Community College Student-Athlete Academic Success Model
Historically recognized as open-door higher education institutions, community colleges have provided a post-secondary educational opportunity to a wide range of students. The debate on community college student graduation rates has become a frequent topic of conversation. Student-Athletes is a population that receives a great deal of attention centered on academic success. Over the past two decades, two athletic governing-bodies have held responsibility and accountability for academic achievement for student-athletes at U.S. educational institutions. The National Collegiate Athletic Association (NCAA) and National Junior College Athletic Association (NJCAA) both harbor a similar mission which is to foster a positive academic and athletic experience for all participants.
The NCAA has supplied its member institutions with support and guidance keeping them on pace with their mission while remaining compliant with federal laws that require monitoring, tracking, and submission of graduation rates for student-athletes under the Student-Right-to-Know and Campus Security Act. Senate Bill 580, written by New Jersey Democratic Senator William “Bill” Bradley, was passed in 1989 with the goal to elevate the level of accountability and responsibility of educational institutions to their consumers. The focus was to allow students to know the frequency of academic success or graduation rates at any institution as they made their college selection. The success of this law could only happen with inclusive collaboration between the policymakers and educational organizations. The enforcement of this law was combined with financial incentives requiring organizations which participated in the Higher Education Act (HEA) Federal Title IV (4) funding program to submit degree completion data annually.
Although amended, institutions that offer athletic financial aid are required to submit graduation rates of this population through their governing body and subsequently to the U.S. Department of Education. The NCAA has followed these mandates; however, NJCAA policies and procedures have lagged.
The modifications have increased the level of liability financially and academically on colleges and universities to be mindful of student success. According to a (2003) study by (Kane, Orszag, & Gunter) as seen in Bailey, Carlos, Jenkins, Leinbach, and Kienzl (2005, p.2) “the accountability movement has been further spurred by an increasingly difficult state funding environment where other demands on state resources, such as health care and corrections, have squeezed community college funding in many states.” Furthermore, a focus of student success outcomes is promoting institutions to engage in strategic conversations of policies, procedures, and initiatives that can improve graduation rates (Bailey et al., 2005).
Sedgwick Harris Northampton Community College
Monday, November 4, 2019
3:00 PM - 4:00 PM
Manchester, Mezzanine Level
First Learning Outcome: How to leverage current on-campus resources and develop partnerships with Academic Affairs.
Second Learning Outcome: How to design and implement a student-athletic educational success model to improve graduation and transfer rates.
Third Learning Outcome: How to better engage with the NJCAA to access their services and resources, and become knowledgeable of research projects in effect to enhance the experience of student-athletes nationwide.
Core Competencies: Change Management, Problem Solving
Proficiencies: Enrollment Management: SEM Assessment, Enrollment Management: SEM Leadership
Intended Audience: Some experience in the profession, Senior management (President, Provost, Vice President, Vice Provost)