Talk:Academic Progress Rate

For my Sports and Society class at Georgetown University, I have decided to work to improve this article. Like I stated previously, it needed a lot of citations, and more information as to what the APR is, and its functions. Also I plan to expand on the punishment the NCAA puts forth and the success of the implementation of the APR. Give a closer look at the sport the APR impacts the most (football, basketball, and baseball). I have come up with a summary of how I plan to edit the article to make it better. My plans are as follows:

United States Education Program/Courses/Sport in Society (Shelly Habel)/Students
The NCAA defines The Academic Progress Rate as: "The Academic Progress Rate (APR) is a term-by-term measure of eligibility and retention for Division I student-athletes that was developed as an early indicator of eventual graduation rates."

Background
The NCAA established the APR as part of the academic reform package in April, 2004. It was put into place in order to aid in the NCAA's goal for student-athletes to graduate with meaningful degrees preparing them for life. The Principle data collector was Thomas Paskus, the Principal Research Scientist for the National Collegiate Athletic Association (NCAA).

Functions
The APR measures how scholarship student-athletes are performing term by term throughout the school year. It is a composite team measurement based upon how individual team members do academically. Teams that don’t make the 925 APR threshold are subject to sanctions. The NCAA works closely with the schools that do not meet the threshold in order to improve. While eligibility requirements make the individual student-athlete accountable, the Academic Progress Rate creates a level of responsibility for the University.

How It Is Measured
Teams that fail to achieve an APR score of 925 - equivalent to a 50% graduation rate - may be penalized. A perfect score is 1000. The scores are calculated as follows: "Each student-athlete receiving athletically related financial aid earns one retention point for staying in school and one eligibility point for being academically eligible. A team’s total points are divided by points possible and then multiplied by one thousand to equal the team’s Academic Progress Rate score."

Sanctions
Teams that score below 925 and have a student-athlete who both failed academically and left school can lose scholarships (up to 10 percent of their scholarships each year) under the immediate penalty structure.

Teams with Academic Progress Rates below 900 face additional sanctions, increasing in severity for each consecutive year the team fails to meet the standard.

Year 1: a public warning letter for poor performance Year 2: restrictions on scholarships and practice time Year 3: loss of postseason competition for the team (such as a bowl game or the men’s basketball tournament) Year 4: restricted membership status for an institution. The school’s entire athletics program is penalized and will not be considered a part of Division I

The first penalties under the APR system were scheduled to be announced in December 2005. Starting with the 2008–09 academic year, bans from postseason competition were added to the penalty structure. The most severe penalty available is a one-year suspension of NCAA membership, which has not yet been assessed as of 2010–11.

Prior to 2010–11, only four teams had received postseason bans. The results of the NCAA's APR report for that year, which covered 2006–07 through 2009–10, saw eight teams receive that penalty—five in men's basketball and three in football. Most notably, Southern became the first school ever to receive APR-related postseason bans in two sports. The highest-profile penalty in that year's cycle was handed down to defending NCAA men's basketball champion Connecticut. The Huskies lost two scholarships for the 2011–12 season due to APR violations.

Adjustments
The NCAA does adjust APR, on a student-by-student basis, in two circumstances. Changes have included exceptions for student-athletes in good academic standing who leave school early to pursue a professional career,student-athletes who transfer to another school while meeting minimum academic requirements and student-athletes who return to graduate at a later date. In the 2010–11 cycle, the NCAA granted nearly 700 APR adjustments in the latter category, out of a total of over 6,400 Division I teams. Nearly half of the adjustments were for baseball players.

= Averages= '''Average APRs by Sport for Men’s Teams (Four-Year APR for 2006-07 thru 2009-10 AY) Sport/ # of Teams/ Four-Year APR Average'''

Baseball 298 959

Basketball 344 945

Cross Country 313 970

Fencing 19 964

Football (FBS) 120 949

Football (FCS) 124 943

Golf 298 971

Gymnastics 16 982

Ice Hockey 58 979

Lacrosse 60 971

Rifle (co-ed) 23 966

Skiing 12 972

Soccer 203 967

Swimming 139 972

Tennis 262 970

Track (Indoor) 257 960

Track (Outdoor) 278 962

Volleyball 23 974

Water Polo 22 972

Wrestling 82 958

'''Average APRs by Sport for Women’s Teams (Four-Year APR for 2006-07 thru 2009-10 AY) Sport/ # of Teams / Four-Year APR Average'''

Basketball 342 968

Bowling 32 952

Crew 86 985

Cross Country 341 977

Fencing 22 975

Field Hockey 79 988

Golf 253 983

Gymnastics 62 988

Ice Hockey 35 986

Lacrosse 90 986

Skiing 13 985

Soccer 321 978

Softball 288 975

Swimming 197 983

Tennis 321 979

Track (Indoor) 311 970

Track (Outdoor) 318 972

Volleyball 327 978

Water Polo 33 976

Impact of recent student edits
This article has recently been edited by students as part of their course work for a university course. As part of the quality metrics for the education program, we would like to determine what level of burden is placed on Wikipedia's editors by student coursework.

If you are an editor of this article who spent time correcting edits to it made by the students, please tell us how much time you spent on cleaning up the article. Please note that we are asking you to estimate only the negative effects of the students' work. If the students added good material but you spent time formatting it or making it conform to the manual of style, or copyediting it, then the material added was still a net benefit, and the work you did improved it further. If on the other hand the students added material that had to be removed, or removed good material which you had to replace, please let us know how much time you had to spend making those corrections. This includes time you may have spent posting to the students' talk pages, or to Wikipedia noticeboards, or working with them on IRC, or any other time you spent which was required to fix problems created by the students' edits. Any work you did as a Wikipedia Ambassador for that student's class should not be counted.

Please rate the amount of time spent as follows:
 * 0 -No unproductive work to clean up
 * 1 - A few minutes of work needed
 * 2 - Between a few minutes and half an hour of work needed
 * 3 - Half an hour to an hour of work needed
 * 4 - More than an hour of work needed

Please also add any comments you feel may be helpful. We welcome ratings from multiple editors on the same article. Add your input here. Thanks! -- LiAnna Davis (WMF) (talk) 20:11, 27 May 2012 (UTC)

Coverage
If I understand this correctly, it only applies to students who get financial aid that in some way is related to their athletic participation. So, a school, or even a sport with-in a school, that does not offer athletic scholarships is completely unaffected by APR (except in that it may hit other schools that it plays), right? also, it would seem that if a program that had one athlete on an athletic scholarship, and that student did not meet the grade, then, even if 32 other athletes were getting straight A's and graduating with-in four years, the program would be sanctioned, right? And conversely, if a program had 1 aided student who got straight A's and graduated after four years and a mass of other, non-aided students who did miserably and never graduated, then there would be no sanctions, right? Kdammers (talk) 09:29, 13 April 2014 (UTC)