Resource decisions in academic services: Which factors predict positive APR scores at NCAA Division I institutions

In 2003 the NCAA developed the Academic Progress Rate (APR) designed to
measure the eligibility and retention of student-athletes. As of 2012, the penalty
threshold was 930 (out of a possible 1000). Ensuring that all teams meet APR
requirement, avoiding NCAA sanctions, has become a priority for NCAA
institutions. Despite growing interest, the impact of student-athlete academic services on APR scores is relatively unknown. Grounded in Adams’ Equity Theory, the purpose of this study is to provide a framework to understanding how resource allocation decisions within student-athlete academic services impact APR scores. An online survey consisting of 7 Likert-type items that measured distributive justice as well as questions regarding the academic services was sent to senior staff members in academic service. The results revealed that study hall hours showed a significantly negative impact in football APR scores, and were negatively correlated with men’s and women’s basketball APR scores, whereas priority enrollment, budget, and number of full-time staff members positively impacted APR scores. This study strives to better understand how decisions are made regarding resource allocation and what factors can be controlled for by athletic academic support staff members, possibly leading to an increased APR score.