A Longitudinal Study of Academic Progress Rate as a Result of Team and Institutional Variables at NCAA Division I Schools.

摘要

This study explained Academic Progress Rate (APR) levels and differences in APR (DAPR) with team and institutional variables. Team variables included team gender, sport profile, and squad size. Institutional variables included individual variables aggregated to the institutional level. The data analyzed in this study was derived from the National Center for Education Statistics (NCES), Peterson's Four Year Colleges, and The Princeton Review's Complete Guide to Colleges. The APR data was created by the National Collegiate Athletic Association (NCAA) and released through the Interuniversity Consortium for Political and Social Research (ICPSR).;Institutional variables were consolidated into three factors by factor analysis. Hierarchical linear models were then developed for both APR and differences in APR. Samples were taken from 42,445 teams fielded by 387 Division I institutions from 2003-2004 until 2010-2011. For difference in APR, entering team characteristics and institutional factors into the model accounted for 8% of explainable team and school variances. Only team variables were included in the models for differences in APR. For APR, team variables and institutional factors reduced team and school variance by 18% and 51%, respectively. Sport profile, squad size, team gender, and aggregated factors relating to personal and financial characteristics of students were included in the model predicting APR. The models for APR were consistent with those offered by Tinto (1975, 1987, 1993).;This study demonstrated significant relationships between team and institutional variables and APR scores. Also, though small, a significant relationship between team variables and differences in APR existed. The findings continued to clarify our understanding of the conditions conductive to academic success of student-athletes and lay the groundwork for strategies to improve APR scores.