In 2005, the initial eligibility standards were changed to 14 core courses and included a new measure of continuing eligibility known as the academic progress rate (APR). Proposition 16 was introduced in 1995 and included a sliding scale of GPA and SAT to determine initial eligibility ( Kingston, 1999). For example, in 1986 the NCAA instituted Proposition 48, which required high school graduates to earn a 2.0 grade point average (GPA) in 11 core courses and a minimum SAT score of 700 or ACT score of 15. Most notably, the early and contemporary academic reform policies of the NCAA reflect a need to strengthen the initial and continuing eligibility standards of student-athletes based on their academic risk. In addition, these athletes encounter the academic demands faced by all college students.Īlthough one specific historical event cannot be identified as the reason for necessitating standardized academic risk assessment, some historical lynchpins warrant mention. Some do not understand that these student-athletes also face financial stress because they often cannot take advantage of work opportunities while maintaining a collegiate-level training regimen ( Cogan & Petrie, 1996 Melendez, 2006 Nordeen, 2008). Many in their lives do not realize the time required to participate in these activities nor appreciate that they often leave athletes physically drained. They often devote more than 40 hours per week to athletic pursuits ( Simons, Bosworth, Fujita, & Jensen, 2007), including 2 to 4 hours of practice per day, travel, competition, film review, weight training, injury rehabilitation, media responsibilities, and community service. Student-athletes shoulder a tremendous amount of responsibility placed on them by coaches, administrators, and faculty members. Advising student-athletes can be a difficult task because of the uniqueness of their athletic and academic expectations ( Leslie-Toogood & Gill, 2008).
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