NCAA Division I Academic Performance Program Waivers NCAA

NCAA Division I Academic Performance Program Waivers & NCAA Division I Academic Progress Rate Improvement Plans – Dialogue Andy Louthain & Katy Yurk

Learning Objectives � What’s new in the world of the APP Waivers and APR Improvement Plans. � Using APP data to identify critical issues. � Creating a plan to improve.

What’s New � APP Waiver Process: Staff Decision � One Subcommittee Appeal Committee Chair Appeal For Postseason Access Only process for all levels of APP penalties and loss of access to postseason competition.

What’s New (contd. ) � Changes: ◦ Letter from the president/chancellor must accompany waiver. ◦ One signature page for waiver and confirmation of data. ◦ Teams no longer required to submit a request unless relief is requested (former Level-Three process). ◦ Level-Three in-person hearings eliminated.

What’s New (contd. ) � APP Filters for Limited Resource Institutions: ◦ Filters stay the same; application is different. Three filters: 1. 920 multiyear APR; 2. 940 two-year APR; or 3. 930 single-year APR and meets one of five improvement tests. Filters can be used twice over the next five years; LRI must decide if it will try to use the filters after submitting its data. Filters require an APR Improvement Plan that meets enhanced criteria established by the NCAA Division I Committee on Academics.

What’s New (contd. ) � APR Improvement Plans: ◦ Enhanced requirements for plans written by limited resource institutions. ◦ Plan development team must include the highest ranking academic authority (e. g. , provost). ◦ Staff may request a videoconference with the plan development team and the president/chancellor.

What’s New (contd. ) � APR Improvement Plan Implementation Reports from LRIs: ◦ Statement from the president/chancellor explaining plan implementation. ◦ Progress report on any long-term goals. ◦ All essential initiatives tied to critical issues must be implemented.

Using APP Data to Identify Critical Issues � Pitfalls: ◦ Generic list of lost points. ◦ Starting with waiver mitigation and not realizing it does not tie to the point loss. ◦ Doing nothing. ◦ Collecting all the data but not sure what to do next.

Using APP Data to Identify Critical Issues (contd. ) � Better practices: ◦ Examine every point lost over the past four years; ◦ Get specific for the reason Eligibility points were lost; ◦ Look for trends; and ◦ Ask questions you do not know the answers to.

APRIP Exercise ◦ Baseball team has a four-year APR < 930. ◦ Steps to take: �Create a team to develop the plan. �Analyze data. �Identify trends and issues. �Design initiatives to address. �Communicate. �Do it.

Data Analysis Year Student. Athlete Enrollment Year Category Fall E/R Spring E/R Deficiency Reason not Retained 2012 -13 Miguel 4 th 2 yr. N/Y N/N % Trans. , playing time 2013 -14 Nick 5 th Nontransfer Y/Y N/Y Did not graduate N/A Jose 5 th 2 yr. Y/Y N/Y Did not graduate N/A Ian 2 nd Nontransfer N/Y Y/Y GPA N/A Andrew 5 th 4 yr. Y/Y N/Y Did not graduate N/A Tyler 3 rd 2 yr. N/Y N/N GPA, 6 Trans. , playing time Jarrod 4 th 4 yr. N/N --- %, GPA Pro 2014 -15

Data Analysis (contd. ) Year Student. Athlete Enrollment Year Category Fall E/R Spring E/R Deficiency Reason not Retained 2015 -16 J. D. 3 rd 2 yr. Y/Y N/N GPA, 6, 18, % Quit; insufficient financial aid Justin 5 th Nontransfer Y/Y N/N Did not graduate Unknown Jordan 1 st Nontransfer Y/Y N/Y 24, GPA N/A Francisco 3 rd 2 yr. Y/Y Y/N N/A Trans. ; playing time Victor 2 nd 4 yr. Y/Y N/N % Quit; insufficient financial aid

APRIP Exercise � What is the data telling us? � Fifth year student-athletes who do not graduate after 10 semesters (lost five of 20 points). � Student-athletes who transfer (lost five of 20 points). � Student-athletes quitting school (lost four of 20 points).

APRIP Exercise (contd. ) �What does the team think?

APRIP Exercise (contd. ) �Next steps?

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