Counseling Center

QUESTIONS TO ASK, FACTORS TO CONSIDER

Before committing to a college program, all prospective student-athletes must be fully informed of all aspects of a university and its athletic program. Below are some questions and issues that should be considered of any program and its personnel, as well as the university at large:

Personnel

• How long has the head coach been there?
• How long have the assistant coaches been there?
• Is the status of the head coach secure or shaky?
• Is the head coach likely to move on during the athlete's career?
• Is this position only a stepping-stone for the coach?
• Is the coach likely to retire before the athlete graduates?
• How long has the athletic director beer there?
• Do the athletic director and head coach have a good relationship?

Program

• Will the school honor the scholarship if a career-ending injury occurs?
• Are freshmen typically red-shirted?
• What is the team's style of play? It is compatible with the athlete's preferences and experience?
• Will the athlete have to change positions in college?
• What has been the Transfer rate on the team?
• Is the program in good standing — is it under investigation? Are any sanctions looming?
• What types of players are being recruited?
• Have there been a lot of one-year wonders that com and go?

Academic Aspects of the Program

• Are certain majors discouraged?
• Does the coach limit majors because they are more time-consuming, interfere with practices, or run a greater risk of ineligibility?
• Is the concern with maintaining eligibility or with helping student-athletes earn a meaningful degree?
• What are the most popular majors on the team?
• What have players majored in? Which concentrations? Why?
• What has been the graduation rate over the last five years? The last 10 years?
• What careers and/or further education have players pursued over the last five years? The last 10 years?
• What types of career counseling programs are available?

While NCAA rules require the scholarship-granting institutions provide formal academic support systems for their athletes, student should learn more about the programs being considered. They should find out what is expected of them in terms of mandatory study halls and other available recourses.

University at Large

• Does the school offer the major the student-athlete wants?
• Does the school have a graduate program for student who graduate in four years, but have red-shirted and have a fifth year to exhaust their eligibility?
• Is the Greek system a big part of campus life?
• What are the housing arrangements? Dorm availability? Apartments?
• How do athletics fit into the culture of the university?
• What is the relationship between the university and the local town?

Miscellaneous

• During campus visits, student-athletes should be sure to meet as wide a range of students as possible.
• Student-athletes should try to get a sense of the people —beyond the team and the athletic department —who will be making up the university community they will join.
• Student-athletes should try to attend a class and speak with faculty in the academic departments) they are considering for a major.
• Student-athletes should meet with the academic support team for the athletic department.

Fundamental Questions for Any Prospective College Student
While being a prospective college athlete adds another dimension to the college search, the following fundamental questions, as well as comparable others, should also be remembered and addressed.

It is very important to keep your school counselor and current varsity coach informed of all correspondence from college coaches. Here are some questions that students can ask when being recruited by coaches to make the most of the conversation. Every conversation will be dictated the by current recruiting climate. Here are some sample questions to consider when corresponding with a college coach.

1. Academics – Simply put, academics are the most important part of the process. If the college coach does not share your academic goals then it might be time to look at other options. Here are some academic questions every recruit might want to ask:

• Will my specific major interfere with the athletic schedule?
• What are some of the most popular majors for athletes on your team?
• Does your team have a full-time academic advisor?
• Do your players graduate in four years?
• Can the application fee be waived for athletes?
• How is school work completed when we travel?

2. Athletics/Recruiting – These two topics overlap in many cases, as an athletic evaluation will determine how heavily the coaching staff will be recruiting a prospect. Here are some “must ask” questions for recruits at any point in the process:

• Has your coaching staff evaluated me?
• Where do I fit on your recruiting board?
• How many players will you be recruiting at my position?
• Where will you be recruiting this season/spring/summer?
• What types of off-season activities are expected?
• What does the training program consist of at your school?
• What is your recruiting timeline?
• Is there a good time to come visit your school?
• Do you plan on being here for the next four years?

3. Scholarship – As we noted, it is rarely appropriate for a recruit to ask if they will receive a scholarship in an initial phone conversation, however there are a few questions that will help you gauge your scholarship possibilities at that school:

• How many scholarships do you have available?
• Am I under consideration for a scholarship?
• What types of academic scholarships are available? What about other sorts of grants and aid?
• Do I have to apply before a scholarship is offered?
• What happens if I get injured?

4. College Life Questions – Even though athletics will obviously play a major role in the life of a collegiate student-athlete, every recruit should make sure they are going to be happy on campus even when they are not with the team. Make sure to ask about some of the following:

• What is the housing situation like? Do teammates typically live together?
• Do student-athletes stay on campus during the summer?
• Is it possible to work part-time in addition to playing a sport and studying?
• What is a typical "day in the life" like for a member of your team during the season? What about during the off-season?

5. Important Final Questions – While there are many directions that a conversation might take with a college coach, one key goal should be to find out what comes next:

• What are the next steps in this process?
• When would you like to receive my video tape?
• Do I have to try out to make the team?
• Do you suggest I apply Early Decision or Regular Decision?
• How frequently should I contact?
• When is the next time we can speak/meet?
• Is there anything I can provide you with that will help you further evaluate me?

Hopefully this list will provide recruits a starting point for the type of questions they should ask a college coach. By no means is this list comprehensive, but it should assist a student athlete as they prepare for their first conversation with a coach.

What is an Education-Impacting Disability?

For academic eligibility purposes, the NCAA defines a disability as a current impairment that has a substantial educational impact on a student's academic performance and requires accommodation.

Some of the most common education-impacting disabilities (EIDs) include:

• Learning Disabilities/Disorder (LD);
• Atention Deficit Hyperactivity Disorder (ADHD);
• Mental Health Disorders;
• Medical Conditions;
• Deaf/Hard of Hearing;
• Autism Spectrum Disorder

Where should I send my EID documentation?

EID documentation should be sent with the EID Cover Sheet and Buckley Statement (links below) by mail, fax or email.

 

NCAA EID Services

P.O. Box 7110

Indianapolis, IN 46207-7110

EID Cover Sheet

Buckley Statement

 

Fax: 317/968-5100

Email: ec-processing@ncaa.org

Do the standards for initial eligibility change for students with EIDs?

No. All students must satisfy the same standards in order to compete in NCAA Divisions I and II athletics.

 

Will colleges or universities have access to my child's records?

No. Information submitted to NCAA Education-Impacting Disability Services is not released to NCAA colleges or universities unless the student makes a specific written request to do so.

 

What are the accommodations provided to students with EIDs?

For Division I only, a student with an EID must graduate "on time" [a student must graduate from high school with his or her class within four consecutive academic years (eight semesters) from the start of grade nine] in order to access the following accommodation:

• Use up to three (3) additional approved core courses taken after high school graduation and before initial full-time collegiate enrollment.

 

For Division II only, a student with an EID may access the following accommodation: u Use any approved core courses taken before full-time collegiate enrollment.

 

For Divisions I and II, a student with an EID may access the following accommodations:  Use approved courses for students with EIDs that are designated on the high school's List of NCAA Courses. May take a nonstandard ACT or SAT examination to satisfy test-score requirements.

 

Why would a student choose to file his or her EID documentation with the NCAA?

In order to access the accommodations listed above, the prospective student-athlete must submit his or her EID documentation for review.

 

When should a student submit his or her EID documentation with the NCAA?

Disability documentation needs to be submitted to the NCAA only if a student with an EID would like to use additional core courses taken after on-time high school graduation to satisfy Division I initial-eligibility requirements. The student should submit his or her disability documentation to NCAA EID services and include the following information:

 

1. Current, signed documentation of the diagnosis (including test data) and/or recommendations from the treating professional (e.g., medical doctor, clinical psychologist or other qualified individual);

 

2. Current copy of the student's Individualized Education Program (IEP) or Section 504 Plan. If the high school did not provide an IEP or 504 Plan, the high school must submit documentation describing the accommodations that were available to the student or an explanation as to why accommodations were not provided;

 

3. The student's NCAA Identification Number (NCAA ID), high school graduation year, permanent address and phone number should be included with the aforementioned documentation; and

 

4. An individual (e.g., parent or guardian) who wishes to discuss astudent-athlete's EID services request must be listed on the Buckley Statement, a form which is signed by the student. This form should be included with the submission of the aforementioned documentation (can be downloaded from the link at the top of the page).

 

Is a course designated for students with EIDs ever acceptable for NCAA initial eligibility purposes?

In order for courses designated for students with EIDs to be approved, the course must be substantially comparable, qualitatively and quantitatively, as a regular core course offered in that academic area.

 

Can a student with a diagnosed disability use courses that are designated for students with EIDs to meet NCAA core-course requirements?

Students who have submitted their disability documentation for review and who have been identified as having an EID may use courses for students with EIDs for the purpose of meeting NCAA core-course requirements. Courses for students with EIDs must appear on the high school's approved List of NCAA Courses in order for the course to be included in the student s final academic certification.

 

What if a student with an EID receives a final initial-eligibility decision that indicates the student is NOT CERTIFIED after he or she has received all of the EID accommodations?

The student-athlete should contact the compliance staff at the NCAA school to discuss his/her options and next steps.

 

Are accommodations available for students with EIDs once they enroll in a college or university?

Many colleges or universities provide accommodations to students with education-impacting disabilities. However, it is the student's responsibility to approach the college and disclose his or her disability documentation to the college or university's Office of Disability Services.

 

What is the purpose of the Buckley Statement?

This form allows the student to identify and grant access for individuals to review the collegebound student-athlete's EID information and/or speak on his or her behalf with the NCAA staff. (This form can be downloaded by clicking the link at the top of this page.)

 

Are there additional resources available to assist with the transition process from high school to college?

The U.S. Department of Education website (www.ed.gov/) has some excellent resources available. *It is important to note that NCAA academic requirements are the same for all students, including students with an EID. Additionally, the information outlined above is for students who intend to enroll in an NCAA Division I or II college or university. Because NCAA regulations are subject to change, the NCAA encourages you to consider how delaying your enrollment may impact your eligibility.