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The author discusses the importance of instituting NCAA academic reforms and maintaining the balance between academics and athletics. It offers an overview of the new NCAA academic standards and its solution to bridging the gap between athletics and academics. The author also points out the significant role coaches and academic/athletic advisors play in a student's athletic and academic career. She provides adequate information needed to develop better academic standards in hope of gaining successful academic support programs for student athletes.

These article provides information on academic support programs for student athletes. Various athletic-academic scandals have forced universities to provide needed academic support to student athletes. Campus consensus on academic support program must be developed by involving central administration, faculty, and athletic department personnel. Before selling up an athletic support program, a careful self-assessment can also serve as an example of institutional reform. A decision must be made whether the program should operate internally in the athletic department or externally in the campus administration. The first step in beginning an academic support program is assessing athletes through testing and records. The program should emphasize skill development and counseling, preferably in programs already existing for the general student body on campus. Budgets for large programs range between $250,000 to $500,000 a year. The program should be annually evaluated by looking at retention and graduation rates of student athletes. The program's success depends on the commitment of the university and the participation of the community.

In a case study performed at the University of Minnesota, the authors developed a consensus about the determining factors linked to the correlation of academic performance and student athletes. They used these results to produce helpful ideas, useful for improving academic standards within universities athletic programs. Such recommendations ranged from academic support availability to university alum involvement. These findings give readers an idea and understanding of the requirements needed to have a successful academic support program in a university, however these results are also limited by the fact that the study was performed only at the University of Minnesota.

The author describes the necessary means needed to take place in order to get college academic programs up to par and back on track with ideal standards. He argues a convincing argument on how to attain an athletic program geared toward having sufficient academic outcomes. According to the author, the answer to achieve such a goal "lies within the organizational placement of athletics within the academic administrative structure" (12). Nonetheless, both student advisors and student athletes themselves play an important role in the outcome of their academic achievement. With adequate research, the author provides information that is valuable for this study at hand.

The author discusses several topics, focusing mainly on student athletes and their performance academically. He offers a few useful methods for athletes to improve academic performance and achieve success in the classroom. He argues the importance of the National Collegiate Athletic Association and its newest provisions added to improve the academic requirements for student athletes at all universities. He offers practical information, relevant for this study while also making intriguing and stimulating points necessary for his research.

In this article, the author analyzes academic success through the eyes of athletes, which is rarely discussed or reviewed. He notes that controversy, surrounding suspect graduation rates, poor test score requirements, tutor scandals, and more, have been a problem for several years. Focusing on certain details related to academic struggles for student athletes, the author provides information that helps relate academics and athletics from a different perspective.