Sleep and Health in Student Athletes: Next Steps Toward Developing a Technology Platform for Dissemination and Implementation

Following the original Project REST study, we conducted a thorough program evaluation to determine what elements of the original program should be retained and which could be improved. This project aimed to build on the successful Project REST program and to test the new platform in N=50 student athletes. The aims of the project were (1) to develop an online, disseminable sleep health education program, and (2) to determine whether this new online sleep health intervention was associated with improvements in mental and physical well-being, compared to information only.

Tackling Stigma: A Pilot Program to Promote Mental Health Literacy and Help-Seeking in Student-Athletes

Student-athletes are susceptible to experiencing mental health problems that disrupt optimal functioning, performance, and well-being. Unfortunately, many student-athletes who struggle with mental illness underutilize psychological services. Stigma has been implicated as the main barrier that prevents student-athletes from seeking help. Evidence-based programs are needed to change the culture of mental health on college campuses in order to normalize and promote accessibility to available resources. This intervention program was designed to reduce stigma toward mental illness and improve help-seeking attitudes among student-athletes by targeting stereotypes, mental health literacy, empathy, and contact with stigmatized others.

Evaluation of an Innovative Approach to Sexual Violence Bystander Training for Student-Athletes: Leveraging Coaches as Key Influencers

Bystander training is a promising strategy to decrease rates of sexual violence. Given that student-athletes are often highly visible and respected members of the campus community and beyond, they reflect a key group of potential bystanders. However, to date there is a lack of research on optimal ways to engage coaches and athletes in sustainable sexual violence bystander prevention efforts. This study filled this gap through its examination of the efficacy of an innovative bystander prevention program in which coaches were co-facilitators.

NCAA Demographics Database

NCAA Sports Sponsorship and Participation Rates Database

Transfers in Division II

NCAA Demographics Search

2013 Division II Census Archive

The first Division II Membership Census was conducted in 2013 to gather information about the operations of Division II athletics departments and solicit feedback from chancellors and presidents, athletics administrators, coaches, faculty and conference staff about a broad range of topical issues impacting the future of the division. Those topics included Division II branding and positioning, national championships, student-athlete advisory committees, divisional governance processes and structure, diversity and inclusion, and conference and presidential involvement in institutional athletics programs.

Undergraduate Diploma Dashboard Detailed Methods

Data Sources

  1. National Center for Education Statistics (NCES): Integrated Postsecondary Education Data System (IPEDS) Completion Data 2006-07 through 2015-16.
  2. NCAA: Division I Academic Performance Program (APP) data 2006-07 through 2015-16.
  3. NCAA: Division II Academic Performance Census (APC) data 2010-11 through 2015-16.

Sample Selection

IPEDS completion data and NCAA data were combined based on institution UNITID—a number that is consistent across sources. Separate datasets were built for Division I and Division II. The two datasets included the following information for each member institution:

  1. IPEDS completion data: Bachelor’s degrees awarded to the student body during each academic year by gender, race/ethnicity and CIP code.
  2. APP data (Division I) or APC data (Division II): Bachelor’s degrees awarded to NCAA student-athletes during each academic year by gender, race/ethnicity and CIP code.

Variable Definition


Based on NCES Classification of Instruction Program (CIP) codes using overall categories:

Degree fields collapsed into 11 broad categories (below) guided by the College Board’s major subfields:

Degree Categories: Majors included
  • Area, Ethnic, Cultural and Gender Studies: Area, ethnic, culture, gender and group studies
  • Business: Business, management, marketing, and related support services
  • Communication: Communication/journalism; Communications technologies; International and social skills
  • Education: Education
  • Health Professions and Related: Health professions and related programs; Health-related knowledge and skills
  • Liberal Arts, General Studies & Humanities: English language and literature/letters; Foreign languages, literatures and linguistics; Liberal arts and sciences, general studies and humanities; Philosophy and religious studies; Theology and religious vocations; Visual and performing arts
  • Multidisciplinary Studies: Family/consumer/human sciences; Multi/interdisciplinary studies
  • Parks, Recreation, Leisure & Fitness: Kinesiology and exercise science; Leisure and recreational activities; Parks, recreation, leisure and fitness studies
  • Psychology: Psychology
  • STEM: Agriculture; Architecture; Biological and biomedical sciences; Computer/Information sciences; Construction trades; Engineering; Engineering technologies; Mathematics and statistics; Military technologies and applied sciences; Natural resources/conservation; Physical sciences and science technologies; Precision production
  • Social Science: History; Homeland security, law enforcement, firefighting/protective services; Legal professions and studies; Library science; Public administration and social service professions; Social sciences (e.g. economics, government, sociology, etc.)


  • IPEDS completion data and APP/APC data capture the following races: American Indian or Alaskan Native, Asian, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, White, Two or more races, Unknown, and Non-resident Alien.   
  • In the tabs comparing degrees awarded between student-athletes and the general student body, race can be disaggregated into four racial categories: Black, Hispanic, Other and White. The “Other” category includes American Indian or Alaskan Native, Asian, Native Hawaiian or Other Pacific Islander, Two or more races, Unknown, and Non-resident Alien.
  • In the sport-specific tabs, race can be disaggregated into three categories: Black, Other and White. In these tabs Hispanic or Latino is included in “Other” due to the size of the sample.  Please note that the bottom row on each of these tabs includes the total number of student-athletes by racial category in each sport. Data specific to sports with low Ns by race (e.g. Black males in baseball) should be used with caution.

Recommendations for use of This Database

We recommend data be examined separately by race and gender when possible due to the differences in the race and gender proportions in the student-athlete population and student body.

Division I and II Diploma Dashboards

The resources on this page provide information about undergraduate degrees earned by students and student-athletes at NCAA Divisions I and II institutions. The data sources used to construct the dashboards are described here.  Because the demographics of the student-athlete population are different from those of the general student body, we recommend disaggregating data by race and gender when comparing those two populations.

Select the dashboards below to explore the undergraduate degrees earned by students and student-athletes at Division I and II schools.

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