Abstract
The Academic Progress Rate (APR) was created in 2004 to measure the real-time academic culture of NCAA Division I college athletic teams. During its short existence, the APR has become one of the leading academic metrics from which teams are evaluated. Given the lack of empirical data on APR, the purpose of this study was to determine if selected variables were correlated with, and were significant predictors of, single year APR scores. Ten independent variables were used to evaluate the dependent variable of APR from a sample of 652 NCAA Division I first-year student-athletes. Pearson correlations revealed APR scores were significantly related to gender, race, high school GPA, standardized tests, major, sport, coaching change, playing time, and team winning percentage. Least squares linear regression analysis demonstrated that gender, race, sport, coaching change, and winning percentage significantly predicted 38.7% of the variance observed in APR scores. These results could aid in programming efforts of first-year student-athletes while contributing to the APR body of knowledge.
Recommended Citation
Johnson, James E.; Wessel, Roger D.; and Pierce, David A.
(2012)
"The Influence of Selected Variables on NCAA Academic Progress Rate,"
Journal of Issues in Intercollegiate Athletics: Vol. 5, Article 8.
Available at:
https://scholarcommons.sc.edu/jiia/vol5/iss1/8