SELF-STUDY INSTRUMENT
ACADEMIC INTEGRITY
Operating Principle
2.1 Academic Standards. The Association’s fundamental principles indicate that an intercollegiate athletics program shall be designed and maintained as a vital component of the institution’s educational system, and student-athletes shall be considered an integral part of the student body. Consistent with this philosophy, the institution shall demonstrate that:
- The institution admits only student-athletes who have reasonable expectations of obtaining academic degrees.
- If the academic profile of entering student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student body groups, the contrast shall be analyzed and explained by appropriate institutional authorities.
- If the graduation rate of student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athletes or comparable student body groups, this disparity shall be analyzed, explained and addressed (through specific plans for improvement) by appropriate institutional authorities.
- Academic standards and policies applicable to student-athletes are consistent with those adopted by the institution for the student body in general or the NCAA’s standards, whichever are higher.
- The responsibility for admission, certification of academic standing and evaluation of academic performance of student-athletes is vested in the same agencies that have authority in these matters for students generally; and
- Written policies related to scheduling are established in all sports to minimize student-athletes' conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.13.
Self-Study Items
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List all “corrective actions,” “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.1 (Academic Standards). In each case, provide: (a) the original “corrective action,” “condition” or “strategy” imposed; (b) the action(s) taken by the institution; (c) the, date(s) of the action(s); and (d) an explanation for any partial or non completion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.
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List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.1 (Academic Standards). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) an explanation for any partial or non completion of such required actions. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.
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Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.1 (Academic Standards) developed by the institution since the first cycle certification decision was rendered by the Committee on Athletics Certification.
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Describe the process by which student-athletes are admitted to your institution and identify the agencies vested with this responsibility. In what ways (if any) do the process and/or criteria used for the admission of student-athletes differ from the process for admitting students generally. Be specific and, give careful attention to key decision points (e.g., establishment of admissions criteria, approval of, special admissions) in these processes and the individuals or groups involved at each point, including the role, either formal or informal, the athletics department plays (if any) in the admissions process for student-athletes.
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Compare and explain any differences in the admissions profiles of student-athletes who received athletics grants-in-aid with the profiles of students in general by submitting the following information for the three most recent academic years: average standardized test scores for freshman student athletes who received athletics aid (by gender, by racial or ethnic group, and according to the eight sport groups listed in the NCAA Division I Graduation Rates Disclosure Form) and for all entering freshmen students (by gender and by racial or ethnic group). [Note: Use the supplied charts (Standardized Test Scores, by Gender on Page 19, Standardized Test Scores, by Racial or Ethnic Group on Page 20 and GPA and Test Scores, by Sport Group on Page 21) and the graduation- rates disclosure form methodology to compile these data.
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Please describe the process by which students may be admitted if they do not meet the institution’s standard or normal entrance requirements and identify the agencies vested with this responsibility. This should include any second-level or subsequent review processes or appeals procedures which may be utilized when students are not automatically admitted because they do not meet the institution’s published entrance requirements.
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Compare and explain any differences between the percentage of freshman student-athletes receiving athletics aid who were admitted through any of the processes described in Self- Study Item Number 6 above and the percentage of freshman students generally who were so admitted. Provide these comparative data for the three most recent academic years. For the student-athlete data, information should be displayed for each of the sport groups, organized by year, and listed in the NCAA Division I Graduation-Rates Supplemental Form. [Use the supplied chart (Special-Admissions Information on Page 23 to compile these data.]
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List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify initial-eligibility and transfer-eligibility for student-athletes. Provide names (including titles) of who has ultimate responsibility in determining student-athletes’ initial and transfer eligibility.
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List the step-by-step sequence of actions taken by particular individuals on your institution’s campus to certify student-athletes’ continuing eligibility. Identify by name and title the individual(s) with final authority for certifying continuing eligibility. Provide names (including titles) of who has ultimate responsibility in determining student-athlete’s continuing eligibility.
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Review the graduation rates for student-athletes who received athletics grants-in-aid, for various student- athlete subgroups and for students generally during the last three years, and comment on any trends or significant changes. Specifically, identify and explain deficiencies in graduation rates for any of the following when compared to the graduation rates of students generally: student-athletes generally, student-athletes of particular sport teams, student-athletes by gender, student-athletes by ethnicity and student-athlete subgroups (i.e., ethnicity) within particular sport teams. If the graduation rate for student-athletes, or for any student-athlete subgroup, is less than the graduation rate for students generally, the institution must analyze, explain and address, as appropriate (1) the magnitude of the difference between the student-athlete (or subgroup) rate; and (2) the trends over the three reporting periods in these rate differences.
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Identify and describe the academic standards and policies contained in the university’s catalog/ bulletin, athletics department manual, student-athlete handbook and/or institutional handbook for students. Describe exceptions, if any, to the institution’s regular academic standards and policies applicable to the general student body (e.g., good academic standing, definition of minimum full-time status) that are available to student-athletes.
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Describe the procedures used by the institution to monitor missed class time for student-athletes.
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Analyze, explain and address missed class time that has been determined by the institution to be significant or excessive for any sport(s).
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Describe the means by which the institution's policies and procedures regarding the scheduling of athletics competition and practices (e.g., missed class policy) are communicated to student- athletes.
Information to be available for review by the peer-review team, if requested:
■ A copy of the institution’s most recent catalog and/or bulletin.
■ A copy of the institution’s standard or regular, published entrance requirements, including the provisions under which students may be admitted by special exception to the institution’s standard or normal entrance requirements.
■ Information regularly reported to the chief executive officer, faculty senate or director of athletics concerning the academic performances of sports teams (if any).
■ All student-athlete eligibility files (including, when appropriate, final high-school transcripts, high schools’ lists of approved core courses, and final certification reports, verification of standardized test scores, NCAA student-athlete statements, institutional transcripts, transfer documentation).
■ Information from exit interviews of student-athletes.
■ Athletics department manual and/or policies and procedures.
■ Student-athlete handbook.
■ Institutional handbook for students.
Operating Principle
2.2 Academic Support. Members of the Association have the responsibility to conduct intercollegiate athletics programs in a manner designed to protect and enhance the educational welfare of student-athletes and to assure proper emphasis on educational objectives. Consistent with this responsibility, the institution shall demonstrate that:
- Adequate academic support services are available for student-athletes.
- Student-athletes are encouraged and assisted in reaching attainable academic goals of their own choosing.
- When it is determined that individual student-athletes have special academic needs, these needs are addressed.
- The support services are reviewed and approved periodically by academic authorities outside the department of intercollegiate athletics; and
- There is a commitment to the fair treatment of student-athletes, particularly in their academic role as students.
Self-Study Items
- List all “corrective actions,” “conditions for certification” or “strategies for improvement” imposed by the NCAA Division I Committee on Athletics Certification in its first-cycle certification decision (if any) as they relate to Operating Principle 2.2 (Academic Support). In each case, provide: (a) the original “corrective action,” “condition” or “strategy” imposed; (b) the action(s) taken by the institution; (c) the date(s) of the action(s); and (d) an explanation for any partial or non completion of such required actions. Please note, the institution is not required to respond to recommendations for required actions developed by the peer-review team unless those same recommendations were adopted by the Committee on Athletics Certification.
- List all actions the institution has completed or progress it has made regarding all plans for improvement/recommendations developed by the institution during its first-cycle certification process as they relate to Operating Principle 2.2 (Academic Support). Specifically include: (a) the original plan; (b) the actions(s) taken by the institution; (c) the date(s) of the action(s); (d) an explanation for any partial or non completion of such required actions. Please note, the institution will not be required to fulfill an element of a first-cycle plan if the element does not affect conformity with an operating principle.
- Describe any additional plans for improvement/recommendations in the area of Operating Principle 2.2 (Academic Support) developed by the institution since the first-cycle certification decision was rendered by the Committee on Athletics Certification.
- Identify how the institution is organized to provide academic support and advising services to student-athletes (i.e., reporting lines and identification of who does what).
- Using the following program areas for academic support issues as examples, please describe:
- The specific academic support services offered to student-athletes (if any);
- Any policies that govern which students can use these services;
- The mechanisms by which student-athletes are made aware of these services;
- The mechanism for review of these services by academic authorities outside athletics at least once every three years; and
- The mechanism for periodic approval of these services by academic authorities outside athletics.
If the institution has additional or different academic support services not included in the list of examples, please click “Add Academic Support Area.”
■ Academic Advising – Course selection, class scheduling, degree program assistance, priority registration.
■ Tutoring – Availability; procedures and criteria for obtaining assistance; assignment, qualifications, training, experience, etc.; compensation, rate of pay, pupil loads, qualifications, experience, other terms and conditions of employment.
■ Success Skills – Study skills, note and test taking, writing and grammar skills, time management skills.
■ Study hall – Availability, facilities, policy for mandatory attendance.
■ Freshman/transfer orientation – Availability, attendance requirements.
■ Academic progress monitoring and reporting – Individual’s responsibility, frequency, procedures for periodic grade and attendance checks.
■ Assistance for special academic needs – Provisions for diagnosis and treatment of learning disabilities.
■ Learning assessments – Provisions for testing and evaluation (e.g., placement testing).
■ Mentoring – Availability of mentors, identification and assignment methods, frequency of interaction.
■ Assistance for at-risk students – Availability including institution-wide assistance.
■ Post-eligibility programs – Availability of scholarships, assistantships and academic support.
- Please submit a copy of the report from the academic support services review to your NCAA staff liaison with the submission of your self-study report.
- Describe relevant corrective actions planned or implemented from the academic support services review.
Attachment No 1:
Part I-A: Standardized Test Score, by Gender
Part I-B: Standardized Test Score, by Racial or Ethnic Group
Part II: GPA and Test Scores, by Sport Group
Attachment No. 2: Special Admissions Information
TABLE 1. ACT/ SAT CONVERSION CHART
| SAT |
ACTSUM |
|
SAT |
ACTSUM |
|
SAT |
ACTSUM |
|
SAT |
ACTSUM |
| 1600 |
141 |
1290 |
115 |
980 |
83 |
680 |
56 |
| 1590 |
140 |
1280 |
114 |
970 |
82 |
670 |
55 |
| 1580 |
139 |
1270 |
113 |
960 |
81 |
660 |
54 |
| 1570 |
138 |
1260 |
112 |
960 |
80 |
650 |
53 |
| 1560 |
138 |
1250 |
111 |
950 |
80 |
640 |
53 |
| 1550 |
137 |
1240 |
110 |
940 |
79 |
630 |
52 |
| 1540 |
137 |
1230 |
109 |
930 |
78 |
620 |
52 |
| 1530 |
136 |
1220 |
108 |
920 |
77 |
610 |
51 |
| 1520 |
135 |
1210 |
107 |
910 |
76 |
600 |
50 |
| 1510 |
134 |
1200 |
105 |
900 |
75 |
590 |
50 |
| 1500 |
133 |
1190 |
104 |
890 |
74 |
580 |
49 |
| 1490 |
132 |
1180 |
103 |
880 |
73 |
570 |
49 |
| 1480 |
132 |
1170 |
102 |
870 |
72 |
560 |
48 |
| 1470 |
131 |
1160 |
101 |
860 |
71 |
550 |
47 |
| 1460 |
130 |
1150 |
100 |
860 |
70 |
540 |
47 |
| 1450 |
129 |
1140 |
99 |
840-850 |
70 |
530 |
46 |
1440
|
129 |
1130 |
98 |
830 |
69 |
520 |
46 |
| 1430 |
128 |
1120 |
97 |
820 |
68 |
510 |
45 |
| 1420 |
127 |
1110 |
96 |
810 |
67 |
500 |
44 |
| 1410 |
126 |
1100 |
95 |
800 |
66 |
490 |
44 |
| 1400 |
125 |
1090 |
94 |
790 |
65 |
480 |
43 |
| 1390 |
124 |
1080 |
93 |
780 |
64 |
470 |
42 |
| 1380 |
123 |
1070 |
91 |
770 |
63 |
460 |
42 |
| 1370 |
123 |
1060 |
90 |
760 |
62 |
450 |
41 |
| 1360 |
122 |
1050 |
89 |
740-750 |
61 |
440 |
41 |
| 1350 |
121 |
1040 |
88 |
730 |
60 |
430 |
40 |
| 1340 |
120 |
1030 |
87 |
730 |
59 |
420 |
39 |
| 1330 |
119 |
1020 |
86 |
720 |
59 |
410 |
38 |
| 1320 |
118 |
1010 |
86 |
710 |
58 |
400 |
37 |
| 1310 |
117 |
1000 |
85 |
700 |
57 |
|
|
| 1300 |
116 |
990 |
84 |
690 |
56 |
|
|
Evaluation and Plan for Improvement
Given the responses to the self-study items on the previous page, complete the responses below to: (1) indicate (with a yes or no) whether each part of the operating principle exists in the athletics program, and (2) evaluate whether the activities of the athletics program are in substantial conformity with the operating principle as a whole. [Note: In completing this assessment, make sure that all relevant information from the other certification areas is considered, given that some overlap does exist.]
Where the institution concludes in its evaluation that it does not conform to the operating principle as a whole or to any particular element(s) of the operating principle [as indicated by a “Currently No” response to the element(s)] or that problems or deficiencies exist in this area, outline the institution’s specific plans for improvement, which include/meet the following required elements: (a) standalone and in writing, (b) developed through broad-based campus participation, (c) issues/problems identified in the self-study, (d) measurable goals the institution intends to attain to address the issues/problems, (e) step(s) to achieve the goals, (f) the specific timetable for completing the work, (g) individuals/offices responsible for carrying out the actions, and (h) institutional approval. [Note: Please see Appendix A, Page 43 for an example format outlining all required elements of a plan.]
2.1 Academic Standards.
| Does the institution demonstrate that: |
Currently Yes |
Found on Page(s) |
Currently No |
If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Improvement Number |
a. The institution admits only student- athletes who have reasonable expectations of obtaining academic degrees?
- If the academic profile of entering student-athletes, as a
whole or for any student-athlete subgroup, is significantly lower than that of other student- athlete or comparable student-body groups, the contrast is analyzed and explained by appropriate institutional authorities?
- If the graduation rate of student-athletes, as a whole or for any student-athlete subgroup, is significantly lower than that of other student-athlete or comparable student-body groups, this disparity is analyzed, explained and addressed (through specific plans for improvement) by appropriate institutional authorities?
|
|
|
|
|
b. Academic standards and policies applicable to student-athletes are consistent with those adopted by the institution for the student body in general or the NCAA’s standards, whichever are higher? |
|
|
|
|
c. The responsibility for admission, certification of academic standing and evaluation of academic performance of student athletes is vested in the same agencies that have authority in these matters for students generally? |
|
|
|
|
d. Written policies related to scheduling are established in all sports to minimize student-athletes' conflicts with class time and/or final examination periods due to participation in intercollegiate athletics, consistent with the provisions of Constitution 3.2.4.13? |
|
|
|
|
| |
Yes |
No |
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 2.1 |
|
|
[Note: The institution should not indicate “yes” regarding conformity with the operating principle as a whole unless it has indicated “Currently Yes” for each element of the operating principle or has a plan to address any “Currently No” response to any element(s) of the operating principle.]
2.2 Academic Support.
| Does the institution demonstrate that: |
Currently Yes |
Found on Page(s) |
Currently No |
If Currently No, If Deficiencies Exist, or If an Enhancement has been Identified, Indicate Plan For Improvement Number |
a. Adequate academic support services are available for student- athletes?
|
|
|
|
|
b. Student-athletes are encouraged and assisted in reaching attainable academic goals of their own choosing?
|
|
|
|
|
c. When it is determined that student- athletes have special academic needs, these needs are addressed?
|
|
|
|
|
d. The support services are approved and reviewed periodically by academic authorities outside the department of intercollegiate
athletics?
|
|
|
|
|
| e. There is a commitment to the fair treatment of student-athletes, particularly in their academic role as students? |
|
|
|
|
| |
Yes |
No |
On the basis of the yes/no answers above, is the institution in substantial conformity with Operating Principle 2.2 (Academic Support)? |
|
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[Note: The institution should not indicate “yes” regarding conformity with the operating principle as a whole unless it has indicated “Currently Yes” for each element of the operating principle or has a plan to address any “Currently No” response to any element(s) of the operating principle.]
Main Index | Governance & Commitment to Rules Compliance | Academic Integrity | Equity & Student-Athlete Welfare | Appendixes
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