However, I can't say that I am surprised that some members of our illustrious sports teams were not able to keep their GPAs high enough to participate without (a lot) of extra help.
I entered UNC in 1992, right before all of this allegedly began. I remember many conversations the next year about an athlete who was retaking his SAT to get his score high enough to meet the minimum standard. The score he had received previously was less than many people I knew had made when they had taken the SAT in middle school for the Duke TIP program. So I definitely wondered how he was going to succeed in the classes I was taking if he couldn't even make the SAT score many UNC attendees made in middle school.
I think we all were complicit in not questioning these things more. There is nothing better than going to a game, cheering on your team, and watching them win. Revenue sports bring in alumni money and support from other donors, money from TV broadcasts, sponsorships and licensing deals. That money builds beautiful stadiums and arenas, as well as supporting the rest of the school with scholarships and money used to entice the best professors. And for too long, we looked the other way when it came to academics.
I think even if you go back to much earlier eras, you would find athletes that were not quite up to par academically at UNC and many other schools. They probably had tutors and extra help, and were steered towards classes that weren't as academically challenging. The quote below from the Wainstein Report says it best:
Academically elite universities like Chapel Hill often feel a tension between their high academic standards and the effort to build a strong athletic program. One symptom of this tension is that academically selective schools often feel it necessary to admit academically under-prepared athletes in order to field competitive teams. They do so with the expectation that the inclusion of such student-athletes will be a mutually enriching experience; the university benefits from having the student-athletes’ special talents and the student-athletes benefit from getting access to an excellent education.
This is a perfectly legitimate and laudable approach to admissions, and it has resulted in countless success stories where such student-athletes have excelled both on the field and in the classroom. At the same time, the admission of under-prepared student-athletes presents universities with difficult challenges, as many require intensive academic support and remedial instruction, and even with this assistance some continue to struggle when confronting the demanding academic curriculum of an academically elite university.But in the end, some at UNC crossed the line between legitimate help and illegitimate acts whose sole purpose was to keep athletes academically eligible.
One of things I find most interesting is an aspect that not every media outlet has covered: the fact that not only athletes benefited from these "paper" classes. Some people inadvertently took the classes, and worked hard on their papers. Others were steered there by school advisers or friends, having been told that the classes required nothing more than writing a paper at the end. Some of those people even knew the paper's actual content had little to do with the grade assigned. Others just knew it was an easy way to bring up your GPA, or lessen your load during a semester when you were taking challenging classes.
During my first semester at UNC, I realized that my high school had truly prepared me for college, but that not all people were so lucky. It is not just athletes who get to UNC, then struggle to keep up. There are a lot of students, that for various reasons, get to college and realize that they don't have the writing skills, study skills, or basic knowledge in math and science to take the entry level college courses. Then they have to find the resources at their school and talk to their professors (some who are not very approachable) about extra help, all of this while they are adjusting to being away from home and being a (somewhat) responsible adult for the first time. Some find the resources they need, and make it through; others drop out.
I love that my son's elementary school talks about college readiness with the children and the parents. They know that you don't start getting ready for college your junior year of high school. You have to start laying the foundation early, or you're already behind.
The sad fact is, some athletes are taught from an early age to focus on their sport, and not worry about academics. Their sports prowess is seen as their "golden ticket" and everyone, from their parents to their teachers to their peers, help them slide through school with the minimum amount of work. But that is cheating them out of the opportunity to be a great student, and not just a great athlete. Moreover, what good does that do for the student who has a career-ending injury? How does that help if he or she doesn't become a professional athlete, and "goes pro in something other than sports," as the NCAA proudly advertises?
I don't have the answers. The problem is more systemic than just colleges and universities, because this emphasis on sports begins in elementary school, and kids are entering Kindergarten already behind their peers in reading and math readiness, vocabulary and social skills. But that is a whole other blog topic...
On the college level, one possibility is to take away the athletic scholarship and only admit those who are academically eligible to attend your school. This probably will never happen, because college sports is too much of a cash cow for schools.
More moderately, we could reduce the amount of "special circumstance admissions," which is what schools like UNC use to admit athletes that do not have the scores and grades to get in otherwise. Would our teams suffer on the field or court? Possibly, but if every school did the same, and leveled the playing field, it would be okay, eventually. And we would feel better about ourselves, our university, and feel we were not exploiting our athletes. There are athletes out there that are both academically smart as well as smart on the football field or basketball court, and we need to be enrolling and playing them.
Going hand in hand with this would have to be a more robust development league for pro sports. If your life skill really is that you are great with a football, basketball, baseball or puck, and academics aren't your thing, then there is no reason for you to pretend to be a student. I would hope that these athletes would have a backup plan, in case things don't work out the way they expect, but maybe that is a life lesson we all have to learn.
Colleges and universities also need to do a better job of helping all students succeed. It is too easy to slip through the cracks, especially at a big school, Every school has resources, such as a Writing Center, tutoring programs, and advisers. They should be advertised early and often to incoming students. And students need to take the responsibility of seeking help before it is too late, and not relying on the easy way out.
There are no easy answers, and I hate that it was my school that brought all of this to light. I hope other schools can learn from our experience. And, of course, I hate that we might have to forfeit games and championships because of this. But in the end, I hope UNC athletics will come out of this with the emphasis back on being a student first, then an athlete.