Predicting First Year Academic Success of the Student-athlete Population at the University of Missouri
Predicting First Year Academic Success of the Student-athlete Population at the University of Missouri

Author: Joseph M. Scogin

Publisher:

Published: 2007

Total Pages:

ISBN-13:

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This study compares the predictive validity of the Office of University Admission's model to predict first year grade point average for student athletes at the University of Missouri. In a majority of the cases, it was found that student athletes had higher first year grade point averages than the campus prediction. Based on these findings, the researcher used a stepwise multiple regression to identify variables that account for a significant portion of the variance in first year grade point average for student athletes. The research was able to identify a significant model including three variables that explained 50% of the total variance in first year GPA. High school GPA (42%), ACT composite (5%), and aid status (2.5%) were significant predictors of first year academic performance for student athletes at the University of Missouri.

Development of a Predictive Model for Student-athlete Retention and Graduation at Louisiana State University
Development of a Predictive Model for Student-athlete Retention and Graduation at Louisiana State University

Author: Mary Allyn Boudreaux

Publisher:

Published: 2004

Total Pages: 456

ISBN-13:

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The National Collegiate Athletic Association through its member institutions has implemented academic standards governing initial athletic eligibility and has led reform initiatives tying the ability to compete athletically to student-athlete retention and graduation. Louisiana State University (LSU), like many Division I institutions, admitted its scholarship athletes using these initial eligibility standards as a minimum qualification for admission. However, as NCAA requirements have become less stringent, the admissions requirements at LSU have increased. Concerns about the retention and graduation of student-athletes and an increasing gap between the academic credentials of the student body and student-athletes led administrators to question the wisdom of this practice. There was a need to determine which variables can best predict the retention and graduation of student-athletes at LSU and whether or not these variables differed from results found in national literature. It was hoped that the predictive models could also be used to bridge the gap between NCAA and university admission standards. This study uses hierarchical logistic regression to predict student-athlete retention and graduation using six sets of pre-college and post-enrollment variables for each dependent variable. High school performance variables, characteristics of the high school attended, achievement test scores, demographic and sport variables were used to develop a pre-college model for both retention and graduation. College performance variables that measured the student-athletes' grade point average (GPA) at three academic milestones were added to these models. Results indicated that two different sets of variables predict retention and graduation of LSU student-athletes. The significant predictors in the pre-college retention model included: High School and English GPA, number of natural science and social science courses taken, total number of academic courses taken, math test score and sport and redshirt variables. The significant predictors in the pre-college graduation model included: High School and English GPA and total number of academic courses taken. In the development of the college performance GPA models, the researcher found that as the student-athlete progressed further in his/her academic career, the less important the pre-college variables became. However, most of the predictive power was attributed to the pre-college variables.

An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention
An Investigation of Cognitive and Non-cognitive Variables that Affect Student-athlete Graduation and Retention

Author: Lisa D. Campos

Publisher:

Published: 2009

Total Pages: 212

ISBN-13:

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Colleges and universities continue to be held to accountability measures typically related to student graduation rates. Intercollegiate athletic programs are not immune to such accountability measures. For instance, in recent years the National Collegiate Athletic Association adopted the Academic Progress Rate, which holds institutions accountable for the graduation, retention, and eligibility status of its student-athletes. It is the moral obligation of intercollegiate administrators to ensure student-athletes are receiving a quality education culminating in graduation. The recent climate of higher education makes it critical to examine the variables which influence graduation and retention of student-athletes. This study examined student-athletes who entered the University of Texas at El Paso from 1998 to 2001. Using logistic regression analyses, pre-college, demographic, and college variables were investigated to determine which variables influence student-athlete graduation and retention. The independent variables used were: high school core grade point average, scholastic aptitude test score, high school class percentile, ethnicity, gender, parent income level, first semester college grade point average, first year college grade point average, scholarship status, eligibility status, and sport played. Results of the study show, when compared to all other variables, the two most significant variables that predict student-athlete graduation and retention are eligibility status and first-semester grade point average.

Cognitive, Learning and Study Strategy Predictors of Student-athlete Academic Success and Academic Progress Rates
Cognitive, Learning and Study Strategy Predictors of Student-athlete Academic Success and Academic Progress Rates

Author: Janet Cain Moore

Publisher:

Published: 2014

Total Pages: 188

ISBN-13:

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The purpose of this research was to explore a range of predictor variables believed to influence the academic success of student-athletes as measured by cumulative grade point averages (CGPA) and academic progress rates (APR). This study included 210 scholarship student-athletes participating in intercollegiate athletics at a National Collegiate Athletic Association (NCAA) limited-resource institution. Multiple regression analysis found standardized test scores (Test), high school core grade point averages (HSGPA), the Will composite scale of the Learning and Study Strategies Inventory, 2nd Edition (LASSI-II), gender, and generational status (i.e. first-generation or non-first-generation) to be most predictive of student-athlete cumulative grade point averages (CGPA). Independent t-tests were conducted on all predictor variables in the study and found significant differences between males and females on the variables of HSGPA, Test, and CGPA with female student-athletes scoring higher on all of these measures. Significant differences were also found between first-generation and non-first-generation student-athletes on variables of HSGPA, Test, Skill, Will, and CGPA with non-first-generation student-athletes scoring higher on all of these measures. Student-athletes participating in non-revenue sports had significantly higher scores on the HSGPA, Test, and CGPA variables. Logistic regression analyses using found standardized test scores to be the only predictor variable in this study to consistently contribute to the prediction of APR point loss.

Predicting Student-athlete Success
Predicting Student-athlete Success

Author: Shanna Lei Autry

Publisher:

Published: 2010

Total Pages: 77

ISBN-13:

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ABSTRACT: Student-athletes are a highly visible subgroup of students whose performance and visibility can influence the formation of an institution's image (Zimbalist, 1999). Research must continue to advance understanding of the variables that lead to student-athlete academic success in order to enhance opportunities for student-athletes, improve institutional performance, and address important national priorities for intercollegiate athletics and higher education. The purpose of this study is to identify those precollege and college experience variables that influence student-athlete success at a major Division I institution in the Southeastern United States during a three year period from 2000 to 2003. Study variables included: race; gender; residency; high school grade point average; SAT composite score; scholarship amount; classification; major; Pell Grant eligibility; GPA for each of the first three semesters; number of degree hours each of the first three semesters; number of withdrawals for each of the first three semesters; and participation in an enrichment program.

The Relationship Between Residency and Socio-demographics to Academic Performance in NCAA Division I Freshman Athletes
The Relationship Between Residency and Socio-demographics to Academic Performance in NCAA Division I Freshman Athletes

Author: Eric Matthew Snyder

Publisher:

Published: 2009

Total Pages: 132

ISBN-13:

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Numerous studies have been completed on the academic ability of student athletes. Since the mid 1980s, the NCAA has emphasized the importance of academics and mandated more stringent requirements to be able to participate in intercollegiate athletics. These initial-eligibility standards have been successful in increasing overall graduation rates of student-athletes, but there remain a number of concerns. The purpose of the study was to determine if an NCAA D-I freshman student athlete's place of residency on campus, as opposed to off campus, while attending college during his/her freshman year had a statistically significant relationship to achievement as it relates to academic performance. The continued purpose of the study examined the relationship between selected socio-demographic components to academic performance in NCAA D-I freshman student athletes and how this relationship may have directly related to their academic performance during their freshman year. Participants completed the informed consent along with a questionnaire to aid in determining what academic and socio-demographic variables were related to academic performance (N = 205). Based on the results of this study, it was concluded that living on or off campus had no relationship with how the freshman student athletes performed academically. The best individual correlations with academic performance were high school GPA, gender, and ACT scores. These relationships proved to be a moderate relationship because an R value of .75 or greater was not reached. High school GPA, ethnicity, gender, absences unexcused, and ACT scores did enter a stepwise multiple regression equation, but could only explain 55% of the variance for that equation. Statistically 60% is an acceptable level for predicting academic performance in the study. However, it should be noted that 55% of the variance is relevant for those individuals who deal with the academic performance (i.e., athletic administrators, academic advisors, university faculty, parents, etc.) of student athletes to encourage the use of these variables to predict a student athlete's academic success. The other remaining variables showed only a low or very low relationship to a freshman student athlete's academic performance.

Factors Predicting Student-Athlete Retention and Attrition in Higher Education
Factors Predicting Student-Athlete Retention and Attrition in Higher Education

Author: Jong Eun Lee

Publisher:

Published: 2021

Total Pages: 91

ISBN-13:

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Although there has been a growing body of research on student-athlete retention in higher education, no studies to date have conducted a meta-analysis for investigating predictors of student-athlete retention and attrition. Moreover, the results of existing literature indicate that the factors impacting collegiate athletes' retention are mixed. Since student-athletes are from various backgrounds and different types of schools (e.g., Division I, II, III schools, or community colleges), it is crucial to address a generalized and coherent evidence of numerous factors from the multiple independent studies. Toward that end, conducting a meta-analysis is necessary and critical at this stage. Meta-analysis is the most valuable and effective statistical technique to better understand the factors predicting retention for this specialized subgroup of the higher education student population because it illustrates a quantitative summarization of various factors. Furthermore, meta-analysis allows researchers to compare differences between the retention predictors within a group of collegiate student-athletes from diverse backgrounds and different institutions.A total of 85 independent effect sizes were obtained from the 30 studies on various predictors of collegiate student-athlete retention and attrition. The results of the meta-analysis indicate that personal characteristics of student-athletes, including gender and race are strong predictors of their retention and attrition. The characteristic of the institutions in which student-athletes enroll in public or private schools is also important moderators of retention. Academic variables (standardized tests, high school GPA, high school rank, college GPA, and academic integration) are found to significantly correlate with retention and attrition. When it comes to athletic variables, sport types, changing coaches, playing time, and team success are discovered as moderators. Lastly, institutional supports and services are shown to be predictors of retention and attrition.The study aims to provide school administrators, educators, policymakers, and scholars with generalized evidence for promoting student-athlete retention. The findings of this research will allow them to objectively evaluate factors, their effectiveness, and for whom and under what conditions they are effective. Ultimately, practitioners and educators will be able to implement the outcomes of this study to increase collegiate student-athletes' retention in their educational setting.