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Top 10 Issues Identified 

for Division I Institutions

in the Athletics Certification Process 

The purpose of this document is to educate NCAA Division I member institutions and conference offices by providing information on the 10 issues most frequently identified by the NCAA Division I Committee on Athletics Certification during the review for Cycle 3, Class 2 institutions. This information is intended to assist institutions that already have gone through Cycle 2 of athletics certification, as well as those institutions that are preparing to go through the certification process in the near future.

1. The institution's gender-issues plan must include all required plan elements. [NCAA Operating Principle 3.1]

 2. The institution must analyze its Equity in Athletics Disclosure Act (EADA) report (i.e., participation, head coaches and assistant coaches) and NCAA financial report (specified revenue and expense categories) for the three most recent academic years, explain (using supporting data) any differences, address any deficiencies and comment on any trends. [Operating Principle 3.1]

 3. The institution must conduct a thorough and written review of each of the 17 program areas for gender issues. If the institution identifies any deficiencies during this review, the deficiencies must be incorporated into the institution's gender-issues plan for improvement. If no deficiency exists, the institution must include a maintenance plan for each program area. [Operating Principle 3.1]

 4. The institution must have written policies and procedures in the areas of athletic training; sports medicine; emergency medical plans for practices and games; emergency medical plans for out-of-season workouts, strength training and skills sessions; and travel policies (e.g., passenger vans, buses, permissible drivers, flights, length of trips). Further, the institution must evaluate the policies and procedures for their effectiveness in protecting the health and providing a safe environment for its student-athletes; identify the administrator(s) responsible for annually evaluating the policies and procedures for their effectiveness in protecting the health and providing a safe environment for its student-athletes; and demonstrate that policies and procedures are directly communicated in writing to department of athletics staff members, coaches and student-athletes. [Operating Principle 3.3]

 5. The institution's diversity-issues plan must include all required plan elements. [Operating Principle 3.2]

 6. The institution's instrument used to conduct student-athlete exit interviews must contain specified questions. [Operating Principle 3.3]

 7. The institution must conduct a thorough and written review of each of the seven program areas for student-athlete well-being. If the institution identifies any deficiencies during this review, these deficiencies must be incorporated into a student-athlete well-being plan for improvement. [Operating Principle 3.3]

 8. The institution must conduct a thorough and written review of each of the nine program areas for diversity issues. If the institution identifies any deficiencies during this review, the deficiencies must be incorporated into the institution's diversity issues plan for improvement. If no deficiency exists, the institution must include a maintenance plan for each program area. [Operating Principle 3.2]

 9. The institution must analyze, explain and address any differences between the most recent four-class average Federal Graduation Rate of all student-athlete subgroups (i.e., team, gender, ethnicity, ethnicity within team) and the most recent four-class average Federal Graduation Rate of students generally, including comparable student body groups. If there is a difference that cannot be adequately explained between the most recent four-class average Federal Graduation Rate of a student-athlete subgroup and the most recent four-class average Federal Graduation Rate of students generally or a comparable student body subgroup, the institution must develop a plan for improvement to address the issue. [Operating Principle 2.1]

 10. The institution must analyze, explain and address any differences between the most recent four-class retention rate of student-athlete subgroups (i.e., sport, gender, ethnicity) and the most recent four-class retention rate of all student-athletes. If there is a difference that cannot be adequately explained between the most recent four-class retention rate of any student-athlete subgroup and the four-class retention rate of student-athletes generally, the institution must develop a plan for improvement to address the issue. [Operating Principle 2.1]

 

Citation information:

Page accessed: Wednesday, November 26, 2014
Page URL: http://tulane.edu/ncaa/top-10-issues.cfm

NCAA Certification for Tulane University, New Orleans, LA 70118 ncaacert@tulane.edu