Transcript Division I Initial Eligibility

Division I Initial Eligibility
STEPHANIE CASTERA
JULIETTE KENNY
ACADEMIC AND MEMBERSHIP AFFAIRS
NCAA
What’s the plan of attack?
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• Session outcomes.
• New initial-eligibility legislation.
• Initial-eligibility waiver process.
• Initial-eligibility waiver directive.
• Case studies.
• PSA review process.
• Best practices.
• Resources.
Session Outcomes
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 Leave with a better understanding of the initial-
eligibility process;
 Recognize potential hurdles to initial-eligibility
certification; and
 Learn about various initial-eligibility resources.
Let’s get started.
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NEW INITIAL-ELIGIBILITY
LEGISLATION
New Initial-Eligibility Legislation
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 Adopted by the NCAA Division I Board of Directors
in October 2011.
 Effective August 2016.

One-year delay from the original effective date
established in October 2011.
 Establishes two separate standards.
Athletically related financial aid and practice; AND
 Competition.

New Initial-Eligibility Legislation
Competition
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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: 2.500 core-course GPA requires 1000 SAT.
 Obtain a minimum core-course GPA of 2.300 in the 16
core courses currently required.
 Meet core-course progression requirements.
New Initial-Eligibility Legislation
Core-Course Progression Requirements
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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?
New Initial-Eligibility Legislation
Athletics Aid & Practice
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 To receive athletics aid and practice PSAs must…

Meet the current qualifier standard for competition.

Successfully complete nine-semester hours or eightquarter 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.”
New Initial-Eligibility Legislation
Coming Soon!
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 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.
Were there any other legislative
developments in 2011-12?
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RECENT PROPOSALS &
INTERPRETATIONS
Proposals & Interpretations
NCAA Proposal No. 2011-67
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 International equivalent of advanced
placement (AP) exam.
 Effective August 1, 2012.
 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.
Proposals & Interpretations
Proposal No. I-2011-3
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 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 .
Proposals & Interpretations
Official Interpretation: August 18, 2011
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No time limitation for high school graduation.
 The academic and membership affairs (AMA) staff
confirmed there is no time limitation for high school
graduation.
Proposals & Interpretations
Official Interpretation: July 7, 2011
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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…


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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.
Questions? We’re Here for you.
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AMA STAFF
Waivers
PSA Review
NCAA ELIGIBILITY CENTER
International Certification
Domestic Certification and Core-Course Review
Amateurism
Let’s switch gears.
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INITIAL-ELIGIBILITY
WAIVER PROCESS
Initial-Eligibility Waiver Process
Overview
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 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.
Initial-Eligibility Waiver Process
Required Documentation
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 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).
I need some direction.
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INITIAL-ELIGIBILITY
WAIVER DIRECTIVE
Initial-Eligibility
Waiver Directive
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 Approved by the NCAA Division I Academic Cabinet
in February 2012.
 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.
Initial-Eligibility Waiver Directive
Academic Criteria Considered
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 All ACT/SAT exams.
 Performance in college courses completed prior to
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

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.
Initial-Eligibility Waiver Directive
Academic Criteria NOT Considered
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 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.
Initial-Eligibility Waiver Directive
Academic Support Plans
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 Required in all cases for which the core-course GPA
is below 2.300.
 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.
Initial-Eligibility Waiver Directive
Mitigating Circumstances
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 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.
Initial-Eligibility Waiver Directive
Common Staff Decisions
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 Approvals.
 Conditional approvals.
 Partial approvals for athletics aid and practice.
 Partial approvals for athletics aid only.
 Denials.
Give me an example. Please.
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INITIAL-ELIGIBILITY WAIVER
CASE STUDIES
Initial-Eligibility Waiver
Case Study No. 1
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 PSA Benjamin.
On-time graduate from Arizona.
 3.769 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.

Case Study No. 1 (cont.)
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 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?
Initial-Eligibility Waiver
Case Study No 2
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 PSA Maria.
On-time graduate from Georgia.
 2.633 core-course GPA.
 980 SAT.
 15 core-course units.
 Deficient one core-course unit in math.
 Recruited in September 2011.

 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.

Case Study No. 2 (cont.)
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 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?
Initial-Eligibility Waiver
Case Study No. 3
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 PSA James.
On-time graduate from Virginia.
 2.912 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 2012.

 Institution’s assertion.

Late recruitment/no opportunity to advise.
Case Study No. 3 (cont.)
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 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?
Initial-Eligibility Waiver
Case Study No. 4
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 PSA Lucas is an on-time graduate from France.
 Lucas’ academic record.
 1.890 core-course GPA.
 920 SAT .
 French Baccalaureate (category one document).
 Deficient 0.110 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.
Case Study No. 4 (cont.)
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 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?
Initial-Eligibility Waiver
Case Study No. 5
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 PSA Noah is an on-time graduate from New Hampshire.
 Noah’s academic record.

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2.200 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 onehalf 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.
Case Study No. 5 (cont.)
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 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?
Let’s rewind.
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PSA REVIEW PROCESS
PSA Review
Overview
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 Purpose is to determine the validity of a PSA’s
academic credentials.
 PSA review triggers encompass the entire academic
record.
PSA Review
Common Triggers
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 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.
PSA Review
Common Triggers (cont.)
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 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.
PSA Review
Guiding Principles
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 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.
PSA Review
Guiding Principles (cont.)
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 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.
PSA Review
Guiding Principles (cont.)
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 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).
It’s that time of year again.
Yes, already.
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INITIAL-ELIGIBILITY
BEST PRACTICES
Initial-Eligibility
Best Practices
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 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.
Initial-Eligibility
Best Practices (cont.)
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 Identify potential red flags.

Nontraditional or vocational coursework.

Significant increase in grade-point average post-sixth.

Delayed or early graduation.

Duplicative or repeated coursework.
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Reclassification.

Multiple high school attendance.
I need help.
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INITIAL-ELIGIBILITY RESOURCES
Initial-Eligibility
Resources
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 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
I have a question.
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WE HAVE SOME ANSWERS
Thank You!
THE END