High School Academics: Increasing the Standard

Autor/in	Gard, Ashley N.
Titel	High School Academics: Increasing the Standard
Quelle	In: Physical Educator, 74 (2017) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2160-1682
DOI	10.18666/TPE-2017-V74-I3-7369
Schlagwörter	College Athletics; Intercollegiate Cooperation; Eligibility; Comparative Analysis; Team Sports; College Freshmen; College Bound Students; Student Participation; Extramural Athletics; College Preparation; High School Students + Suchen Sie Ihr Suchwort? College athletes; Collegesport; Hochschulsport; Hochschulkooperation; Eignung; Mannschaftssport; Studienanfänger; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Außerunterrichtlicher Schulsport; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Beyond heightened academic requirements, student athletes face a multitude of tasks including weight training, practice, film review, and travel for competition. This makes the student's life complex. As student athletes progress through their educational experience, they experience higher structured time demands in regard to their sport participation, this being very true for college freshman. "Many studies over the past ten years have documented the disconnect between what high school teachers teach and what postsecondary instructors expect with regard to students' preparation for first-year credit-bearing courses in college" (Venezia & Jaeger, 2013, p. 119). As a result, states have adopted the Common Core in an attempt to level the educational field and prepare students for college rigor and their chosen career field. Meanwhile, the NCAA has also increased its initial eligibility rules to ensure incoming student athletes are ready for college rigor and athletic participation. However, the state and NCAA academic requirements have increased at different rates. As a result, student athletes are potentially unprepared for the academic rigors and challenges of college. In this study, I compared all 50 state course completion requirements to the 2014 NCAA initial eligibility standards. The results of this study show the specific qualitative differences in the interscholastic and intercollegiate academic requirements. Based on these differences, I provide recommendations of how interscholastic policy makers can adjust their academic requirements to align them better to those at the intercollegiate level. (As Provided).
Anmerkungen	Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01