The Student-Athlete Pathway to College
Colleges like to recruit and admit student-athletes. This is good news for high school students who have devoted years to training for their sport and gone on to excel at both the regional and national level – a just reward for their efforts. Even lesser skilled student-athletes who have performed well in the classroom have the opportunity to enhance their college application as a result of sports participation in high school. Whether you are the nation’s number one basketball recruit evaluating several scholarship offers from top ranked programs, or a field hockey player looking to boost her admissions odds at an Ivy League school, there are several essential points to consider when making the decision to pursue college athletics. Also, the timeline for student-athletes is different and more nuanced so students choosing this route need to be especially organized and strategic in their planning. The NCAA guidelines are both byzantine and rigid and there is no bending of rules when it comes to adhering to the governing body of college athletics and their policies.
Let’s first consider a few key suggestions for useful self-analysis to engage in prior to taking the plunge into the pool of college athletic participation –
• COLLEGE SELECTION
“Fit” remains the operative word when it comes to college choice. Athletic participation should not be the driving force in your selection of a college. As an example – 2 % of college football players will go on to a professional career. Other college sports report even less imposing stats. Hence, it behooves high school student-athletes to take a longer view when evaluating schools. Choose a school that has the academic credentials and social environment that you desire and one that you can afford beyond any athletic financial aid that you may receive.
• RELEVANCE OF PROJECTED POSITION ON THE TEAM
It’s no fun being a “bench warmer” watching your teammates compete while you “ride the pine” on the sidelines. Be realistic when evaluating your skill level in relation to other recruits as well as your future teammates and your ability to crack the line-up.
• MYTH OF THE FULL RIDE ATHLETIC SCHOLARSHIP
There are seven million high school athletes. Just 1 % of those will get a full ride athletic scholarship to a Division I program. Division III and the Ivy League do not offer athletic scholarships at all. There are only twohead count(full ride) DI sports for men – football and basketball. For women there are four – basketball, gymnastics, tennis, and volleyball. The remainder of college sports fall into the equivalency category where a specific number of scholarships – say 11.7 for men’s baseball – are divided among all the players on the team. So, in an equivalency sport like baseball, it’s possible to receive a small scholarship of $1000, barely enough to cover your books. The good news is that there’s lots of need-based and merit aid out there for deserving student-athletes to supplement athletic aid or in some cases substitute when none is offered.
Once the decision has been made to pursue college athletics, taking these three preliminary steps will help facilitate the process and create a smoother pathway for recruitment –
• ACADEMIC PREPARATION
Understand the academic requirements – including grades and standardized test scores – for the type of school you plan to attend. In addition to the basic NCAA academic guidelines, individual schools have standards as well. The Ivy League and selective liberal arts schools typically require their student-athletes to have significantly higher grades and test scores than less selective colleges. I always recommend to the high school student-athletes that I work with to test early, i.e., December or January of the junior year. This way college coaches can provide you with a benchmark if a higher score is needed for admission. Remember – a college coach can recruit you however you must be admitted to the school in order for the athletic offer to be valid. For a more detailed description of academics and college athletics go to ncaapublications.com and download for free the NCAA Guide for the College Bound Student-Athlete.
• ATHLETIC RESUME AND RECORDS
As early as the 9th grade start keeping track of your athletic playing record, scores, and statistics. It’s also a good idea to take advantage of college athletic recruiting services many of which are free. It’s crucial that the college coaches can find youquickly on the internet – a reputable recruiting website will ensure that you have an online presence.
• COMMUNICATING WITH COLLEGE COACHES
It’s smart to be proactive and reach out to college coaches as soon as you have identified a school as a place you would like to attend – email is generally the preferred form of communication for this. NCAA rules prohibit coaches from returning your calls or emailing you until July 1 after your junior year of high school however by initiating contact and demonstrating interest you can begin the process. Recruiting rules and regulations can be found at NCAA.org.
The bottom line – successful high school student-athletes are attractive candidates for colleges. Nearly 1200 Harvard undergraduates – or 20% of the student body – participate in intercollegiate athletics. That figure is even more notable at Williams College where 36% of the students are varsity athletes. Whether your goal is to obtain an athletic scholarship or gain admission to an Ivy League or other highly selective university, college athletics is worth pursuing. To be able to continue to play the sport you love while receiving an education and at the same time developing skills such as leadership and time management is a fabulous opportunity. With a little bit of forethought and careful advance planning the dream can become a reality!
UNOFFICIAL COLLEGE VISITS FOR STUDENT-ATHLETES
It’s summer time and besides beaches and barbecues it’s an ideal time for sophomores who are considering playing a sport in college to plan unofficial visits to various campuses. To clarify – an unofficial visit is anytime you or your parents visit a college that is funded by you. An official visit is any visit to a college that is paid for by that university. The NCAA mandates that official visits cannot be taken until opening day of classes of your senior year in high school. I will discuss suggested questions for the official visit in a later post.
I am currently working with a high school sophomore who is leaving soon to take unofficial visits to several east coast colleges. I provided him with the following list of suggested questions to pose to the coaches that he will be meeting. This list is both lengthy and comprehensive so it’s best to select topics that you find most relevant. Also, I’ve included several questions that the coaches are likely to ask recruits – it’s a good idea to be prepared for these!
Finally, in addition to meeting with the coach and touring athletic facilities I recommend taking an official campus tour because this provides an excellent overview of the school. Make sure to take time to observe small but important nuances – the school newspaper, campus bulletin board and visit the student union and cafeteria. Strike up a conversation with a current student and ask what it’s like to be a student at XYZ school. You will find that most college students are more than happy to engage in this type of dialogue!
Here’s my list –
RECOMMENDED QUESTIONS FOR UNOFFICIAL COLLEGE VISITS
ACADEMICS:
- How accommodating are professors regarding the team’s travel schedule?
- What happens if a class I want to take or need to take for my major conflicts with practice and game times?
- Are there any majors that the coach would consider too time consuming for a team member? For example, some coaches discourage their players from majoring in subjects like pre-med or engineering because they are viewed as incompatible with playing a college sport.
- What types of academic support services are available for student-athletes, i.e., tutoring, study halls, priority registration?
- Do team members typically attend summer school in order to lighten their load during the season?
SCHEDULE:
- Can you describe a typical daily schedule for a student-athlete on this team?
- Is there a strength training program to complement the specific sport training?
- What is the travel schedule like? How much class will I typically miss in a school year?
- Are there any international trips planned?
- Are there any team obligations, i.e., practices, training/conditioning regimens, tournaments over breaks and summers?
TEAM PHILOSOPY:
- What is the philosophy of the school’s athletic program? What role do athletics play in university life?
- What goals do you have as a coach for the team in the upcoming years?
- What position are you recruiting me for?
- What other players in my class are you currently recruiting and where do I stand on your recruiting list?
- What is your recruiting timeline, i.e., when will I find out if I am being invited on an “official visit”?
- Do you see me being a starter or significant contributor on the team?
HEALTH, TRAINING, AND CONDITIONING:
- What types of injuries have team members had in the past few years and how do you deal with these?
- Is medical care and physical therapy available to the student-athletes?
- What medical expenses does the college cover?
FINANCIAL ISSUES:
- How many and what types (full/partial) of scholarships are available for my class?
- How are scholarships renewed?
- Will scholarships cover a fifth year?
- What is your walk-on policy?
CAMPUS LIFE:
- Are student-athletes required to room with team members?
- Is the team housed together in one dorm?
- Is there a specific meal plan for student-athletes, i.e. an “athletic training table”?
- Do most student-athletes find it possible to balance athletics, academics, and a social life?
- Are there any special team bonding events, community service activities, or trips?
QUESTIONS FROM COACHES:
- What other colleges are you considering?
- What is your intended major? (it’s ok to say you are not sure yet)
- What is most important to you when choosing a school?
- Will you be applying for financial aid?
- Will you be willing to apply ED (early decision) or EA (early action)?
- What is your upcoming travel team showcase schedule?
JUNIOR YEAR CHECKLIST FOR STUDENT-ATHLETES
I know. Junior year in high school can be a grind – with the PSAT test in October, the SAT or ACT after that, AP exams and the SAT subject tests in the spring, not to mention tough academic loads and endless extracurricular activities. It’s enough to make one’s head spin! For student-athletes it’s even more critical to stay organized as the junior year is the most important year in terms of the college athletic recruiting process. This is the year that college coaches seriously begin to evaluate performance and results and start to think about their recruiting classes. Plus, the NCAA has very specific rules concerning what is and isn’t permissible in terms of contact with coaches. Students really need to know these rules before they engage in any form of contact with college athletic staff members.
It’s been my experience that those student-athletes who plan ahead, develop a strategy, and create a timeline have realized the most successful outcomes in terms of college athletic placement. Since most high school students have comfortably been back in school for over a month now, I thought it would be timely to present an overview in the form of a “To Do list” for college-bound juniors who are planning to continue playing sports in college. I have included a senior year list as well for those students who are uber-organized and are interested in seeing the whole picture!
Junior Year:
- Send college coaches your athletic resume, results, and highlight video if you have not already done so.
- If your grades are not up to par consider getting assistance either through your teachers at school or with an outside tutor. Take the PSAT. Begin studying for the SAT or ACT exam with the goal of taking the test in the winter or early spring. (students who feel that they are not ready or have not prepared sufficiently should wait until May or June dates). Register with the NCAA Eligibility Center (only required of Division I and II student-athletes). Test scores must be reported directly to the Eligibility Center.
- Written communication by college coaches is permitted during the junior year. Coaches are still not allowed to return phone calls but they can return emails.
- You can take unofficial visits to schools which means you and your family must pay the expenses. Contact college coaches prior to these visits and let them know of your plans as NCAA rules allow you to speak with the coach as long as you are on campus. You are allowed to take unlimited unofficial visits.
- At the end of your junior year – after your second semester grades are finalized – remind your high school counselor to send a copy of your transcript to the Eligibility Center.
Summer after Junior Year:
- In July, after completing your junior year, college coaches can begin calling you. The timelines vary by sport and NCAA division but in general coaches are allowed to call once per week.
- College coaches are permitted 3 in-person, off campus contacts per prospect starting July 1 after your junior year.
- College coaches can make athletic scholarship offers at this point.
Senior Year:
- If you are being seriously recruited by a school, the coach will invite you to make an official visit (where the school picks up the tab). You are permitted to take 5 such visits beginning the first day of your senior year. Don’t despair if you don’t receive offers for official visits. Many non-revenue sports do not have the budget for this.
- Remember that a verbal scholarship offer is not binding until a National Letter of Intent (NLI) and offer of Financial Aid is signed by the recruit. The signing dates vary by sport with the earliest signing period beginning in November of the senior year. Do not sign a NLI prior to the first allowable date as listed on the NLI website.
- Keep your senior year grades up. Although you have signed an agreement with a school via the NLI, the document is no longer binding if you fail to graduate from high school, maintain academic eligibility as mandated by the NCAA, and/or be admitted to the college.
- Remind your high school counselor to send your final transcript to the Eligibility Center. You will not be allowed to participate in college athletics if you have not been cleared by the Eligibility Center.
MOOCs MOVING FORWARD
In my July post I discussed the advent of MOOCs, which stand for Massive Open Online Course, and their debut in the world of higher education. Unfortunately, an early trial has met with less than stellar results.
In January, San Jose State University partnered with Udacity, a for-profit founded by Google employee and Stanford professor Sebastian Thrun, to offer online versions of three SJSU math classes. The three courses were in remedial and entry-level math and statistics. Half the students were already enrolled at SJSU and the other half came from nearby community colleges and charter high schools. Students were able to seek extra help online from live tutors.
Here are the results:
- 29% passed the Udacity Remedial/Developmental Math course compared to 80% in the regular face-to-face version of the course.
- 44% of the San Jose students passed College Algebra compared to 74% in the face-to-face version.
- 51% passed the toughest class, Statistics, as compared to 74% in the traditional class.
Granted, this is a small sample. Only 100 students per class were accepted into the pilot. Even so, the poor results have led to a lot of hand-wringing by proponents of MOOCs and online learning – not to mention the politicians who have so fervently supported this alternative teaching method as a solution for woefully underfunded education budgets.
Udacity acknowledges that there were kinks in the system relating to the communication of expectations. Two of the classes were deadline-free and students fell behind. Also, professors were still writing curricula when the courses began, hardly a best practice when it comes to teaching.
Many of the students lacked access to computers or the Internet in their homes. More importantly, students in these courses didn’t have face-to-face support from qualified teachers as they would in the classroom.
Despite this poor report, I still feel there is a place for online teaching in colleges and universities. Yes, the economy is rebounding and the corresponding reinvestment in our public higher education, yet additional educational delivery methods providing even greater access for students is still needed. Perhaps, universities should very carefully select which courses are offered in the online format and to whom. Most of the students recruited to take the classes at San Jose State had already failed the entrance exam for college math or had failed remedial math once already. Self-paced learning probably works better when students already possess the required fundamental skills and prerequisite knowledge before moving forward to the next level. And, the first order of business clearly needs to be the basic tools, i.e. a working laptop and an Internet connection.
Hopefully, upcoming collaborations like the one between Udacity and Georgia Tech for a master’s degree in computer science or Coursera’s partnership with 10 state university systems will learn from the San Jose experiment. MOOCs aren’t going away anytime soon, so colleges and universities will need to figure out the best way to implement them.
MOOCs – There Time Has Come
It is entirely possible that if you are not intimately involved in higher education you may not have yet heard of MOOCs. MOOC stands for Massive Open Online Course. The two fundamental criteria of MOOCs are open access and the ability to support large scale enrollments. The question is no longer if online education will be integrated into the college teaching landscape but rather when – and more tellingly how.
Coursera – a MOOC founded by two Stanford computer science professors – announced in May that it had signed agreements with state universities enrolling more than a million students. A contentious debate continues whether such courses will actually lead to better learning, higher graduation rates, and reduced costs – or to the dissolution of public universities, eliminated faculty jobs, and an inferior education for most students.
Two of the biggest hurdles in higher education – affordability and access – are obvious benefits of the online model. Users can tap into Ivy League quality instruction on their own time, at their own pace and with little or no cost. However, students who cannot self-regulate their learning or students with learning disabilities may need individualized guidance and a personalized process. Plus, the once-in-a-lifetime experience of the residential college and all that it entails is nowhere to be found in online education. Finally, supervision is an issue as MOOCs move toward accreditation as it is inherently much easier to cheat in an online course than a physical classroom. Some MOOCs are now experimenting with site-based testing, both live and remote webcam monitoring, plagiarism detection software, keystroke pattern recognition software, and browser lockdowns.
At San Jose State University, which has led the way in allowing MOOCs to be used for credit, professors have expressed concern that faculty will be replaced with cheap online education. This spring, the Amherst faculty voted against joining edX, the nonprofit Harvard-M.I.T collaboration, and 58 Harvard faculty members sought the creation of a new committee to consider the effect online courses will have on higher education.
Personally, I don’t think I’d like to see a four-year online degree take the place of a brick-and-mortar college education. Yet, for impacted entry level classes, it seems like an obvious remedy. Public universities with diminished budgets can accommodate many more students using the online format than they are able to do with real time lecture sections. It’s disheartening to hear students lament about not being able to move forward in their majors when they are iced out of prerequisite courses due to over enrollment. Strategically offered online courses will be a godsend to many students, particularly those attending cash strapped state universities and community colleges.
For higher education geeks like myself, I can’t wait to see this newest dimension in college education make its debut. As with everything else related to teaching methodology there will be plenty of skeptics and supporters alike – but regardless of which side of the movement you happen to be on – like it or not, MOOCs are here to stay.
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