2003 NCAA Academic Standards: More of the Same?

Today, many high school students are admitted into institutions of higher education with a range of deficiencies in math and English (Hertzberg, Nagata, Long, & Bollman, 2003; Hoyt & Sorenson, 2001; McClory, 2000; Stevens, 2002). As an example, in the California State University system (CSU), the largest public state university system in the U. S., 48% of freshmen who entered in 2003 had deficits in English writing skills while 37% demonstrated difficulties with math computation and comprehension (CSU Analytical Studies, 4/22/04).

The National Collegiate Athletic Association (NCAA), the governing unit of athletic eligibility and competition at most institutions of higher education, demonstrated intense interest in improving retention and graduation rates of Division I student-athletes, by enacting in 2003, the most far-reaching academic reform in years (National Collegiate Athletic Association, n.d.). To illustrate the number of student-athletes affected by the new academic standards, on March 4, 2004, NCAA reported a total of 326 universities and colleges are members of Division I with 85,812 men and 62,802 women competing for a total of 148,614 NCAA Division I student-athletes (National Collegiate Athletic Association, 2004).

The 2003 academic reforms for NCAA Division I universities include a 50% reduction in remedial course units, from twelve to six units that could be used to meet NCAA academic requirements in the freshman year while dramatically lowering the SAT/ACT required for freshman eligibility. Equally important, NCAA dramatically increased degree-applicable units (units that meet a baccalaureate degree) from 30 to 48 units to meet competitive eligibility after the first two years. Thus, an “at-risk” student-athlete is required to successfully complete more units than the college-level student who is academically prepared to handle the course load and needs to complete only 48 units. The chart of the extremely complicated NCAA calculations for competitive eligibility is shown below.

NCAA student-athletes bring special talents and abilities to individual universities. Although some are academically underprepared for the rigors of university work, they are matriculated through special admission processes at most NCAA, Division I institutions. These processes allow specific students to enter a university without meeting stated academic requirements such as high school GPA and SAT/ACT test scores. Thus, it is not surprising a large percentage of first-time freshman student-athletes have higher remedial rates than the regularly matriculated freshman student population.

The new NCAA 2003 standards have opened the academic door to the majority of recruited, prospective high school student-athletes. In essence, the NCAA is saying to all coaches, academic advisors and institutions of higher education that you can admit and we will certify for competition freshman student-athlete, academically “at -risk” and underprepared for the rigors of university course work. However, it is up to us to ensure their academic success. The new NCAA academic standards will demand of us, academic advisors for NCAA student-athlete populations, to understand the effects that these new academic standards will have on polices and “best practices” affecting both the student-athletes and the academic support professionals who assist them.

1. to review research on underprepared student-athletes
2. to clarify the 2003 NCAA Academic Standards
3. to review key issues affecting “at-risk” freshman student-athletes
4. to clarify 2003 NCAA freshman academic requirements
5. to describe research methodologies for this study