Welcome to the Civil Air Patrol 85th Anniversary Series. Each week leading up to CAP’s milestone anniversary on Dec. 1, we will be highlighting key operations and developments in the organization’s history, as depicted in this newly designed “Be a Part of the Story” historical timeline:
This is the fourth feature of the series based on the sixth tile included in the timeline: “Helping America’s Youth Soar, Yesterday, Today, and Tomorrow.”
Civil Air Patrol cadets fly many different paths when they graduate high school — some become lawyers, some join the military, others become pilots, doctors, bankers, or professors. But the one refrain heard time and again, no matter what career trajectory is chosen: “I couldn't have done what I do now without what I learned in Civil Air Patrol.”
And with over 1 million cadets participating since its inception in 1942, CAP is definitely doing something right — shaping the lives of youth nationwide and even overseas through its cadet and aerospace education programs.
CAP’s national commander and CEO, Maj. Gen. Regena M. Aye, is living proof of these programs’ effects. She started in CAP as a Kansas Wing cadet in the 1980s and later commanded the wing (2008-2012) and CAP’s North Central Region (2016-2020), which includes her home state.
“Over time, I grew to love all of Civil Air Patrol’s missions, but what drew me to CAP was leadership,” she said in a 2017 interview with the organization’s then member magazine, the VOLUNTEER. The Fall 2017 issue celebrated the 75th anniversary of CAP’s Cadet Programs.
Then a region commander and now the national commander in the middle of a four-year term, Aye remains in awe of the opportunities afforded CAP youth today.
“One of the greatest changes I have witnessed is the expansion of opportunities available to cadets and youth. When I was a cadet, the program offered exceptional leadership experiences, a few opportunities for those interested in aviation, and a handful of career exploration activities. I think we had 8-10 National Cadet Special Activities [NCSAs] to choose from. We didn’t have the community programs we have today or the resources we have today.”
Civil Air Patrol cadets participate in military-style medical training at Hawk Mountain Ranger School this past summer in Kempton, Pennsylvania. The weeklong school was one of about 40 National Cadet Special Activities offered in 2026. (Source: CAP National Headquarters)
What has not changed, Aye says, is the impact those experiences have on young people.
“CAP continues to help cadets discover confidence, develop character, and learn to serve others. I have watched countless young people join CAP quiet and unsure of themselves, only to emerge as capable leaders prepared to make a difference in their schools, communities, military service, and professional careers,” she said.
“I am one of those young people who benefitted from the leadership development I experienced in CAP, and I try to pay it back every day because it made a difference in my life. I know many others feel the same way. … To me, that may be CAP’s greatest contribution. We build leaders and that is a product our nation will always need no matter how our missions evolve.”
Cadet Col. Saul Andio of the National Cadet Advisory Council presents a report to CAP’s Senior Advisory Group in Washington, D.C., earlier this year, part of Winter Command Council activities in the nation’s capital. (CAP photo by 1st Lt. Roxanne Schorbach)
Today’s CAP cadets have access to “a broader range of incredible activities,” Aye said. These include more flight opportunities through programs like Cadet Wings, STEM initiatives, cyber programs, leadership academies, and more aerospace and military career exploration experiences than ever before.
“Our programs just keep getting better with time,” she said. “We also have programs like ACE, STEM Kits, and ACE Plus, which extend into local classrooms and impact hundreds of thousands of more youth beyond our cadets.”
Those lessons learned and the skills they honed through CAP translate to adult life.
Elizabeth Hornbach, CAP’s senior program manager for cadet curriculum and learning development, said, “When I entered the professional workforce in my 20s, I quickly realized I had developed skills many of my much older coworkers were still learning. … I attribute that foundation to the real-world leadership opportunities I was given as a cadet in CAP.”
For many Civil Air Patrol youth, exposure to career opportunities in the U.S. Air Force is an important part of being a cadet. That trend began in the 1950s after CAP became an official auxiliary of the Air Force. Today, cadets who have earned CAP’s Gen. Billy Mitchell Award and choose to enlist in the Air Force are eligible to enter at the E-3 (Airman 1st Class) pay grade. Today’s CAP cadets also make up about 10% of each Air Force Academy class. Source: CAP National Headquarters
The Beginning
During World War II, as CAP members were making a difference on the homefront flying anti-submarine coastal patrols and courier routes, Maj. Earle L. Johnson, the organization’s first national commander, and Capt. Kendall K. Hoyt, the national intelligence officer, recognized it wasn’t just adults who wanted to do their part for the war effort; young men and women wanted to contribute as well.
On Oct. 1, 1942, General Memorandum 58 stated any existing CAP squadron could form a counterpart cadet unit for youth ages 15 to 18. Cadets were taught basic aviation skills and participated in ground school training. They learned leadership, meteorology, military law, military customs and courtesies, drill routines and ceremonies, first aid, Morse Code, and signals.
By the end of the first year, the program had trained more than 20,000 cadets, who participated alongside adult CAP members on missing aircraft searches and other emergency service missions. Many cadets also attained their pilots’ licenses after going through the training.
That number climbed to about 80,000 in the months ahead, and on March 8, 1944, the program drew the attention of President Franklin D. Roosevelt.
“I have watched the beginnings of the Civil Air Patrol cadet program with great interest, and I am glad to see it supported and developed by an organization of public-spirited civilians. ... Continued and growing familiarity of our coming generations with aviation and its problems is of great importance to our national health and security, both during the war and in the peace to come.”
Cadets assemble an official Civil Air Patrol Model Building Kit offered in the late 1950s to schools and squadrons for use in aerospace education. CAP’s launch of the Model Building Kit coincided with a corporate push for exposing a larger audience nationwide to the science of flight. Source: CAP National Headquarters
Groundwork Laid
As the war progressed, the program became the entry path for the Army Air Forces’ Aviation Cadet Program, preparing cadets for careers in the military — notably military aviation. A congressional charter of CAP in 1946 established aviation education and training for cadets, senior members, and the public as part of the organization's official purpose and laid the groundwork for today's modern CAP.
After the war, CAP adult and youth volunteers met weekly, studying aviation curricula combined with hands-on operational missions overseen by active-duty Air Force officers. What would later be known as the International Air Cadet Exchange, launched in 1948, sending cadets abroad to build global aviation perspectives and diplomatic goodwill.
With each decade and conflict, CAP evolved, expanding its age groups and locations and adding training modules for search and rescue and emergency services.
During the 1950s, early training focused heavily on ground rescue procedures, missing aircraft searches and disaster relief logistics and supporting civil defense and other Air Force-related missions. Cadets gathered weekly for ground school, leadership labs, aerospace education, and character development in a standardized aviation curriculum that was later adopted as a for-credit subject in many high schools and colleges. Orientation flights gave many of the cadets their very first ride in an airplane.
As national commander, Maj. Gen. Regena M. Aye (at right) is often present when CAP cadets receive the cadet program’s highest honor — the Gen. Carl A. Spaatz Award. Here she is photographed with a recent Spaatz award recipient, Cadet Col. Richard R. Griffith (center), and his family — from left, Cadet 1st Lt. Helen Griffith, Col. Jamie Griffith, and retired Col. Richard L. Griffith. Aye and Griffith’s mom and dad are also Spaatz award recipients.
Promotion System Upgrades
In 1954, CAP began including youth ages 15 to 20. Over the years, the age range expanded to include youths ages 13 to 21. As a result, 52,977 cadets served in CAP in 1964 — the most since World War II — and later, in 1995, youth were allowed to join the program when they turned 12.
Under the guidance of John V. “Jack” Sorenson, “the father of the Modern-Day Cadet Program,” CAP youth training was redesigned around four developmental phases, each corresponding to increasing levels of responsibility, leadership, and milestone achievements.
As cadets advanced, they were promoted to higher ranks. For example, those who completed the top level of achievement in the program were promoted to cadet colonel and received the Gen. Carl A. Spaatz Award, named in honor of the U.S. Air Force’s first chief of staff who chaired CAP’s National Board from 1948 until 1959.
President Dwight D. “Ike” Eisenhower hosts Civil Air Patrol cadets in this undated CAP photo. Eisenhower served two terms as president, from 1953-1961. Source: CAP National Headquarters.
Training Changes to Meet the Times
The 1960s-1970s
During the Vietnam War era, membership levels fell as many youths turned away from CAP citing society’s anti-military sentiments, too much classroom study, and too few field activities. Although lauded for increasing membership, CAP leaders realized they needed to balance academics and activities to reverse the waning trend.
Orientation flights and summer encampments were promoted to cadets.
Composite squadrons — in which adult members and cadets worked and trained together — received new emphasis.
Scholarships were established for flight training and NCSAs, including search and rescue schools like the Air Force Academy Survival Course and the National Blue Beret program.
1976-2000
Real-world applications to classroom and field training added counterdrug reconnaissance, military training route surveys, disaster support, and organ transport missions.
In 1978, cadets who had earned CAP’s Gen. Billy Mitchell Award and chose to enlist in the Air Force became eligible to enter at the E-3 (Airman 1st Class) pay grade.
Investing in America’s Youth
Today’s cadet program combines aerospace knowledge and curriculum with real-world, hands-on aviation, space, cyber, and STEM experiences. Career inspiration, coupled with an emphasis on teamwork, physical fitness, and character development, further defined its role.
2000-Today
The cadet program has become even more relevant during this period, appealing to and grounded in effective youth development. In 2020, the curriculum further increased accessibility by introducing interactive online learning modules.
The program’s four core pillars were also established to mesh the present with the past and future:
Leadership – Cadets wear uniforms, learn military customs and courtesies, and progress through a self-paced military-style promotion system by passing leadership and aerospace exams. As they advance, they transition from taking orders to managing squadrons and leading younger peers.
Aerospace Education – Members explore aviation, cyber, and space. The program provides hands-on opportunities to teach aerospace principles.
Physical Fitness – Cadets participate in regular fitness training and must pass structured physical fitness tests to earn promotions, encouraging a lifelong habit of health and wellness.
Character Development – Through regular group discussions, CAP's core values of integrity, volunteer service, excellence, and respect are emphasized.
Adult Leader Development
Cadets at School — as its name implies, a school squadron-based experience embedded in the classroom for middle and high school students — was added as well.
It gives high schools in which a standard Junior ROTC program is not logistically viable the opportunity to experience the CAP cadet environment.
Students wear uniforms to school on designated days, practice drill and ceremony, study aerospace textbooks, and test for promotions during or immediately after the school day.
Today, there are 38 CAP school units nationwide with 1,722 cadets and 255 adult members assigned to them.
Realizing success also depended upon the quality of the adults who bring CAP to life, the organization began investing in its education with a comprehensive professional development curriculum — Training Leaders of Cadets. Designed around a member’s duty position, responsibility, and leadership, it’s available both in person and online.
CAP, under Aye’s tutelage, has also expanded its Cadet Protection Program to nurture the organization’s greatest asset — the nearly 37,000 youth now serving in its ranks.
“I believe two of the most impactful changes to the cadet program over the past three decades have been, first, the intentional shift toward aligning the program with research and established best practices in positive youth development, and second, the continued investment in high-quality training and professional development for the adults who lead it.”
National Blue Beret cadets welcome U.S. veterans returning from an EAA AirVenture Honor Flight. The two-week Blue Beret — one of CAP’s oldest National Cadet Special Activities — is held annually in Oshkosh, Wisconsin. (CAP photo by Maj. Henry Ingraham)
Other Opportunities to Serve
CAP’s Aerospace Education (AE) Program has also expanded its opportunities for both youth and adults. Today, the program integrates leadership and STEM (science, technology, engineering, and mathematics) concepts directly into its available STEM resources for traditional and non-traditional educators as well as the program’s aerospace education officers in CAP squadrons.
Currently, 900 CAP squadrons participate in one or more of the tracked AE programs with the STEM Kit and Aerospace Education Excellence (AEX) programs holding the highest levels of unit engagement.
About 4,100 aerospace education officers deliver the CAP/AE curriculum at local, wing, region, and national levels, while an additional 4,400 educators nationwide bring these resources into the classrooms and various learning environments.
Here are just a few of the many aerospace education programs offered through CAP:
Aerospace Connections in Education (ACE) is an interactive, grade-specific STEM curriculum. K-6 educators receive guides with over 20 lessons per grade teaching academics, character education, and physical fitness. CAP provides physical items for hands-on aerospace lessons, such as custom foam gliders, so even the youngest student can experience “flight.” Educators for 5th-8th grades can participate in ACE Plus, which puts CAP cadets and senior members in the classroom to provide mentorship and deliver aerospace/STEM lessons to students.
Aerospace Education Membership (AEM) allows K-12 classroom teachers, homeschool parents, and other informal educators such as museum directors, librarians, and Scout leaders to join CAP. While they do not wear military uniforms or focus on search and rescue operations, they can request STEM Kits, receive curriculum, implement the ACE and Aerospace Education Excellence (AEX) programs, and have access to teacher orientation flights.
Aerospace Education Excellence (AEX) is for squadrons and classroom educators of grades 7-12. Those who complete at least six aerospace activities and a two-hour capstone event with their cadets/students earn AEX award certificates for them.
The STEM Kit Program allows aerospace education officers and educator members to apply for over 20 different introductory, hands-on kits such as robotics, rocketry, circuitry, and flight simulators.
Teacher Orientation Program (TOP) Flights give educators an opportunity to fly in a CAP aircraft so they can take flight dynamics back to their classrooms in an experience-based lesson.
Real-World Applications
In 2015, after becoming an official Total Force partner, cadet training programs shifted again to reflect the growing increase in cyber awareness, robotics, space systems, and STEM.
AE implemented more hands-on activities and programs, utilizing STEM Kits, rocketry, the High-Altitude Balloon Challenge, and the ongoing CAP/NASA missions.
Two CAP cadets attending the 2026 National Conference in Kansas City work on a STEM Kit provided by the Aerospace Education Program. Source: CAP National Headquarters
Cadet now have even more opportunities to help further their potential by applying learned leadership skills and other knowledge in real-world environments.
One of those environments is CAP’s geospatial studies, which weaves science, technology, aviation, space, and many other disciplines together to turn data into information. By utilizing a combination of education, mentorship, professional engagement, and real-world experiences, the program builds upon learned technical skills including Geographic Information Systems (GIS), remote sensing, imagery, mapping, and Earth observation.
By combining lessons in emergency services, aviation, aerospace education, and STEM, cadets develop the technical skills and experience needed to support many of CAP’s disaster-response missions.
Maj. Scott Kaplan, the national program manager for CAP’s Geospatial Program, has been involved with the organization’s aerospace education and cadet programs since its inception.
“Since 2018,” Kaplan said, “the Geospatial Damage Assessment Team, which includes senior members and cadets, has supported 71 disaster events and provided thousands of volunteer hours in support of FEMA. Through their participation in these missions, cadets gained valuable experience while helping communities receive aid and recover.”
Many of the cadets who attended CAP’s inaugural National Geospatial Academy this past summer were out in the field three weeks later supporting geospatial damage assessment efforts following floods in three states, a tornado, and a hurricane.
The career field includes positions in geospatial analysis, cartography, geodesy, Earth and orbital science, surveying, emergency management, crime analysis, forestry, and geology.
“The geospatial ecosystem gives cadets another STEM field to explore while connecting directly to every CAP mission. It allows them to contribute in new ways and discover future careers they may never have considered.”
Members of the Colorado Springs Cadet Squadron’s 2017 CyberPatriot championship team — from left, Cadet Capt. Zach Cramer, Cadet 1st Lt. Isaac Stone, team coach Maj. Bill Blatchley, Cadet Capt. Taylor Coffey, Cadet 2nd Lt. Noah Bowe, team assistant coach 1st Lt. Amy Griswold, and Cadet Chief Master Sgt. Garrett Jackson — were featured on the cover of the Fall 2017 issue of the Civil Air Patrol VOLUNTEER. Source: CAP National Headquarters
The Air and Space Forces Association (AFA) National Youth Cyber Defense Competition has also afforded interested CAP cadets the opportunity to apply their cyber skills to real-world scenarios since its beginning in 2009.
“We’re the spark that lights the fire to get these cadets to pursue education and careers in cyber,” said retired Air Force Brig. Gen. Bernie Skoch, the AFA’s first commissioner for the CyberPatriot program who is now a member of the CAP Board of Governors.
Teams compete for top placement in their state and region, with winners earning all-expenses-paid trips to the national finals.
Maj. Bill Blatchley guided the Wolf Pack (the Colorado Springs CAP Squadron cyber team) to 2012 and 2017 championship titles and seven appearances in the finals.
“Many careers in cyber operations — both for the military and in the private sector — have been launched from cadets being a part of this program.”
One such former CAP cadet is 1st Lt. Taylor Coffey, team captain of that 2017 championship team and a U.S. Air Force Academy graduate.
Coffey credits his Wolf Pack experience for changing his focus from aviation to cyber. He told the VOLUNTEER in its Fall 2017 issue that he wanted to attend the Air Force Academy to become a cyber security officer.
He is now an academy graduate serving as an offensive cyber operator with the 315th Cyber Operations Squadron at Fort Meade, Maryland.
U.S. Air Force 1st Lt. Taylor Coffey gives a presentation at the 2023 University of Rocky Mountain Cyberspace Advanced Administration Course — one of the National Cadet Special Activities now offered through CAP’s cadet program. Source: CAP National Headquarters
Be a Part of the Story
By utilizing applications, proven training methods, and motivating leaders and mentors, CAP cadets are inspired to dream, learn, and lead.
Be a part of the story by volunteering your time supporting CAP youth. With nearly 1,000 cadet-based squadrons nationwide and overseas on U.S. military bases, there’s an opportunity to serve near you — either as a cadet or an adult mentor.
To learn more about membership and find your local unit, visit this “how to join” page.
