National Collegiate Athletic Association

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The NCAA News -- February 15, 1999

MOIC's new model tied to satisfactory progress

The Minority Opportunities and Interests Committee (MOIC) last August reviewed a series of initial-eligibility models submitted by the Initial-Eligibility Subcommittee of the Academics/Eligibility/Compliance Cabinet.

The committee at that time endorsed Model No. 4, which proposed a full sliding scale of test scores and grade-point averages to determine initial eligibility. The committee took the position based on the need to maintain its desire for increasing access within a fair and equitable set of standards -- a central position of the committee throughout its existence -- in reaching any decision.

Upon further review, however, the MOIC voted to submit an alternative model for consideration that incorporates Model No. 4 with the addition of:

Raising the core-course requirement to 14.

Establishing a minimum 2.000 grade-point average cutoff.

Stipulating that nonqualifiers may receive institutional aid; cannot play, practice or travel in their first year; and are able to earn their fourth year of eligibility back after having met continuing eligibility standards.

The MOIC reached its decision after a comprehensive review of past and current data regarding initial-eligibility standards. The committee believes that the review established that access problems exist for minorities and members of low-income families.

Given those conclusions, the committee is requesting that the following principles be used in reviewing current and future initial-eligibility standards:

That a combination of core grade-point average and test score (ACT/SAT) are only predictors of success in college.

That other factors such as continuing-eligibility rules, academic-enrichment programs, life-skills programs and mentoring should be viewed as enhancers to ensure success toward graduation.

That existing and future standards ensure all populations equitable access to athletics participation.

That existing and future standards promote academic progress leading toward graduation.

That existing and future standards do not have a disparate impact on any one group.

That existing and future standards should be based on validated predictors that have a direct correlation with the goal to be achieved.