Entry-to-Exit Academic Variables as Predictors of Board Licensure Examination for Professional Teachers (BLEPT) Ratings

Abstract

This study analyzed the entry-to-exit academic profiles and licensure ratings of teacher education graduates in a state university in the Cordillera Administrative Region in three academic years from 2014 to 2016. It also explored which of these academic variables can predict the graduates’ ratings in the Board Licensure Examination for Professional Teachers (BLEPT). The entry variables were high school grade point average (HSGPA), Intelligence Quotient (IQ), and general scholastic aptitude (GSA). College performance included overall and subject GPAs, while exit performance was the scores in the competency appraisal summative test (CAST). Results showed that the teacher education graduates entry-toexit profiles range from satisfactory to very satisfactory. Their licensure ratings were within average. As to the relationship among the variables and BLEPT ratings, the exit variable (CAST scores) and entry variable GSA entered as significant predictors of ratings of the graduates from both degrees. Professional education (Prof.Ed.) and general education (Gen. Ed.) GPAs emerged separately as significant BLEPT rating predictors of the elementary education graduates. Meanwhile, the BLEPT ratings of secondary education graduates were predicted by either their Prof.Ed. GPAs, or their college GPAs, with the addition of their IQ scores. From these results, important policy recommendations are proposed.