NCAA DIVISION I
ACADEMIC UPDATE
Overview
• Strategic priorities addressed by NCAA Division I Committee on
Academics.
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Implementation of academics-based revenue distribution.
Educational opportunities.
Postgraduate student-athletes.
Academic achievement.
• Newly adopted and recommended legislation.
• Opportunity to provide feedback on key issues.
Committee on Academics
Areas of Responsibility
•
•
•
•
•
Academic policy.
Academic legislation.
Academic waivers.
NCAA Division I Academic Performance Program.
Academic substructure.
Strategic Priorities Addressed by Committee
Educational
Opportunities
Academics-Based
Revenue
Distribution
Postgraduate
Student-Athletes
Strategic
Priorities
Academic
Achievement
Implementation of
Academics-Based Revenue Distribution
Postgraduat
e StudentAthletes
Academics-Based
Revenue
Distribution
Educational
Opportunities
Strategic
Priorities
Academic
Achievement
Implementation of
Academics-Based Revenue Distribution
NCAA Division I Board of Directors and
NCAA Board of Governors delegated authority to
committee to:
Oversee activation of
distribution.
Monitor academic metrics upon
which distribution is based.
Background on Academic Unit
In October 2016, Division I Board of Directors
and Board of Governors approved distribution
of portion of revenue to membership based
on academic achievement of SAs.
Distribution to
conferences will
begin in 2019‐20.
No restrictions on
how institutions use
revenue.
Distribution based on
NCAA’s Turner/CBS media
contract future increases.
Conference
policies/bylaws relevant
to distributions will apply.
Guidelines Used to Establish Distribution
1. Distributions reward broad-based academic success by all teams.
2. Multiple academic measures determine qualification for academic unit to
ensure institutions with various missions have opportunity to earn them.
3. Criteria are simple and use rates familiar to membership and public.
4. Measures create incentive for schools that may not initially receive
distributions.
5. Criteria balance selectivity inherent in rewarding broad-based academic
success with diversity of school’s academic missions.
Academic-Unit Criteria for Distribution
• Institution has to meet one of the following criteria:
APR
GSR
FGR
Division I APR for
previous year is equal
to or greater than
985. Average of single
year scores for all
teams.
GSR for most recently
available year is equal
to or greater than 90
percent. Average of
single year scores for
all teams.
Difference between SA and
student body rates for most
recently published FGR is
equal to or greater than
13 percentage points.
Committee on Academics Oversight and
Review of Academic Benchmarks
1. Oversee activation of distribution from onset through first distribution to member
conferences in spring 2020.
2. Address any questions and operational issues after vetting by NCAA Division I
Committee on Academics Subcommittee on Data.
3. Monitor academic metrics used to determine which institutions qualify for
academic funding.
-
NCAA Division I Values-Based Revenue Distribution Working Group noted fund
benchmarks should be periodically reviewed (e.g., every five years) and potentially
amended.
Timeline for New Academic Unit Revenue Distribution
March/April
2018
First mock
reports
available.
March/April
2019
March/April
2020
Second mock
reports
available.
Final reports
available.
May/June
2020
First actual
distribution to
conferences.
Estimated - New Academic Achievement Funding
A Five-Year Look
Fiscal Year
2019-2020
2020-2021
2021-2022
2022-2023
2023-2024
Academic Fund Annual
Distribution
$12,694,601
$25,389,203
$36,427,986
$48,282,356
$60,429,373
Approx. Payout /
Institution*
$55,678
$111,356
$159,772
$211,765
$265,041
*Approximate payout / institution based on 228 institutions meeting one of three academic-unit criteria each year.
(Data taken and revised from September 2016 report of Values-Based Revenue Distribution Working Group to
Board of Directors.)
Requested Feedback
• Which campus constituencies need education on distribution?
• What should education provided to campus constituencies and
conferences look like (e.g., content and method of delivery)?
• How should feedback on activation be obtained from campus
constituencies and conferences (e.g., via email, surveys, presentations)?
• What operational areas of activation are important to the membership?
Newly Adopted and
Recommended Legislation
Educational
Opportunities
Legislation Adopted in
April 2017
Reduce Membership
Burden and Align
with
Division I Pillars
Academics-Based
Revenue
Recommended
Distribution
Legislation
Strategic
Priorities
Postgraduate
Student-Athletes
Academic
Achievement
Educational Opportunities
Modify progress-toward-degree
requirements to provide
flexibility to participate in
educational opportunities:
Minors and
certificate programs.
Cooperative educational
work experience and
study-abroad programs.
Minors and Certificate Programs
Old
Only required minors may
satisfy progress-towarddegree credit-hour
requirements after two years
of enrollment.
New
• Credits
earned
toward
all
minors
(including voluntary and optional) and
certificate programs may satisfy credithour requirements after two years of
enrollment provided conditions met.
• Does not apply to percentage-of-degree
requirements.
Effective: August 1, 2017.
Conditions to Satisfy Credit-Hour
Requirements
Minor
• Officially designated by beginning of term.
Certificate
Program
• Requires at least 9 credits to complete;
• Only available to regular, degree-seeking
students; and
• Officially designated by beginning of term.
Cooperative Educational Work
Experience and Study-Abroad Programs
Old
Must earn 18-semester/27quarter hours during regular
academic year, even if
participate in programs.
New
Prorate 18-semester/27-quarter hour
requirement to nine hours for each term in
program provided conditions met.
Effective: August 1, 2017.
Note: Common examples of cooperative educational work experience programs
include internships, practicums and student teaching.
Conditions to Prorate Hours
Co-Op and
Study Abroad
Programs
• Considered full-time student;
• Satisfactorily completes program; and
• Fulfills progress-toward-degree requirements at
time of certification.
Recommended Legislation
Reduce membership burden
with proposals that align with
Division I Pillars:
Full-time enrollment
for SAs with
education-impacting
disability.
Full-time enrollment for
SAs in penultimate term
with final experiential
requirement.
Two-year college
transfer requirements
for qualifiers.
Less Than Full-Time Enrollment for
SAs with Education-Impacting Disability
Current
Recommended
•
SAs with EID need waiver to
practice and compete while
less than full time.
•
All waivers over last four
years approved.
Allow SAs with EID to practice and
compete while less than full time, if:
o Diagnosed EID;
o Documented accommodation; and
o Graduation plan showing no future
progress-toward-degree deficiencies.
Recommended effective: August 1, 2017.
Less Than Full-Time Enrollment for
SAs in Penultimate Term
Current
May practice and compete while less than •
full time in final term if in all credits needed
to graduate.
Recommended
Allow SAs to practice and compete
while less than full time in
penultimate term, if:
SAs in penultimate term (i.e., term before
final term) that are not full time and in all
credits needed to graduate but for
experiential requirement (e.g., student
teaching, internship) in following term
need waiver.
oEnrolled in all credits needed to
graduate except for experiential
requirement that will occur during
following term.
oExperiential requirement must be
final requirement in program.
•
All waivers in last year approved.
Recommended effective: August 1, 2017.
Two-Year College Transfer Requirements
for Qualifiers
Current
Recommended
• Allow qualifiers to meet either
Credit-hour requirement for qualifiers:
standard, if do not otherwise meet
• Average 12 hours of transferrable credit standard for qualifiers:
per term.
o Graduated;
Credit-hour requirement for nonqualifiers:
o 2.500 cumulative GPA;
• 48 hours of transferrable credit.
o 48 transferrable credits, including
English, math and science
After four terms, qualifiers must transfer in
requirements; and
more credits than nonqualifiers to be
o Attended two-year college for at least
eligible.
three semesters or four quarters.
Recommended effective: August 1, 2017.
Postgraduate Student-Athletes
Response to Division I Council referral to
explore postgraduate academic eligibility
requirements and APP policy:
Enhanced eligibility
requirements:
6-hour rule.
NCAA Division I
Academic Progress
Rate retention
point policy.
Postgraduate Student-Athletes
Response to Council referral to explore
postgraduate academic eligibility
requirements and APP policy:
Enhanced eligibility
requirements:
6-hour rule.
NCAA Division I
Academic Progress
Rate retention
point policy.
Enhanced Eligibility Requirements:
Six-Hour Rule
Old
New
• Graduate or postgraduate SAs enrolled in degree program
must use only credit earned toward degree.
Postgraduate SAs • Graduate SAs permitted to be enrolled without admission to
must earn six
or designation of specific degree program must use credit
credits per term
that meets graduate program requirements.
with credit that
applies toward any • Postbaccalaureate SAs permitted to remain undeclared may
continue to use credits that apply toward any degree
degree program.
program.
Effective: August 1, 2017.
Application and Enrollment Options
Postgraduate Enrollment Options – NO CHANGE
Change to six-hour rule: Must earn six credits that apply toward degree or meet program requirements.
No change: must earn six hours.
Undergraduate
Institution
Transfer
Institution
Full-time postbaccalaureate studies:
• Enrolled in second baccalaureate degree, major or minor, or
• Enrolled in general coursework toward any degree program.
Full-time graduate studies:
• Enrolled in general graduate work (e.g., nondegree-seeking), or
• Enrolled in graduate degree program (e.g., degree-seeking).
Full-time graduate studies:
• Enrolled in graduate degree program (e.g., degree-seeking).
Postgraduate Student-Athletes
Response to Council referral to explore
postgraduate academic eligibility
requirements and APP policy:
Enhanced eligibility
requirements:
6-hour rule.
APR retention
point policy.
Current Policy
1. SA graduates and automatically awarded retention (“R”) point, even if
SA graduates and transfers to another institution for graduate school.
2. Eligibility (“E”) point earned if SA is academically eligible to compete
in next regular term (e.g., passes at least six hours of degree credit,
remains in good academic standing).
Team
Members
Fall 2015
Earned E?/Earned R?
Spring 2016
Earned E?/Earned R?
Point Totals
Walt H.
E- Yes/R-Postgraduate
Not Enrolled
2/2
Options Under Consideration
Option One
R point not
automatically
awarded to
postgraduate SAs.
Option Two
Option Three
R point removed from
calculation for
postgraduate SAs.
R point removed from calculation for postgraduate
SAs pursuing undergraduate or nondegreeseeking graduate work but must be earned for
SAs in degree-granting graduate programs.
Pursue undergraduate or
Degree-seeking graduate:
nondegree-seeking graduate work:
E
2/2
R
E
E
1/1
E
1/1
2/2
R
Academic Achievement
Postgraduate
StudentAthletes
Implementation of
Values-Based
Revenue
Distribution
Educational
Opportunities
Strategic
Priorities
Academic
Achievement
Academic Achievement
Response to Board of
Directors referral to explore
how academic achievement is
measured:
Develop resource to help
institutions assess academic
achievement at campus level.
Institutional Resource
What does resource do?
• Helps understand academic performance
of institution’s SAs through data.
Where is data located?
• Data already available to institutions.
When must it be used?
How is resource used?
• Provides data points that allow comparison of SA
to student body and other teams.
Who is resource for?
• High-level institutional leadership.
Why developed?
• Optional; no requirement.
• Orient leadership to SA academic data and trends.
• Anticipated publication in June.
• Guide decision-making.
• Provide foundation for discussion.
Areas of Focus
College Preparation
Academic Performance
Career Preparation
Incoming SAs vs. student body.
SAs vs. student body.
SAs vs. student body.
• GPA and test scores;
• Types of credit (transfer);
• Extracurricular experiences
(graduate); and
• Others.
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•
•
•
•
•
• Job placement rates;
• Postgraduate enrollment
rates; and
• Career path survey.
GPA;
Major distribution;
Retention rates;
FGR;
Educational experiences; and
Others.
Team vs. conference.
• APR; and
• GSR.
Questions/
Feedback for Committee on Academics
Thank You!
Please contact us with additional questions or feedback:
Shauna Cobb ([email protected])
Ken Kleppel ([email protected])
Charnele Kemper ([email protected]) Binh Nguyen ([email protected])