NotesFAQContact Us
Search Tips
ERIC Number: ED546905
Record Type: Non-Journal
Publication Date: 2012
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-0578-1
An Examination of the Influence of Institutional Context on Academic Progress Rates at Division I Institutions: A Multilevel Approach
McLaughlin, Jacqueline Elaine
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
The growing attention given to intercollegiate athletics in recent years amid ongoing controversies highlights the importance of closely examining the implementation and impact of sports policy on college campuses. In an attempt to improve the academic performance and retention of student-athletes, the Academic Progress Rate (APR) was implemented by the National Collegiate Athletic Association (NCAA) in 2003. Previous research has shown that a wide range of factors can impact the educational attainment of student-athletes yet little is known about the APR and its relationship to team characteristics and institutional context. Using hierarchical linear modeling, this study examined the variance associated with APRs using predictors of team gender, sport type, squad size, institutional control, conference affiliation, institutional spending, enrollment, residence hall capacity, financial aid, school demographics, and selectivity. The sample consisted of 5,422 APR scores from 331 Division I institutions. Thirty-nine percent of the variance in APRs was explained by institutional effects when there were no predictors entered into the model. Entering team characteristics into the model accounted for 24% of the explainable variance at level-1. When controlling for all other variables, female teams were positively associated with APRs while teams from high profile sports and teams with larger squad sizes were negatively associated with APRs. These predictors helped explain variance in APRs, however they did not fully explain differences between institutions. Adding institutional characteristics to the model explained an additional 33% of the variance between schools. Controlling for team and institutional characteristics accounted for 72% of the between-group variability in APRs. Institutional control, enrollment, institutional expenditures, and residence hall capacity were positively related to APRs. Percent of student body receiving Pell grants and ethnicity were negatively associated with APR. Conference affiliation, selectivity, and institutional gender were not significant in the final model. This study demonstrates that a significant relationship exists between institutional characteristics and the APR and that institutions are differentially equipped to handle APR requirements. The findings extend our current understanding of the relationship between institutional characteristics and student-athlete outcomes and provide the first step towards (a) understanding student-athlete retention and academic progress in a hierarchical framework and (b) analyzing the APR-an understudied index that involves significant sanctions for schools that fail to meet the NCAA's APR standard. It also establishes the groundwork for further investigation of the APR and provides stakeholders with valuable information for facilitating an environment of informed decision making. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A