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STEPHANIE CASTERA JULIETTE KENNY ACADEMIC AND MEMBERSHIP AFFAIRS NCAA Division I Initial Eligibility.

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Presentation on theme: "STEPHANIE CASTERA JULIETTE KENNY ACADEMIC AND MEMBERSHIP AFFAIRS NCAA Division I Initial Eligibility."— Presentation transcript:

1 STEPHANIE CASTERA JULIETTE KENNY ACADEMIC AND MEMBERSHIP AFFAIRS NCAA Division I Initial Eligibility

2 2 What’s the plan of attack? Session outcomes. New initial-eligibility legislation. Initial-eligibility waiver process. Initial-eligibility waiver directive. Case studies. PSA review process. Best practices. Resources.

3 Session Outcomes 3 Leave with a better understanding of the initial- eligibility process; Recognize potential hurdles to initial-eligibility certification; and Learn about various initial-eligibility resources.

4 NEW INITIAL-ELIGIBILITY LEGISLATION 4 Let’s get started.

5 New Initial-Eligibility Legislation 5 Adopted by the NCAA Division I Board of Directors in October Effective August  One-year delay from the original effective date established in October Establishes two separate standards.  Athletically related financial aid and practice; AND  Competition.

6 New Initial-Eligibility Legislation Competition 6 To compete during the first year of collegiate enrollment PSAs must… Obtain corresponding core-course GPA and test score on new sliding scale.  New scale requires a core-course GPA approximately.500 GPA units higher than current scale.  Example: core-course GPA requires 1000 SAT. Obtain a minimum core-course GPA of in the 16 core courses currently required. Meet core-course progression requirements.

7 New Initial-Eligibility Legislation Core-Course Progression Requirements 7 Successfully complete 10 core courses prior to their seventh semester (or equivalent) of high school. Seven of the 10 core courses must be completed in English, math and natural/physical science. Ten core courses (and corresponding grades) must be used to calculate the core-course GPA. Are there any exceptions?

8 New Initial-Eligibility Legislation Athletics Aid & Practice 8 To receive athletics aid and practice PSAs must…  Meet the current qualifier standard for competition.  Successfully complete nine-semester hours or eight- quarter hours during each academic term in order to practice for the remainder of the academic year. PSAs who meet the above will be considered “academic redshirts.”

9 New Initial-Eligibility Legislation Coming Soon! 9 Educational outreach initiatives. Changes to pertinent areas of current legislation regarding nonqualifiers, etc. Further clarification.  Impact on education-impacting disability population.  Impact on international-student population.

10 RECENT PROPOSALS & INTERPRETATIONS 10 Were there any other legislative developments in ?

11 Proposals & Interpretations NCAA Proposal No International equivalent of advanced placement (AP) exam. Effective August 1, If an international PSA completes a “similar proficiency exam,” the NCAA Eligibility Center will…  Determine if the exam is advanced or higher level.  Certify the PSA based on the number of AP hours accepted by the certifying institution.

12 Proposals & Interpretations Proposal No. I Invalidation of academic credentials. Effective immediately – incorporation. If academic credentials are invalidated after initial- eligibility certification, the institution must…  Declare the involved SA immediately ineligible  Report a violation (provision of aid, practice, etc.).  Pursue student-athlete reinstatement.

13 Proposals & Interpretations Official Interpretation: August 18, No time limitation for high school graduation. The academic and membership affairs (AMA) staff confirmed there is no time limitation for high school graduation.

14 Proposals & Interpretations Official Interpretation: July 7, Criteria for determining seasons of competition. AMA staff determined that a PSA may advance his or her graduation date by one year if the PSA…  Is from a country with multiple tiers of secondary education;  Successfully completed the initial tier of secondary education in his or her home country within the timeframe prescribed for completion; and  Subsequently graduates from a secondary school in another country, including the U.S.

15 AMA STAFF Waivers PSA Review NCAA ELIGIBILITY CENTER International Certification Domestic Certification and Core-Course Review Amateurism 15 Questions? We’re Here for you.

16 INITIAL-ELIGIBILITY WAIVER PROCESS 16 Let’s switch gears.

17 Initial-Eligibility Waiver Process Overview 17 Provides SAs relief from the legislated initial- eligibility standards in cases where such relief is warranted. Places emphasis on an SA’s likelihood of academic success during the initial year of enrollment. Considers the mitigating circumstances that may have resulted in an SA’s failure to satisfy minimum initial-eligibility requirements.

18 Initial-Eligibility Waiver Process Required Documentation 18 Completed waiver application via AMA Online. All ACT/SAT scores. Letters or statements from the institution and SA. Evidence of the SA’s academic record. Evidence of the mitigating circumstances. SA’s final certification report. Copies of all high school (or equivalent) transcripts. Academic support plan (if applicable).

19 INITIAL-ELIGIBILITY WAIVER DIRECTIVE 19 I need some direction.

20 Initial-Eligibility Waiver Directive 20 Approved by the NCAA Division I Academic Cabinet in February Takes into account a data-based analysis of SA’s likelihood of academic success during his or her initial year of enrollment.  Research-based academic formula that considers SA’s core-course GPA, core-course units and standardized test score.

21 Initial-Eligibility Waiver Directive Academic Criteria Considered 21 All ACT/SAT exams. Performance in college courses completed prior to initial full-time enrollment. Performance on institutional placement exams. SA’s collegiate course schedule. History and timing of completed core courses. For international SAs from exam-based countries, year-to-year performance as indicated on official transcripts.

22 Initial-Eligibility Waiver Directive Academic Criteria NOT Considered 22 Coursework that does not satisfy the legislated definition of a core course. Coursework that was invalidated through the PSA review process. College-level coursework completed as a full-time college student.

23 Initial-Eligibility Waiver Directive Academic Support Plans 23 Required in all cases for which the core-course GPA is below Must demonstrate how the SA’s individual efforts, course-schedule planning and use of academic resources will position the SA to succeed academically during his or her first year. Must be signed by the SA and an institutional representative with academic oversight for the SA.

24 Initial-Eligibility Waiver Directive Mitigating Circumstances 24 Institutional misadvisement/lack of advisement. High school misadvisement/lack of advisement. Personal hardship. Nonrecruited status. Lost academic opportunity. SA repeating year of high school. International test score time limitation issue. International academic curriculum/track issue. Split-file situation. Coursework completed prior to grade nine.

25 Initial-Eligibility Waiver Directive Common Staff Decisions 25 Approvals. Conditional approvals. Partial approvals for athletics aid and practice. Partial approvals for athletics aid only. Denials.

26 INITIAL-ELIGIBILITY WAIVER CASE STUDIES 26 Give me an example. Please.

27 Initial-Eligibility Waiver Case Study No PSA Benjamin.  On-time graduate from Arizona.  core-course GPA.  105 ACT.  15 core-course units.  Deficient one unit in English.  Nonrecruited. Institution’s assertions.  Nonrecruited.  Academic record suggests likelihood of academic success.

28 Case Study No. 1 (cont.) 28 What conclusions might staff draw from the PSA’s overall academic record? What nonacademic factors are favorable in the PSA’s case? Based on the information provided, what might be an appropriate outcome?

29 Initial-Eligibility Waiver Case Study No 2 29 PSA Maria.  On-time graduate from Georgia.  core-course GPA.  980 SAT.  15 core-course units.  Deficient one core-course unit in math.  Recruited in September Institution’s assertions.  High school changed course title from Algebra I to Integrated Algebra I but failed to update its list of NCAA-approved core courses.  Institution believed Integrated Algebra I could be used.

30 Case Study No. 2 (cont.) 30 How might staff analyze this waiver? Can we say with a degree of certainty that, but for the mitigating circumstances, the SA clearly would have satisfied initial-eligibility requirements? Based on the information provided, what might be an appropriate outcome?

31 Initial-Eligibility Waiver Case Study No PSA James.  On-time graduate from Virginia.  core-course GPA.  1100 SAT.  14.5 core-course units.  Deficient one and one-half core-course units in additional academic courses.  Recruited in May Institution’s assertion.  Late recruitment/no opportunity to advise.

32 Case Study No. 3 (cont.) 32 What conclusions might staff draw from the PSA’s overall academic record? Can we say with a degree of certainty that, but for the mitigating circumstances, the SA clearly would have satisfied initial-eligibility requirements? Based on the information provided, what might be an appropriate outcome?

33 Initial-Eligibility Waiver Case Study No. 4 PSA Lucas is an on-time graduate from France. Lucas’ academic record.  core-course GPA.  920 SAT.  French Baccalaureate (category one document).  Deficient on the sliding scale. Institution’s reasons for deficiency.  French exam is weighted.  PSA judged on one exam.  PSA was not aware of initial-eligibility requirements when he took the exam. 33

34 Case Study No. 4 (cont.) How might the staff analyze this waiver? What conclusions might staff draw from the PSA’s overall academic record? Is there any mitigation for the deficiency? Based on the information provided, what might be an appropriate outcome? 34

35 Initial-Eligibility Waiver Case Study No PSA Noah is an on-time graduate from New Hampshire. Noah’s academic record.  core-course GPA.  72 ACT.  13 core-course units.  Deficient.175 on the sliding scale.  Deficient one-half core-course unit in English and one and one- half core-course units in math. Institution’s reasons for deficiency.  Misadvisement.  PSA was advised to complete two core-course units via an online credit-recovery program.  Credit-recovery courses were invalidated through the PSA review process.

36 Case Study No. 5 (cont.) How might the staff analyze this waiver? Will “misadvisement” be viewed favorably by the staff given the circumstances? Based on the information provided, what might be an appropriate outcome? 36

37 PSA REVIEW PROCESS 37 Let’s rewind.

38 PSA Review Overview 38 Purpose is to determine the validity of a PSA’s academic credentials. PSA review triggers encompass the entire academic record.

39 PSA Review Common Triggers 39 More than one nontraditional course taken post- sixth semester. Course completed in a narrow timeframe. GPA increase of.500 or greater post-sixth semester. Concurrent enrollment in sequential courses.

40 PSA Review Common Triggers (cont.) 40 Disproportionate amount of credits earned post- sixth semester. Core course taken via credit-recovery program. Attended two or more high schools in senior year. Multiple high school attendance overall. Test score abnormality.

41 PSA Review Guiding Principles 41 Course must include instruction by the course instructor.  Must be qualified to teach in the subject area.  Must be qualified to teach at appropriate course level.  Must be considered an instructor by the school.  Physical presence vs. access. Course must be completed in its entirety.  If the course is not completed in its entirety, the grade must reflect incomplete portions of the course.

42 PSA Review Guiding Principles (cont.) 42 Course must be completed within appropriate timeframe.  Demonstration of “mastery” is not sufficient.  Timeframe triggers:  15 days for one-half unit.  30 days for one-full credit. Completion of the course must be supported by examples of completed assessments/assignments.  Must be presented for each course under review.

43 PSA Review Guiding Principles (cont.) 43 Instructor must attest to the student interactions.  Strong evidence = instructor’s log. Course must be completed in accordance with school policy (e.g., sequential courses should be completed in order).

44 INITIAL-ELIGIBILITY BEST PRACTICES 44 It’s that time of year again. Yes, already.

45 Initial-Eligibility Best Practices 45 Encourage early registration with the NCAA Eligibility Center. Emphasize the importance of meeting initial- eligibility standards during unofficial and official visits. Conduct preliminary evaluations of academic records. Remind high schools to update their list of NCAA- approved core courses. Advise PSAs to retain coursework completed for nontraditional courses.

46 Initial-Eligibility Best Practices (cont.) 46 Identify potential red flags.  Nontraditional or vocational coursework.  Significant increase in grade-point average post-sixth.  Delayed or early graduation.  Duplicative or repeated coursework.  Reclassification.  Multiple high school attendance.

47 INITIAL-ELIGIBILITY RESOURCES 47 I need help.

48 Initial-Eligibility Resources 48 NCAA Guide for the College-Bound Student-Athlete NCAA Eligibility Center Brochure NCAA Eligibility Center Quick Reference Sheet NCAA Guide to International Academic Standards for Athletics Eligibility AMA Online Waiver Application Instructions Initial-Eligibility Waiver Directive AMA and NCAA Eligibility Center Staff

49 WE HAVE SOME ANSWERS 49 I have a question.

50 THE END Thank You!


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