This study investigated the connection between the academic evaluation of Division I FBS football programs and the various social settings that influenced these student-athletes. These social settings were classified as: institutional, departmental and program-specific. The experience of the student-athlete is thought to be impacted by all three settings, creating applicability for social identity theory, which provides the theoretical framework of the study. Informed by a literature synthesis of previous research on this content area, this quantitative study relied on institutional data reported to the NCAA and United States Federal Government to further investigate this topic. Using a multivariate analysis and data gathered from the 2003-04 to the 2009-10 academic year, attributes of all three levels were placed in three regression models to locate trends based on program Academic Progress Rate performance or Graduation Success Rate. The study determined that private control of an institution and participation in bowl games significantly impacted academic performance. This study built on a strong theoretical framework that informed and challenged the dynamic between student and athlete, seeking to advance the understanding of the complex interplay between higher education and intercollegiate athletics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]