What is the total number of students in the school? _______ How many are female? _______ How many are male? _______ Divide the number of female students by total students _______% Divide the number of male students by total students _______% What is the total number of athletes on all teams at the school? (count all levels - varsity, junior varsity, etc.; do not include club or intramural athletes) _______ How many are female athletes? _______ How many are male athletes? _______ Divide the number of female athletes by total athletes _______% Divide the number of male athletes by total athletes _______%

In order to show a continuing practice of expanding athletic opportunities for females, the historically underrepresented sex, a school must either add new teams for females or add spots to existing female teams. Simply capping the size of boys’ teams or cutting boys’ teams does not count as expanding opportunities for girls. Furthermore, a school must show that it is continuing to add new teams or spots; if it has added teams in the past but is doing nothing presently, the school does not fulfill this aspect of the equal opportunities test. The following can help you determine whether your school has a history and continuing practice of expanding athletic opportunities for girls (if you answer false to any of the following, the answer to this question is no): Over the last few years, my school has added female teams: True or False Over the last few years, my school has not cut any female teams: True or False My school has a policy for adding new athletic teams that does not favor boys over girls: True or False My school has recently added female teams in response to female students’ requests: True or False

A school’s third option for complying with the “equal opportunities” component of the law is to show that it is already fully and effectively accommodating the interests of female students. In order for a school to prove this, it must demonstrate that it offers a varsity team for every sport in which there is: • Sufficient interest and ability for a viable team; and • A reasonable expectation of competition for that team in the institution’s normal competitive region. To determine whether there is sufficient interest and ability for a viable varsity team, a school should review its on-campus and feeder programs. On-campus programs may include club sports, intramural sports, and physical education courses. If your school has any female club teams for which there is no corresponding varsity team, such as a club lacrosse team, this may indicate that the school is not currently meeting the interests and abilities of female student athletes. The same is true for intramural teams or physical education classes that teach a particular sport. Feeder programs include high school programs (for colleges), junior high school programs, and recreational programs in the school’s vicinity. If girls elsewhere in the vicinity, but not at your school, are playing a particular sport, there may be unmet interest in that sport at your school. A school may also conduct a thorough survey of enrolled students to determine unmet interest in a particular sport; however, the school should not rely on this method alone to determine interest and ability. Surveys can be a useful tool to measure the female student body’s interests in athletics, but they should not be the school’s only method of assessment. In summary, compliance with this third method is unlikely if there is a sport not currently offered to females but for which there is competition in the region and 1) a club team; or 2) an intramural team; or 3) a physical education class which teaches that sport. Compliance is also unlikely if the school has refused requests by female students to add a varsity, junior varsity, or frosh-soph team.

Title IX covers more than just the quantity of teams and athletes; it also applies to the quality of competitive opportunities for male and female athletes. For colleges, both men’s and women’s teams should compete at the same NCAA division level. When determining the quality of competitive opportunities for males and females, consider the following: • Number of competitive events provided for each team at the school’s competitive level (i.e., NCAA division) • Overall percentage of boys’ and girls’ events below the school‘s competitive level Note: If your school does not provide similar competitive opportunities for males and females, it may still be in compliance with Title IX if it has a history and continuing practice of upgrading the competitive opportunities available to females.

For example, game apparel, bats, balls, pitching machines, weights, etc.

For example, boys’ and girls’ locker rooms should have comparable amenities such as showers, toilets, lockers to accommodate equipment, etc.

For example, playing fields, scoreboards, goals, and bleachers, etc. should be of equal quality for all teams.

For example, dates, times and numbers of scheduled games, number of pre-season and post-season opportunities.

For example, dates, times, length and numbers of scheduled practices.

For example, availability and ratio of coaches to athletes, including assistant coaches, their qualifications and compensation.

For example, methods of transportation, dining allowances, accommodations, etc.

For example, school newspaper articles, cheerleaders in attendance at games, public address announcements, school calendars, pep rallies, etc.

For example, qualifications of tutors, availability of tutors, number of students per tutor per session, facilities and materials available, etc.

For example, availability and quality of weight-training facilities, athletic trainers, medical personnel, etc.

Applies mainly to colleges and universities.

Applies mainly to colleges and universities.

For example, substantially proportionate to numbers of male and female athletes at the school.

For example, clerical or administrative support provided to the teams

Institutions must provide financial aid in proportion to the number of students of each sex participating in intercollegiate athletics.60 The law does not require that the total number of scholarships be proportionate to the number of participants of each gender or that individual scholarships be of equal dollar value, but it does require that the total dollar amount of scholarship aid given to females be substantially proportionate to their participation rates. To determine whether proportionately equal amounts of financial assistance are available to men’s and women’s athletic programs, divide the amounts of aid available for the members of each sex by the numbers of male or female participants and compare the results. Financial assistance includes not only grants, but also work-study aid and loans. Example: University X provides $450,000 in financial assistance to male athletes and $400,000 to female athletes. There are 360 male athletes and 320 female athletes at the school. $450,000/360 = $1,250 per male athlete $400,000/320 = $1,250 per female athlete Because the amount of scholarship money is proportional to the number of athletic participants of each gender, this school is in compliance with this component of the law. Note, however, that the school does not actually have to give $1,250 to every athlete; some athletes may receive more scholarship money, and some athletes may receive none.