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NCAA College Freshmen Academic Requirements

Academic Standards or Unfair Roadblocks for Students with Learning Disabilities?

Earl S. Hishinuma, is an assistant professor in the Department of Psychiatry, University of Hawaii, Honolulu, Hawaii. He is a former counselor, diagnostician, and high school principal at ASSETS, a K-12 school for students who are gifted, learning disabled, and gifted/learning disabled. Address: Earl S. Hishinuma, 1026 Kalo Place, #201, Honolulu, Hawaii 96826.

John S. Fremstad

John S. Fremstad, is a political consultant with The Fremstad Group. He is a former teacher, psychoeducational diagnostician, and high school guidance counselor at ASSETS School.

The National Collegiate Athletic Association (NCAA) has implemented sweeping legislation for all high school students who desire to participate in Division I or II freshman college athletics. Cutoff scores have been set by the NCAA in two areas: grade-point average (GPA) in "core" high school courses, and college-bound tests. High schools must obtain approval from the NCAA Initial-Eligibility Clearinghouse when determining core courses. Unfortunately, minimal attention has been given in the professional learning disability literature to the implications of the NCAA's policies, especially with regard to federal antidiscrimination legislation. Issues are raised regarding (a) the use of test score cutoffs, (b) a minimum GPA for core courses, (c) the responsibility of high schools, and (d) the lack of alternative eligibility procedures for accessing the essential elements of the NCAA's program. Options for consideration are provided in the context of meeting the needs of students with learning disabilities.

Journal of Learning Disabilities, Vol. 30, No. 6, 589-598 (1997)
DOI: 10.1177/002221949703000602


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