Academic experiences of special admit college football athletes: Progress compared to general admits and perceptions of support services

ABSTRACT

This study investigated the academic progress of special admit football players compared to general admit football players, and special admit players’ perceptions of academic support services at a private Division I university in the western United States. Using mixed methods, we quantitatively compared the two groups in terms of credits enrolled, credits attained, GPA, and progress toward degree. We also interviewed special admit football players to determine their satisfaction with academic support services, then analyzed the data to answer quantitative and qualitative study questions. Most notably, we found that while general admit football players had higher GPAs than the special admit athletes, the special admit athletes achieved equivalent progress toward degree. Participant interviews revealed that athletes most value assistance from tutors and learning specialists in the university’s support service framework, as well as supportive relationships. Discussion includes implications for further research and practice.

KEYWORDS:

• Special admit athletes
• college football
• academic support
• tutoring

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Nicole McCullough earned an EdS in School Psychology and is pursuing a PhD in Clinical Psychology.

Gordon Gibb is associate professor of Special Education at Brigham Young University.

Todd Pennington is associate professor of Physical Education Teacher Education at Brigham Young University.

Melissa Heath is professor of School Psychology at Brigham Young University.