Document Type (Journals)
Original Research
Abstract
This retrospective study examined academic and demographic predictors of first-time success on the National Board for Certification in Occupational Therapy (NBCOT) exam among graduates (N = 82) from the classes of 2019 through 2022 at a Hispanic-Serving Institution. Despite demographic growth, Hispanic and linguistically diverse practitioners remain underrepresented in the profession. Analyzed variables included self-reported primary language, undergraduate GPA (UGPA), prerequisite GPA (PGPA), Graduate Record Examination (GRE) scores, and Occupational Therapy Knowledge Exam (OTKE) performance. Univariate and multivariate logistic regression analyses were conducted using SPSS 31. Three factors significantly predicted first-time NBCOT pass status: UGPA (p = .010), OTKE scores (p = .022), and primary language (p = .047). Standardized section analysis revealed that GRE Verbal Reasoning was significantly higher for first-time passers (p = .014, g = 0.57), while Quantitative Reasoning and Analytical Writing were nonsignificant. Notably, students reporting a non-English primary language entered the program with significantly higher PGPAs (p = .013, g = 0.74) and maintained equivalent clinical knowledge (OTKE) compared to their peers, yet experienced disparate first-time pass rates on the high-stakes exam (p = 0.047). These findings suggest that while linguistically diverse students possess equivalent foundational and clinical mastery, they may experience disparities that are not reflected in conventional measures of academic and clinical performance that may become more apparent during high-stakes standardized testing. This study underscores the need for occupational therapy programs to leverage internal performance data to implement linguistic support mechanisms, optimize resource allocation, and mitigate high-stakes testing disparities for student cohorts.
Biography
Timothy Tu, DScOT, MEd, OTR is an occupational therapy faculty member at St. Edward’s University and serves in the U.S. Army Reserve. His areas of interest include mental and behavioral health, curriculum design, student performance metrics, and workforce diversity in allied health education.
Declaration of Interest
The author reports no declarations of interest.
Recommended Citation
Tu, T. (2026). NBCOT First-Time Pass Rates at a Hispanic-Serving Institution: The Role of Academic Metrics and Primary Language. Journal of Occupational Therapy Education, 10 (4). Retrieved from https://encompass.eku.edu/jote/vol10/iss4/17
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