Title IX �A QUICK OVERVIEW

Presented by

SPORTS MANAGEMENT RESOURCES

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• Don’t take notes – will provide everyone with deck
• Jot down questions for parking lot
• Adding to/maintaining a parent FAQ

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ASSESSMENT RULES

1. Must compare ALL boys to ALL GIRLS – never one B sport to one G sport
2. Always assess at end of a full academic year
3. Always look at most recent complete year of data
4. Never look at $$$ to assess equity – Title IX uses QUALITATIVE assessment of treatment and benefits

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ASSESSMENT RULES (cont.)

5. Numerical PARTICIPATION counts are used to determine inequities
1. Never count sports or teams
2. Only count participants on each team

6. Determine EQUITY by comparing percent of ALL boys to percent of ALL girls receiving:

• Participation opportunities
• Level of competition opportunities
• Treatment and benefits (14 areas and over 100 factors examined)

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ASSESSMENT RULES (cont.)

5. Whether a sport brings in $$$ is irrelevant – school must spend its money or gifts-in-kind from all sources to provide equal treatment
1. Participation opportunities
2. Levels of competition (varsity, JV, etc.)
3. Treatment and benefits (facilities, uniforms, etc.)

6. Restricted gifts to boys OK – only if whatever benefit it provides is provided to an equal % of girls (from other sources or from the donor)

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ASSESSMENT RULES (cont.)

7. Sport interests
1. girls play sports they are interested in and boys play sports they are interested in
2. no sports excluded from counting
8. Coach can’t decide inequality is okay – AD is the REFEREE – all must abide
9. Outside booster clubs or groups of parents cannot be used to evade Title IX
1. Happens inadvertently – parent education really important

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Participation Equity

Three Independent Tests - Use Any One

Option #1– Proportionality - % male and female athletes = % male and female students at high school

Male Female

Total # Athletes (Varsity/JV/Fr) 340 272

% Athletes 55.6% 44.4%

Total # Students 734 751

% Students 49.4% 50.6%

OVERALL FEMALE PARTICIPATION GAP   76

Doing the Proportionality Math!

STEP 1: Determine underrepresented sex?

Male Female

Total # Athletes (Varsity/JV/Fr) 340 272

% Athletes 55.6% 44.4%

Total # Students 734 751

% Students 49.4% 50.6%

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Females underrepresented 44.4% athletes vs.

-50.6% female students

6.2% difference

Compute Female Participation Gap

STEP 2: Keep overrepresented sex constant and compute total number of athletes that should exist if their participation was equal to their % in student body

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Total Male Athletes (Varsity/JV/Fr) 340

% Male Students 49.4%

.494 x X = 340 X=total athletes

X= 340 divided by .494 X = 688

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STEP 3: Subtract current total male and total female

athletes 688 – 612 (340M+272F) = 76

FEMALE PARTICIPATION GAP = 76 participants

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Participation Tests (cont.)

Option #2 - Demonstrate consistent expansion of opportunities for the underrepresented gender

• # of female participants consistently UP
• Added new girls’ sports every 2-3 years
• If school dropped girls sport without replacing w/ sport serving an equal # of girls – disqualification from use of this option
• Periodic non-discriminatory assessments of student interest
• Written policy for adding/elevating sports
• Does program expansion plan exist?

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Participation Tests (cont.)

Option #3 - Demonstrate having fully met the interests and abilities of the underrepresented gender

• No unmet interest (cannot have dropped a girls’ sport)
• Periodic non-discriminatory assessments of student interest
• Interest in sport but no other girls’ teams within normal competition area
• Obligated to get league to add
• Added sport and promoted it but insufficient girls to field a team

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Competition Test

Is there equal opportunity within each competition level: VARSITY – JUNIOR VARSITY – FROSH ?

MUST FIX THE TOTAL ATHLETE PROPORTION & COMPETITION LEVEL EQUITY

Male Female

TOTAL ATHLETES 340 55.6% 272 44.4%

Fix 11.2%- 76 athletes

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VARSITY 170 50% 160 59%

Difference 9%- 25 athletes

JUNIOR VARSITY 140 41% 99 36%

Difference 5%- 14 athletes

FROSH 30 9% 13 5%

Difference 4%- 11 athletes

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3. Treatment and Benefits

• Equipment and supplies
• Practice and competition apparel and uniforms
• Scheduling of games and practice times
• Modes of transportation, provision of meals/hotels
• Access to/quality of tutoring and academic support services
• Access to/quality of coaches
• Locker rooms
• Practice and competitive facilities
• Medical and training facilities and services
• Pre- and Post-game meals, drinks,
• Publicity and promotion
• Awards and Recognition
• Recruitment
• Administrative and support services for coaches/office space

Ex.: Locker Rooms

• Quality and size
• Size and numbers of lockers, showers, restrooms, white boards, etc.
• Location in relation to practice/competition facilities
• Use privileges (share?, inseason, etc.)
• Condition and maintenance

Qualitative Assessment Methodology

BENEFIT/TREATMENT AREAS:

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STEP ONE:

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• Create a definition of SUPERIOR, ADEQUATE and INADEQUATE for each locker room factor
• Definition must be sufficiently broad to allow all sports to be easily rated – using the exact same definition

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Example: Quality of Locker Rooms

• SUPERIOR = sufficient size to accommodate team, sufficient # and size of lockers, rest rooms, showers, benches, white board, team signage
• ADEQUATE = changing area with lockers -no rest rooms OR no showers OR few amenities (i.e., benches, white boards, etc.)
• INADEQUATE= no locker room OR changing area w/ no lockers OR all elements in disrepair – usability in question

Assessment Methodology

LOCKER ROOMS:

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STEP TWO:

• List all teams
• List # of participants on each team within each level of competition
• Assign a rating to each team (for each element)

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Quality of Varsity Locker Room

Assessment Methodology

BENEFIT/TREATMENT AREAS:

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STEP THREE:

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• Add up the # males and # females receiving the benefit in each rating category – # of participants/not teams
• Calculate the % of all boys and % of all girls receiving the benefit for each rating

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Quality of Varsity Locker Room

Assessment Results

STEP FOUR: Where inequities exist, correct the deficiency

Acceptable Variance

When is a percentage difference close enough?

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A: When the “remedy” of moving the smallest team up a rating (e.g., from adequate to adequate) would result in flipping the inequity to the opposite sex

Assess Every Factor Under Each Treatment/Benefit Area

BENEFIT/TREATMENT AREAS:

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• You can see all of the 2022-23 tables of data upon which the equity plan is based…

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• Updated tables prepared at the end of each year…

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• Each year -- can revise definitions or look at additional factors in the following year

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• Here’s what these tables look like

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