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  • How the House Budget Threatens Student-Athletes – Edu Alliance Journal

    How the House Budget Threatens Student-Athletes – Edu Alliance Journal


    A Uniquely American Model Under Threat

    June 8, 2025, by Dean Hoke: Intercollegiate athletics occupy a powerful and unique place in American higher education—something unmatched in any other country. From the massive media contracts of Division I football to the community pride surrounding NAIA and NJCAA basketball, college sports are a defining feature of the American academic landscape. Unlike most nations, where elite athletic development happens in clubs or academies, the U.S. integrates competitive sports directly into its college campuses.

    This model is more than tradition; it’s an engine of opportunity. For many high school students—especially those from underserved backgrounds—the chance to play college sports shapes where they apply, enroll, and succeed. According to the NCAA, 35% of high school athletes say the ability to participate in athletics is a key factor in their college decision [1]. It’s not just about scholarships; it’s about identity, community, and believing their talents matter.

    At smaller colleges and two-year institutions, athletics often serves as a key enrollment driver and differentiator in a crowded marketplace. International students, too, are drawn to the American system for its academic-athletic fusion, contributing tuition revenue and global prestige. Undermining this model through sweeping changes to federal financial aid, without considering the downstream effects, risks more than athletic participation. It threatens a distinctively American approach to education, access, and aspiration.

    A New Threshold with Big Impacts

    Currently, students taking 12 credit hours per semester are considered full-time and eligible for the maximum Pell Grant, which stands at $7,395 for 2024-25 [2]. The proposed House budget raises this threshold to 15 credit hours per semester. For student-athletes, whose schedules are already packed with training, competition, and travel, this shift could be devastating.

    NCAA academic standards require student-athletes to maintain full-time enrollment (typically 12 hours) and make satisfactory academic progress [3]. Adding another three credit hours per term may force many to choose between academic integrity, athletic eligibility, and physical well-being. In sports like basketball, where teams frequently travel for games, or in demanding STEM majors, completing 15 credit hours consistently can be a formidable challenge.

    Financial Impact on Student-Athletes

    Key Proposed Changes Affecting Student-Athletes:

    • Pell Grant Reductions: The proposed budget aims to cut the maximum Pell Grant by $1,685, reducing it to $5,710 for the 2026–27 academic year. Additionally, eligibility criteria would become more stringent, requiring students to enroll in at least 15 credit hours per semester to qualify for full-time awards. These changes could result in approximately 700,000 students losing Pell Grant eligibility [4].
    • Elimination of Subsidized Loans: The budget proposes eliminating subsidized federal student loans, which currently do not accrue interest while a student is in school. This change would force students to rely more on unsubsidized loans or private lending options, potentially increasing their debt burden [5].
    • Cuts to Work-Study and SEOG Programs: The Federal Work-Study program and Supplemental Educational Opportunity Grants (SEOG) are slated for significant reductions or elimination. These programs provide essential financial support to low-income students, and their removal could affect over 1.6 million students [6].
    • Institutional Risk-Sharing: A new provision would require colleges to repay a portion of defaulted student loans, introducing a financial penalty for institutions with high default rates. This could strain budgets, especially at smaller colleges with limited resources [7].

    Figure 1: Total student-athletes by national athletic organization (NCAA, NAIA, NJCAA).

    While Figure 1 highlights the total number of student-athletes in each organization, Figure 2 illustrates how deeply athletics is embedded in different types of institutions. NAIA colleges have the highest ratio, with student-athletes comprising 39% of undergraduate enrollment. Division III institutions follow at approximately 8.42%, and the NJCAA—serving mostly commuter and low-income students—relies on athletics for 8.58% of its total student base [8].

    Even Division I, with its large student populations, includes a meaningful share (2.49%) of student-athletes. These proportions underscore how vital athletics are to institutional identity, especially in small colleges and two-year schools where athletes often make up a significant portion of campus life, retention strategy, and tuition revenue.

    Figure 2: Percentage of student-athletes among total undergraduate enrollment by organization (NCAA Divisions I–III, NAIA, NJCAA).

    The Pell Grant Profile: Who’s Affected

    Pell Grants support students with the greatest financial need. According to a 2018 report, approximately 31.3% of Division I scholarship athletes receive Pell Grants. At individual institutions like Ohio State, the share is even higher: 47% of football players and over 50% of women’s basketball players. In the broader NCAA system, over 48% of athletes received some form of federal need-based aid in recent years [9].

    There are approximately 665,000 student-athletes attending college. The NCAA reports that more than 520,000 student-athletes currently participate in championship-level intercollegiate athletics across Divisions I, II, and III [10]. The National Association of Intercollegiate Athletics (NAIA) oversees approximately 83,000 student-athletes [11], while the National Junior College Athletic Association (NJCAA) supports around 60,000 student-athletes at two-year colleges [12].

    The NAIA and NJCAA systems, which serve many first-generation, low-income, and minority students, also have a high reliance on Pell Grant support. However, exact figures are less widely published.

    The proposed redefinition of “full-time” means many of these students could lose up to $1,479 per year in aid, based on projections from policy experts [13]. For low-income students, this gap often determines whether they can afford to continue their education.

    Fewer Credits, Fewer Dollars: Academic and Athletic Risks

    Another major concern is how aid calculations based on “completed” credit hours will penalize students who drop a class mid-semester or fail a course. Even if a student-athlete enrolls in 15 credits, failing or withdrawing from a single 3-credit course could drop their award amount [14]. This adds pressure to persist in academically unsuitable courses, potentially hurting long-term academic outcomes.

    Athletic departments, already burdened by compliance and recruitment pressures, may face added strain. Advisors will need to help students navigate increasingly complex eligibility and aid requirements, shifting focus from performance and development to credit-hour management.

    Disproportionate Effects on Small Colleges and Non-Revenue Sports

    The brunt of these changes will fall hardest on small, tuition-dependent institutions in the NCAA Division II, Division III, NAIA, and NJCAA. These colleges often use intercollegiate athletics as a strategic enrollment tool. At some NAIA schools, student-athletes comprise 40% to 60% of the undergraduate population [8].

    Unlike large Division I schools that benefit from lucrative media contracts and booster networks, these institutions rely on a patchwork of tuition, modest athletic scholarships, and federal aid to keep programs running. A reduction in Pell eligibility could drive enrollment declines, lead to cuts in athletic offerings, and even force some colleges to close sports programs or entire campuses.

    Already, schools like San Francisco State University, Cleveland State, and Mississippi College have recently announced program eliminations, citing budgetary constraints [15]. NJCAA institutions—the two-year colleges serving over 85,000 student-athletes—also face a precarious future under this proposed budget.

    Economic Importance by Division

    Division I: Athletics departments generated nearly $17.5 billion in total revenue in 2022, with $11.2 billion self-generated and $6.3 billion subsidized by institutional/government support or student fees [16]. Many Power Five schools are financially resilient, with revenue from TV contracts, merchandise, and ticket sales.

    Division II: Median revenue for schools with football was around $6.9 million, but generated athletic revenue averaged only $528,000, leading to significant deficits subsidized by institutional funds [17].

    Division III: Division III schools operate on leaner budgets, with no athletic scholarships and total athletics budgets often under $3 million per school. These programs are typically funded like other academic departments [18].

    NAIA and NJCAA: These schools rely heavily on student-athlete enrollment to sustain their institutions. Athletics are not profit centers but recruitment and retention tools. Without Pell Grants, many of these athletes cannot afford to enroll [11][12].

    Figure 3: Estimated number of NAIA, Division III, and NJCAA programs by state.

    Unintended Tradeoffs: Equity and Resource Redistribution

    Attempting to offset lost federal aid by reallocating institutional grants could result in aid being shifted away from non-athletes. This risks eroding equity goals, as well as provoking internal tension on campuses where athletes are perceived to receive preferential treatment.

    Without new revenue sources, institutions may also raise tuition or increase tuition discounting, potentially compromising their financial stability. In essence, colleges may be forced to choose who gets to stay in school.

    The High-Stakes Gamble for Student-Athletes

    Figure 4: Estimated impact of Pell Grant changes on student-athletes, including projected dropouts and loan default rates.

    For many student-athletes, especially those from low-income backgrounds, the Pell Grant is not just helpful—it’s essential. It makes the dream of attending college, competing in athletics, and earning a degree financially feasible. If the proposed changes to Pell eligibility become law, an estimated 50,000 student-athletes could be forced to drop out, unable to meet the new credit-hour requirements or fill the funding gap [19]. Those who remain may have no choice but to take on additional loans, risking long-term debt for a degree they may never complete. The reality is sobering: Pell recipients already face long-term student loan default rates as high as 27%, and for those who drop out, that figure climbs above 40% [20]. Stripping away vital support will almost certainly drive those numbers higher. The consequences won’t stop with individual students. Colleges—particularly smaller, tuition-dependent institutions where athletes make up a significant share of enrollment—stand to lose not just revenue, but the very programs and communities that give purpose to their campuses.

    Colleges, athletic associations, policymakers, and communities must work together to safeguard opportunity. Student-athletes should never be forced to choose between academic success and financial survival. Preserving access to both education and athletics isn’t just about individual futures—it’s about upholding a uniquely American pathway to achievement and equity.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean is the Executive Producer and co-host for the podcast series Small College America. 

    References

    1. NCAA. (n.d.). Estimated probability of competing in college athletics. Retrieved from https://www.ncaa.org/sports/2021/11/4/estimated-probability-of-competing-in-college-athletics.aspx
    2. Federal Student Aid. (2024). Federal Pell Grants. Retrieved from https://studentaid.gov/understand-aid/types/grants/pell
    3. NCAA. (n.d.). Academic Standards and Eligibility. Retrieved from https://www.ncaa.org/sports/2021/6/17/academic-eligibility.aspx
    4. Washington Post. (2025, May 17). Most Pell Grant recipients to get less money under Trump budget bill, CBO finds. Retrieved from https://www.washingtonpost.com/education/2025/05/17/pell-grants-cbo-analysis/
    5. NASFAA. (2024). Reconciliation Deep Dive: House Committee Proposes Major Overhaul of Federal Student Loans, Repayment, and PSLF. Retrieved from https://www.nasfaa.org/news-item/36202/Reconciliation_Deep_Dive_House_Committee_Proposes_Major_Overhaul_of_Federal_Student_Loans_Repayment_and_PSLF?utm
    6. U.S. Department of Education, FY2025 Budget Summary. (2024). Proposed Cuts to Campus-Based Aid Programs. Retrieved from https://www2.ed.gov/about/overview/budget/index.html
    7. Congressional Budget Office. (2025). Reconciliation Recommendations of the House Committee on Education and the Workforce. Retrieved from https://www.cbo.gov/publication/61412
    8. NJCAA, NAIA, and NCAA. (2023). Student-Athlete Participation Reports.
    9. NCAA. (2018). Pell Grant data and athlete demographics. Retrieved from https://www.ncaa.org/news/2018/4/24/research-pell-grant-data-shows-diversity-in-division-i.aspx
    10. NCAA. (2023). 2022–23 Sports Sponsorship and Participation Rates Report. Retrieved from https://www.ncaa.org/research
    11. NAIA. (2023). NAIA Facts and Figures. Retrieved from https://www.naia.org
    12. NJCAA. (2023). About the NJCAA. Retrieved from https://www.njcaa.org
    13. The Institute for College Access & Success (TICAS). (2024). Analysis of Proposed Pell Grant Reductions. Retrieved from https://ticas.org
    14. Education Trust. (2024). Consequences of Redefining Full-Time Status for Financial Aid. Retrieved from https://edtrust.org
    15. ESPN. (2024, March); AP News. (2024, November). Athletic program eliminations at Cleveland State and Mississippi College.
    16. Knight Commission on Intercollegiate Athletics. (2023). College Athletics Financial Information (CAFI). Retrieved from https://knightnewhousedata.org
    17. NCAA. (2022). Division II Finances: Revenues and Expenses Report. Retrieved from https://www.ncaa.org/sports/2022/6/17/finances.aspx
    18. NCAA. (2023). Division III Budget Reports and Trends. Retrieved from https://www.ncaa.org
    19. Internal projection based on available data from NCAA, NAIA, NJCAA, and CBO Pell Grant impact estimates.
    20. Brookings Institution. (2018). The looming student loan default crisis is worse than we thought. Retrieved from https://www.brookings.edu/articles/the-looming-student-loan-default-crisis-is-worse-than-we-thought



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  • How universities are helping student-athletes have a ‘typical’ college experience

    How universities are helping student-athletes have a ‘typical’ college experience


    Credit: Steve Cheng, Bruin Report Online

    College athletes are often in the news because of their achievements on fields or in arenas, or because of the fame resulting from the Supreme Court’s 2021 decision to allow amateur athletes to profit from their names, images and likenesses, or NIL.  But what is sometimes overlooked is that these athletes are also trying to get through college.

    Division I student athletes at California public universities have all the obligations of their fellow students, along with additional responsibilities to their teams that can feel like a full-time job. The student-athlete who competes at the highest level is typically taking a full load of courses while juggling practices, weight training sessions, travel and the games and competitions themselves. 

    With such a wide range of demands on student-athletes, many university sports programs provide additional resources specifically for student-athletes, with an emphasis on academics. Among the benefits are academic advising, priority class registration, mental health support and tutoring. 

    “One thing that they tell us is that you’re a student first, an athlete second, and your main priority is doing well in the classroom,” said Ebba Adinew, a UC Riverside track and field athlete. “If practice starts to affect you performing well in the classroom, then maybe we’ll have to tone down the amount of work you’re putting in for your sport and focus on the classroom instead.” 

    Adinew found that having priority registration for course selection is a major advantage that allows him to align his practice and competition schedule with his class schedule. Because of the required time for travel and practice schedules, priority registration for student athletes was made policy by the UC board of trustees in 2016. Adinew also said there is a specific academic adviser for each sport, who creates quarterly schedules for student-athletes to ensure they are meeting their academic requirements. 

    The importance of a good academic adviser for student-athletes is stressed particularly at Division I universities with nationally ranked athletics programs like UC Berkeley. The recent appointment of Tarik Glenn as UC Berkeley’s new Athletic Study Center (ASC) interim executive director reflects this; Glenn not only has been working with the ASC for the past 10 years, but is a former Cal football player and Berkeley Hall of Famer himself. 

    According to a June news release from former Chancellor Carol Christ, his personal perspective on student-athletes and “the partnerships he has built over 10 years as an ASC staff member … will help athletes succeed in academics and in becoming independent, self-reliant adults.” Glenn’s mission will be to focus on the “holistic development” of student athletes and will include character and leadership development, along with career coaching. 

    Other athletic programs have placed an emphasis on career success, as well. UC Riverside assists student-athletes through career fairs and advising. Monea Jennings, a spring 2024 graduate of the UC Riverside track and field program, said her athletic adviser helped her get an internship for her last quarter. 

    Beyond advising, some schools have programs that focus on future careers for athletes. UC Davis hosts a program called EVO, allowing student athletes to undergo core clinics to help prepare them for earning their degrees and life post-graduation, according to Danielle Shank, the senior associate athletic director for external relations at UC Davis. These clinics are required for every year of undergraduate education and hold focused sessions on career development, including preparing an elevator pitch, writing a résumé and creating a LinkedIn profile. EVO also focuses on diversity, equity and inclusion training, implementing career fairs and separate networking socials for student-athletes. 

    “It’s our goal to launch student-athletes into a career or graduate school that requires their undergrad degree,” Shank said. “We are constantly working with them so that once they graduate, they already know what’s happening in the next step.” 

    At San Diego State, Danielle Kelly, senior associate athletic director for student athlete support services, said the athletics program has developed an initiative called Aztecs Going Pro, which began in 2015. Aztecs Going Pro includes one unit pass or fail courses focusing on civic engagement, personal growth and career development. Student-athletes are required to have excellent time management skills and self-discipline, while also spending as much time on sports as one would working a full-time job, Kelly said. 

    Beyond career preparation programs, student-athletes face struggles navigating their courses and assignments. When student -athletes have exams or assignments that conflict with a competition time, they can seek accommodations from their professors to take it at an alternative time, request an extension or take the test with a proctor. When UC Davis, San Diego State and UC Riverside athletes travel or have a scheduling conflict with an athletic competition, academic advisers can proctor their exam on the road. 

    However, some athletes said they have faced professors who won’t make accommodations. Jennings said she missed a quiz because she was away competing, and a professor refused to allow her to make it up. She said her athletic adviser and the athletic director got involved, and talked to the professor, which made her feel supported and like she “wasn’t trying to fight this fight alone.” 

    Jennings said she appreciated the support system she had at Riverside but wanted to better assist her peers. This led to her position as the president of the Student Athletic Advisory Committee, where she strived to make spaces for athletes’ mental health through hosting a variety of events, passing out goodies, running de-stress initiatives and making campus resources more accessible. In addition, she was the student representative for Big West Undivided, a committee that promotes diversity, equity and inclusion among universities that belong to the NCAA Big West Conference. 

    Jennings said her access to UC Riverside’s academic and athletic resources allow her to feel supported. 

    “Being a student-athlete is the best experience in the world,” Jennings said. “But also with that, it’s really hard. Being a college student is hard in itself, but being a college student-athlete is a whole different mindset, a whole different ballgame.” 

    Adinew agreed. “A thing that people don’t know is how tiring it can be, because every day you’re putting your body through much more stress than the average person goes through. Not only do you have to do that, you have to maintain your grades, you have to go to class as well.”

    Kelcie Lee is a second-year student majoring in history and sociology at UC Berkeley and a member of EdSource’s California Student Journalism Corps.

    Student Corps member Emily Hamill, a third-year student at UC Berkeley double-majoring in comparative literature and media studies and minoring in journalism, contributed to this story.





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