NCAA Response to COVID-19
Sarah Overpeck is the Director of High School Review at the NCAA.
In the United States, we recently celebrated Teacher Appreciation Week. This year, the recognition took on greater meaning and stirred even more heartfelt gratitude for the selfless work of educators. Schools around the country and abroad have made adjustments over the past few months in response to the COVID-19 pandemic. These adjustments resulted in myriad educational scenarios, including cancellations, emergency remote instruction, and pass/fail grading. Meanwhile family members, parents and friends are facing their own upheavals of school, work and life.
My NCAA Eligibility Center colleagues and I began tracking these changes to the educational landscape in mid-March. We initiated a multifaceted but nimble process of determining which issues were local and could be managed directly with high school administrators, and which issues were broad national or international trends that would require adjustments to our own policies to remain consistent with K-12 and higher education practices. Simultaneously, the NCAA research staff worked closely with the association’s member schools using data from past initial eligibility certification cycles to identify adjustments that would mitigate potential negative regulatory outcomes as a result of COVID-19, while preserving college readiness. While these changes may not capture all potential scenarios, they provide additional pathways for prospective student-athletes to meet initial eligibility requirements.
Four of these adjustments are outlined below, explaining what changed, why we made the change, and related notes.
COVID-19 Waiver Standard
What changed: Students with expected Spring/Summer 2020 graduation dates will be academically eligible for athletics aid, practice and competition at a Division I school by earning at least a 2.3 GPA in 10 NCAA-approved core courses, with a combined seven courses in English, math and natural/physical science, by the start of their seventh semester in high school. The Division II standard requires at least a 2.2 GPA in 10 NCAA-approved core courses by the start of the seventh semester in high school, without a stipulation about the distribution of those core courses across certain subject areas. These criteria do not require a standardized test score. This is a temporary alternative to typical Division I and Division II requirements.*
Why it changed: The uncertainty surrounding not only schooling but also SAT and ACT testing called for decisive action to provide reassurance to students and their families. NCAA staff and member schools reviewed academic certification data from previous cycles to determine a temporary alternative standard that would maintain a trajectory toward college success while considering disruptions to secondary education and testing.
Other notes: Uncertainty remains for the coming academic term and year (2020-2021). We will continue to monitor the situation as it evolves to determine if alternative requirements will be developed for future graduating classes.
*Students also could qualify for athletics aid, practice and competition using the typical Division I requirements (16 core courses, including certain progression and distribution, with at least a 2.3 GPA and an SAT or ACT test score that aligns to their core-course GPA on a sliding scale) or Division II requirements (16 core courses with at least a 2.2 GPA and an SAT or ACT score that aligns to their core-course GPA on a sliding scale).
Additional Course Usage
What changed: Students with expected Spring/Summer 2020 graduation dates will be allowed up to six additional core-course units for initial eligibility between the start of their seventh semester and the date they enroll full time at a Division I school, regardless of whether they graduate on time or when they enroll. This is a temporary change to typical NCAA legislation for Division I, which allows up to one additional core-course unit (or up to three core-course units if a student has a documented education-impacting disability) between on-time graduation and full-time enrollment.
Why it changed: We recognize that students may be impacted by school closures or other circumstances that inhibit their ability to complete courses. This adjustment provides an option for students who need additional time to meet core-course requirements.
Other notes: Division II legislation already allows for an uncapped number of additional core-course units prior to full-time enrollment.
Pass/Fail Grading Usage
What changed: High school students earning credit for “Pass” grades in NCAA-approved core courses completed during Spring/Summer 2020 will have those grades applied to their initial eligibility academic certification GPA calculations with 2.3 quality points for Division I (2.2 quality points for Division II). However, if the use of 2.3 (or 2.2) quality points would lower the student’s core-course GPA, the credit(s) would be applied toward the required core course units only and excluded from the core-course GPA calculation. This is a temporary change to typical NCAA legislation, which stipulates that “Pass” grades be applied using the lowest passing grade at the high school.
Why it changed: One of the first concerns that began as a low rumble but quickly demanded attention was the discussion among schools and districts to move to pass/fail or similar alternative grading systems for this academic term. Many administrators and teachers expressed concerns about the fairness of issuing standard grades during a time when there is such variation in students’ abilities to complete coursework due to internet access, availability of resources, family circumstance and fundamental student wellbeing. We paralleled this “hold harmless” philosophy while aligning to a data-driven and membership-supported core-course GPA threshold.
Other notes: This policy applies to all high school students who successfully complete Pass/Fail-graded core courses during the Spring/Summer 2020 term, regardless of expected graduation date.
Distance or e-Learning Program Reviews
What changed: The NCAA Eligibility Center will not require a separate review of distance or e-learning programs utilized during Spring/Summer 2020. This is a temporary change to standard NCAA legislation, which requires a review of each nontraditional program that doesn’t already have a status with the Eligibility Center.
Why it changed: We recognize that in many situations, school closures have resulted in emergency remote instruction, rather than a robust preparation of a digital learning environment. Schools and districts have guided students to alternatives that attempt to best meet their learning needs for the remainder of the academic year, but what those alternatives look like in practice varies widely based on internet access or other individual and family circumstances. Education groups like the Digital Learning Collaborative have made countless resources available to support teachers and families for whom this is sudden and new, but everyone is now facing unforeseen challenges from minor distractions to life-altering circumstances.
Other notes: This policy applies to all high school students who successfully complete core courses during the Spring/Summer 2020 term, regardless of expected graduation date.
What the Future Holds
The best-laid plans for how this academic year would progress went awry, and teachers responded by reaffirming the foundation of education. They adapted to the reality in front of them and met students where they are, both academically and emotionally. I believe the NCAA response also reiterated a commitment to wellbeing and fairness through support of prospective student-athletes in their pursuit of the collegiate experience. But our work is not finished. As we approach the upcoming academic year, we will continue to monitor ongoing developments in education and testing both nationally and globally to determine if further adjustments to initial eligibility requirements are needed. Please stay tuned here for updates.