NotesFAQContact Us
Search Tips
ERIC Number: ED557514
Record Type: Non-Journal
Publication Date: 2014
Pages: 242
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-9819-5
A Longitudinal Study of Academic Progress Rate as a Result of Team and Institutional Variables at NCAA Division I Schools
Hale, Jimmie Edwin
ProQuest LLC, Ed.D. Dissertation, North Carolina State University
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. [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