Not All Athletes are Dumb Jocks

There is a stereotype that college athletes are dumb jocks. As a result the NCAA set up the Academic Performance Program in 2003 to “incent” colleges to help their students be better athletes, thus eliminating this label.

In late May the University of Colorado released the results of the Academic Progress Rate (APR) report prepared by the NCAA for its 17 programs. Highlights of the report are:
• 13 of 17 team averages exceeded the national average for their sport.
• The men’s cross country team had a perfect four-year APR score of 1000 (top 10 percent in its sport), along with an NCAA Championship and 4 consecutive Pac-12 championships.
• The women’s lacrosse team, completed its second year with a perfect 1000 APR score;
• Five sport programs achieved a perfect 1000 score for the 2013-14 academic year, men’s cross country, men’s skiing, women’s basketball, women’s golf, and women’s lacrosse. (not shown in the table below)
• Football increased its APR performance to a 957 score. In 2008-09 the program had a 919 score that led to a six-scholarship penalty.

This year CU had a composite APR score of 977, well above the penalty level of 930. In other words, not all athletes are dumb jocks.

This score projects graduation rates that will be above those of the general student population. It is common for special groups (music, theatre, clubs, and other organizations, etc.) to have GPAs or academic achievement rates above the school average. In the case of athletics that is also a result of the special academic and tutoring programs established for athletes to help them meet the demands of sports and school.

Go Buffs!

Team 2013-24 APR Four-Year APR 2010-11 to 2013-14 2013-14 Team GPA
Men’s Cross Country 1000 1000 3.015
Women's Lacrosse 1000 1000 3.040
Women's Basketball 1000 995 3.028
Women's Golf 1000 991 3.285
Men's Skiing 1000 980 3.282
Men's Outdoor Track 989 986 2.856
Men's Indoor Track 989 985
Women's Soccer 988 994 3.304
Women's Cross Country 985 996 3.362
Women's Volleyball 979 989 2.874
Women's Indoor Track 979 986
Women's Outdoor Track 979 986 3.152
Men's Golf 976 967 2.845
Women's Tennis 969 983 3.340
Football 966 957 2.703
Men's Basketball 959 975 2.538
Women's Skiing 944 965 3.595
Penalty Level 930 930

Academic Arrogance – Take II

In 2010, the University of Colorado made a business decision to leave the Big 12 Athletic Conference and accept an invitation to join the PAC-12, a move that became official in July 2011. At the time, even the sharpest critics of CU Athletics expressed limited opposition to the move.

In their inaugural PAC-12 season the Buff athletes held their own on and off the field. In light of comments made by CU’s top brass last fall, it is fair to raise the question, “Have the CU administrators delivered the goods on the academic side?”

When CU and Nebraska jumped ship in 2010, other schools entered discussions about joining or starting new conferences. Those discussions included bringing other Big 12 schools into the PAC-12 and making it the PAC-16.

The Denver Post published an article, “CU President Leery of PAC-12 Adding More Teams”. The article stated…

University of Colorado president Bruce Benson said this morning he is wary of further Pac-12 expansion, particularly if Colorado is placed in an “East” division with former rivals from the Big 12 such as Oklahoma and Texas.

The real issue is money. Many Buff fans (and administrators) were tired of losing to the Sooners and Longhorns. The Buffs were in the same athletic conference as these schools, but they are in a much different league when it comes to funding athletics.

The same holds true on the academic side. What has CU done to improve the financial status of the university other than demand double digit tuition increases and beg for greater funding from the state legislature? Have they reduced academic programs that are not financially viable? Have they forced schools and colleges to become financially responsible? What is CU doing to produce better academic programs in a more efficient manner?

Later in the article Benson added…
One of the reasons – and there are a lot of reasons – we got in the Pac 12 is to play regularly on the West Coast,” Benson said. “When I hear things like East-West divisions, we’re going back to the Big 12 again. I don’t know who’s possibly going, but I sure don’t want to get shorted out of the West Coast.”

Benson is a sharp businessman and knows that CU has many wealthy alumni on the West Coast. Hopefully, they will feel a closer tie to CU because of the PAC-12 football and basketball games played in their backyard. Benson in counting on that presence to increase support and donations for the university.

How much additional funding from donors can be attributed to the Buffs being in the PAC-12? How many new partnerships with the private sector have been developed? How many new patents have resulted from the Buffs being in the PAC-12?

The Post article went on to say..
Benson and DiStefano always maintained a major reason for CU joining the Pac-12 was that the schools matched Colorado’s academic mission. While Oklahoma and Texas are on a par with CU academically, Texas Tech and Oklahoma State may not be. “I believe that we should have a robust academic atmosphere among all schools in the league,” Benson said. “What schools have cinch courses or gut courses? We don’t have any and never will. The Pac-12 doesn’t. Some Big 12 schools do.”

At best, Benson’s comments were arrogant.

His comments were made at a time when CU was ranked as the #1 party school in the U.S. by Playboy Magazine. In December 2011 CU received further “honors” by being named the druggiest college in the U.S. In 2012, rankings for Businessweek showed that the Leeds School of Business was ranked 92 out of 124 schools. The Leeds School was ranked in the bottom quadrant for its core business classes. The rankings showed that CU finished ahead of former Big 12 schools Kansas State, Kansas, and Nebraska and ahead of PAC-12 schools Oregon and Utah. (Note: 16 schools from the two conferences received ratings and 7 did not. The group of 7 schools without rankings included colleges that would be ranked above and below CU). In other words, the Leeds School is an academic bottom feeder.

In some areas it is debatable whether CU is worthy of being in the PAC-12 from an academic perspective.

It is time for the CU administration to put their money where their mouth is. It seems appropriate for Benson and DiStefano to revisit their comments of a year ago about “robust academic environments”, “cinch courses”, and “joining a conference that matches CU’s academic mission”.

What has CU done during the past year to benefit from being in the PAC 12? A fact-filled evaluation, sans the spin, would help increase the credibility of the CU system.

From an athletic perspective, the move to the PAC-12 has been a positive move for the Buffs… It is easy to measure their performance on the field, in the classroom, and in fund raising. Have facilities been improved? Have current teams received better support? Have new programs been added? Have existing initiatives been support (Read with the Buffs, Green Stampede-Zero Waste, etc.)

A similar evaluation should be made for academics. Over the past year have Benson and DiStefano taken steps to deliver the goods? How many cinch courses have they eliminated? What have they done to provide CU with a more robust academic environment? What have they done to ensure that CU meets the academic standards of the conference? The list goes on.

From an athletic perspective, has Mike Bohn’s department delivered the goods?

From an academic perspective, have Benson and DiStefano provided leadership to support the arrogance demonstrated a year ago?

 

What About Academic Performance Incentives?

Kyle Ringo, sports writer for the Boulder Daily Camera, recently wrote an intriguing editorial on the local football scene, “McElwain Deal Could Pave Way for Raise for Embree” (December 14, 2011).

A short replay for those not familiar with the situation…

Jon Embree was hired to rebuild the University of Colorado football program at an annual salary of $725,000, plus on-field incentives. This is the lowest salary in the PAC-12. Embree bleeds Black and Gold and is well qualified despite his lack of experience as a head coach. He has surrounded himself with a qualified team of assistant coaches and has rekindled enthusiasm for the sport, CU Athletics, the university, and fundraising efforts.

Jim McElwain was recently hired to coach the Colorado State Rams, a school that was successful in a weak conference under Sonny Lubick. McElwain will be paid $1.3 million to try to put CSU back on the football map.

Now for the intriguing part of Ringo’s editorial…
McElwain has a $200,000 incentive in his contract related to his players’ academic performance.

The focus of the editorial was $$ and it did not address the specifics of McElwain’s academic performance incentive nor did it look at some of the questions surrounding the concept. Some questions that might be posed are presented below.
• Participation on a D1 athletic team is time consuming. As a result, athletes have access to tutors and in some cases are required to use them. Given that level of support is it is appropriate for an academic incentive to be offered?
• Most special groups, including athletic teams, include students who perform above the average in the classroom. If that is the case, then why is an academic performance incentive necessary?
• Are academic performance incentives based on a student’s improvement or his grades? This question is relevant because some athletics lack strong academic backgrounds for socioeconomic or other reasons.
• Former CU basketball Coach Jeff Bzdelik stated publicly it was difficult to produce a quality basketball team at CU given the universities high academic standards. f this is the case, how do you establish an appropriate academic standard for football and basketball?
• Would an academic performance incentive require students to perform at a certain level in meaningful classes that develop knowledge and skills that will allow the student-athletes to get a job when they graduate?
• How many coaches in Colorado’s colleges and universities have a clause in their contract that awards them for their students’ performance in the classroom?
• Does Embree have a academic incentive for the classroom performance of his players? If not, then why? If so, then why wasn’t it discussed in Ringo’s article?
• Do physics or accounting professors have similar performance  incentives for their students? This is a rhetorical question. Grade inflation has become so rampant in some universities, CU included, that policies have been set in certain disciplines, such as the Leeds School, that establish quotas that limit the number of A’s and B’s in a class.
• Is an academic performance incentive meaningful, or is it just a clause placed in the contract to pacify the “jock-haters.”

Both athletics and academics are important to our colleges and universities. It is truly an interesting challenge to find a balance between the two.

 

The Closed-Mindedness of Academics?

Higher education is incredibly important part to innovation that will make the U.S. competitive in a global economy.. Professors are offered tenure because it allegedly protects free thinking, the creation of new ideas, and innovation.

The country’s higher education is assumed to be the country’s the hotbed of open-mindedness.

The leadership of our colleges and universities have demonstrated their “free-thinking” and open-mindedness in the management of college athletics. And it is very telling.

The Daily Camera published an article on September 26, 2011 entitled, “Oregon State President Opens up about PAC-12 Decision”. The league was considering a second expansion in less than a year to include 16 teams. The article stated…

“Oregon State President Edward Ray said he would personally take a look at anything that made sense, even though there was a strong sentiment among the PAC-12 schools that expansion wasn’t in the league’s immediate best interests.”

Ray is the chair of the PAC-12 CEO Executive Group, which includes leaders from each of the league’s schools, and is responsible for governance of the conference.  In the above statement he appears to be willing to consider various viewpoints.

Later in the article Ray was quoted, “But I know that some of my colleagues said, ‘You know what? I don’t care what any of the facts are, I don’t want anything to change.’ ”

What kind of statement does this make about the open-mindedness, priorities, and leadership of the country’s top ACADEMIC institutions. If this is the thought process for athletics, what is their thought process for for making big-league academic decisions?

 

Football Players Cluster to the Same Majors

Several weeks ago AP sports writer Paul Newberry penned an article published in the Daily Camera entitled, “College Athletes Cluster to Same Majors.” The AP research looked at the majors declared by football players at 68 universities which had received  automatic bids to the Bowl Championship Series. In short, Newberry indicated that football players favored majors in general studies and management.

It is common for groups of select students with similar interests to declare similar majors. For example members of the marching band are more likely to be music majors and members of certain sororities are likely to have a high concentration of students in business or communications.

In this case, clustering, as it is called occurs because football players seek majors that complement their practice and travel schedules. In many cases these majors may be less rigorous and require less time in the library. (Note: all research studies are careful not to refer to these as Mickey Mouse majors).

The AP study looked at sophomores, juniors, and seniors and did not include players who had not declared a major. Information was tallied from university media guides or websites, and information provided by the schools. The study found that clustering was prevalent at 39 of the 68 schools. The leaders in clustering are:

  • Georgia Tech            Management                                              43 players
  • Cincinnati                 Criminal Justice                                         40 players
  • Vanderbilt                 Human/Organizational Development  35 players
  • Wake Forest             Communications                                        34 players
  • Mississippi State     Kinesiology                                                  30 players
  • LSU                            Sports Administration                              28 players
  • UCLA                         History                                                         27 players
  • Baylor                        General Studies                                          27 players
  • Kansas                       Business                                                       25 players
  • Iowa                           Interdepartmental Studies                       21 players
  • Boston College         Communications                                        21 players
  • Clemson                    Sociology                                                      20 players

A review of other commentary on the topic shows the following:

  • Clustering is a common trend, more prevalent since the NCAA instituted the Academic Progress Rate. The APR was a mandate intended to force schools to have their athletes take classes that led to a degree that would lead to employment upon graduation.
  • Clustering varies between sports and schools.
  • Because school scan lose scholarships if APR numbers are not met, it is believed that counselors push athletes into less rigorous degrees.
  • It seems logical for athletic programs to recruit players to majors where players have had success in the past and it seems logical for athletic programs to promote those academic disciplines.
  • The NCAA claims that the APR program has increased graduation. While it is important for students and athletes to graduate, it is more important for them to receive an education that increases their chances of being hired.
  • The NCAA has conducted research that shows that about 80% of athletes are content with their majors.

Newberry’s research and the research of others illustrates how closely college athletic programs are being monitored in all aspects of their business.

Is clustering a problem? Probably not. Does clustering benefit the athletes? Possibly.