining in the program they will lose their ability to graduate with an advanced diploma
• some other conflict with their class schedule

Credentailing data is not applicable at this time as the Virginia Board of Veterinary Medicine does not require licensure of veterinary assistants.  Related tests are available, but in many instances do not represent the curriculum for assistants, and test questions cover topics a veterinary assistant would not be familiar with (e.g., care and maintenance of aquariums is not typical of the duties of veterinary hospital personnel).  Red Cross CPR and first aid is a wonderful program for the layperson, but is not representative of how emergencies and CPR are performed in the veterinary hospital.  It is important for the program to prepare students for work in the veterinary hospital first and foremost, and the Virginia Workplace Readiness Skills test is currently the best fit for our students. 

The program has a maximum enrollment of twenty students in each class.  In recent years we have had maximum enrollment or very close to maximum enrollment in the first year.  That number usually decreases in second year for the reasons noted above.  The student enrollment data chart indicates that the majority of students are female, with this year showing 23% of the students are male.  The lowest percentage of male students reflected in the data is 10%, and the highest at 25%.  According to the Association of American Veterinary Medical Colleges (AAVMC), women hold 78 percent of veterinary school seats this year.  The program data indicates the majority of students are white; this year seems to indicate broader diversity in the student population.  According to the 2000 U.S. census, 92.4 percent of veterinary professionals were listed as "white non-Hispanic."  The AAVMC conducted surveys in 2005 that indicated several reasons exist that might explain these findings, including minorities finding themselves under-represented in the field, the ability to earn more in the human medical field, and not feeling comfortable with animals. 

The competency attainment data chart indicates that all students completing the program in recent years have done well regardless of race, gender. 

Identified strategies for addressing the challenges identified in criterion 84 include trying to develop a stronger co-curricular CTSO, which may alleviate difficulties due to bus transportation schedules and financial limitations.  This would not necessarily increase participation on the state and national level, but would offer some level of participation to the students.  Veterinary Assisting is part of HOSA, while most programs at The Pruden Center are members of SkillsUSA .  Involvement in SkillsUSA would provide access to a wider pool of fundraising proceeds, and potentially ease transportation issues as fewer travel arrangements would need to be made.

Challenges with attrition are more difficult to address.  Many causes are beyond the program's control.  Field trips were noted on student surveys as being a major factor in their decision to return for second year.  The program continues to seek out ways to provide experiential learning to students as evidenced by the guest speakers, job shadowing, and field trips.  Division schedule changes has made this more difficult.

Enrollment of students into the program is also difficult to address as the center does not have an application process and home schools make most scheduling decisions.  The program continues to employ such strategies as career day participation, school tours for underclassmen, open house displays, and ambassador visits to increase student knowledge of the program at the five feeder schools.