NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED263797
Record Type: Non-Journal
Publication Date: 1981-Dec
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Joint Statement on Standards of Satisfactory Academic Progress to Maintain Financial Aid Eligibility [and] Academic Integrity and Athletic Eligiblity. Self-Regulation Initiatives: Guidelines for Colleges and Universities, Nos. 5 and 6.
American Council on Education, Washington, DC.
Guidelines to help colleges develop standards of satisfactory academic progress to maintain federal financial aid eligibility are presented. Guidelines concerning policies and procedures regarding academic integrity and athletic eligibility are also provided. Suggestions concerning academic standards for federal aid recipients include: issuing a statement of institutional policy on academic progress; limiting the amount of time allowed for students in different enrollment categories to complete their objectives to be eligible to receive federal financial aid; describing procedures for appeal and reinstatement; and evaluating a student's academic standing and progress at least once per year. In assessing problems associated with academic integrity and athletic eligibility, attention is directed to the following concerns: the coach as an educator; the locus of responsibility for the institution's athletic program; policies and procedures for handling transcripts and test scores and for assuring that the student athlete makes satisfactory academic progress; transfer of credit and acceptance of courses offered by other institutions; transfer from two-year institutions; specially admitted student athletes; and analysis of admissions and academic performance of student athletes. (SW)
Office on Self-Regulation Initiatives, American Council on Education, One Dupont Circle, Washington, D.C. (free with self-addressed, stamped envelope).
Publication Type: Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Council on Education, Washington, DC.