The following interview appears in the Winter 2017 issue of NABC Time-Out Magazine. To read the full Winter 2017 issue, click here.
Recently, the NCAA adopted new academic standards for high school students planning to compete at the Division I level. The NABC discussed had the opportunity to discuss these changes with NCAA executive vice president Oliver Luck.
NABC: As you know, our coaches play an important role in ensuring students are aware of the NCAA standards and striking an appropriate balance between time on the court and in the classroom. Can you give us a sense of why the NCAA has academic standards for initial eligibility and why members felt the standards should be raised?
Luck: “Thanks to you and the NABC for your interest in this topic and for the support you have given us in educating coaches, students and families about these changes. Personally, as a former student-athlete, athletics administrator and parent of student-athletes, I have seen first-hand the critical role coaches play in guiding young people to the right information to help them make the best decisions for their future. The NCAA is thankful for the partnership we have had with the NABC on this and many other topics.”
“To answer your question, the overarching goals of NCAA academic standards are to help students be more prepared for the rigors of a college classroom and stay on track to complete their degrees. Our research team continues to evaluate the academic data we collect on student-athletes, and we regularly review that data with our member committees, including the Division I Committee on Academics, which is made up of college presidents, athletics directors, faculty and others who determine what adjustments need to be made to maximize the number of student-athletes obtaining their degrees. The changes that were implemented for the first time this year were approved in 2011, but we allowed time for education and for students to adjust their academic plans to meet the new standards.”
NABC: With the time allotted for education and adjustment to the new standards, can you give us a read on how the first year compares to previous years? We are interested in the broad impact across all students but obviously have a special interest in the sport of basketball.
Luck: “We have been generally very pleased with how students performed relative to the new standard. There was some concern, both internally and externally, that the number of nonqualifiers and academic redshirts would exceed our forecast. But, as often happens, our students rose to the challenge, and the numbers we have seen this year are very much on par with what we have seen in previous years. Specifically, in 2014, 92.8 percent of students recruited by Division I schools were academic qualifiers, and in 2015, that number was 93.9 percent. In 2016, under the new standard, that number is 92.6 percent. For men’s basketball, the 2015 number of academic qualifiers was 88.9 percent, and in 2016, 85.4 percent. It is important to note that students who did not meet the full qualifier standard this year now have the opportunity to meet an academic redshirt standard beginning, which accounted for another 0.6 percent of all certifications and 1.0 percent of men’s basketball certifications. Academic redshirts may receive an athletics scholarship and practice with their team but may not compete during their first year on campus.”
NABC: Any thoughts on what contributed to these results?
Luck: “I’m sure it was a combination of factors, including setting a realistic new bar through evaluation of historical data and soliciting feedback from groups like the NABC. The implementation timeline also allowed for education and adjustments to be made by students, families, and their guidance counselors. Finally, and maybe most importantly, I think the partnership with the high school community, both on the academic side and athletics side, was critical in helping us get the message out and to drive awareness of what students needed to do to meet the new standard.”
NABC: Looking ahead, what advice can you give students and coaches as they work together to meet these new standards?
Luck: “I think first and foremost, make sure they know the standards. We have a number of great resources available for free on our website, www.ncaa.org/playcollegesports, ranging from brochures to one-pagers to an online NCAA Initial Eligibility course developed in partnership with the National Federation of High Schools. For students interested in competing for an NCAA school, we recommend registering with the Eligibility Center during sophomore year and submitting a transcript and ACT/SAT score to us after junior year so that we can identify any areas you may need to address prior to graduation. We just launched a redesigned website at www.eligibilitycenter.org.”
NABC: Finally, can you give us any insight into where you see NCAA academic standards going in the future and anything coaches can do to support those efforts?
Luck: “We will continue to evaluate our academic data relative to graduation rates of NCAA student-athletes. While I don’t see any major change on the immediate horizon, our membership is focused on helping student-athletes coming onto campus be academically prepared for the academic work and keeping them on track to graduate as they participate in their sport. As for coaches, I would ask that they continue to encourage their student-athletes and parents to familiarize themselves with the NCAA standards if they are interested in competing for an NCAA school. Coaches also play a key role in building good habits around balancing sports with the classroom, time management and general health and wellness. These behaviors will serve students well in college and in life.”
