1. A Study of the Student-Athlete’s Academic Achievements: The Relationship Between Student-Athlete Academic Support Programs and Academic Progress Rate
Dr. Antwon D. Woods, Ph.D. Lecturer, Department of Sport Administration Belhaven University

2. The Purpose
The purpose of this study was to identify the relationships between Student-Athlete Academic Support Programs (SAASP) and Academic Progress Rate (APR), and examine differences in the Academic Progress Rate (APR) of men and women student-athletes at small Division I institutions based on the Student-Athlete Academic Support Programs provided.

3. The NCAA and its Background
The first sporting event and the popularity of collegiate Athletics
Student-Athlete Academic Performance
Stereotypes
Academic Preparations and Practice Time
The Development of Student-Athlete Academic Support Programs (Pope and Miller, 1996)
SAASP Purpose (Academic for Student-Athletes, 2015)

4. The Academic Progress Rate
Division-I accountabiliy for academic progress of their student-athletes (NCAA, 2012)
NCAA Codebook
Comprised of Two Measures:
Academic Eligibility
Retention
Point Criteria
APR Formula
APR=Σ (retention + eligibility)earned /Σ (retention + eligibility)possible X 1000

5. General Student Population
Proposition 48
GPA
SAT Min: 900
ACT Min: 21
Increase of Core Courses and its Theory
SAASP existence and impact

6. Participants
Focused on Academic Support Experiences of D-1 Men and Women Programs
The Director and Associate Director of Academic Support completed a survey to identify data relevant to academic support at their institutions.
Large Quantity Programs consisted of a director and associate director of academic support, 8+ full-time advisors, 5+ tutors, and 2-4 graduate assistants.
Small Quantity Programs consisted of director of academic support and 2 or 3 full-time advisors.

7. Data Gathering and Procedures
Survey administered to Director and Associate Director at 25 NCAA D-1 Programs
Data gathered were compared to APR of both men and women basketball programs
Quantity of advisement from SAASP was analyzed through staff size of services
Determines the effectiveness of staff size and basketball program’s Academic Progress Rate
Data was analyzed using Independent T-Test and 2-way ANOVA

8. Sample Focused on single gender teams from BWC and MEAC
44 teams were reported
32 teams advised by the academic advising services were assembled
MEAC SAASP: 9 (3 did not participate)
BWC SAASP: 7 (3 did not participate

9. MEAC vs. Big West Conferences

10. Team Gender and the APR (Findings)
When measured by Academic Progress Rate, significant differences were evident between the male and female teams (p=.005) Female basketball teams (M=948.68) (SD=22.99) had higher APR scores than male teams (m=925.06) (SD=22.07)

11. Institutional Type and Academic Advisement (Findings)
Observing Institutional Type and Academic Advisement
Big West Conference had fewer SAASP with Small quantity staff (M=906.5)
Both MEAC and Big West had 6 institutions with Large SAASP
&

12. Association Between Academic Advisement and APR (Findings):
Results of the Two-way ANOVA revealed no significant difference for institutional type and APR.
Interaction effects between MEAC & BWC were not significant ( p=.306)
However, when examining academic support and APR the result differed.
Large and small academic staff were significant on APR (p=.004)
12 institutions w/ Large staff have APR scores of 925 and better.
4 institutions w/ Small staff have APR scores of 925 and below.

13. Institutional Effects:
Majority of HBCUs and smaller institutions lack funding to hire academic support programs
Enrollment affects on the budget
The impact of large revenue games on athletic departments
Isolation and marginalization
Organization factors on student outcome

14. APR Effects: Lack of Resources to facilitate APR success
Accountability measurements impacting athletic programs
Correlation with Graduation Rates
“NCAA working with HBCUs to clear APR barriers” -President George Wright (PVAMU) (Wright, 2011)
“Bowling for Grades” -Journalist Matt Hilton (Hilton, 2011)

15. Recommendations: Change the dynamic of small SAASP
Accumulate resources to acquire full-time, large quantity staff to assist the student-athlete’s specific issues, much like regular advisors do for high- achieving students on college campuses.
Determine if other avenues exist for SAASP and institutions to benefit from the NCAA’s policy
The importance of a strong, large SAASP
Academic advising is a resource that athletic departments should invest in because they are likely to see a good return on their investment
Understanding the association between Gender and APR
Female student-athletes take initiative in academic support services to stay focused on their career goals and studies

16. Thank you for listening!
Dr. Antwon D. Woods, Ph.D. Belhaven University Jackson, Mississippi COSMA CONFERENCE TAMPA, FLORIDA