Publication Date


Advisor(s) - Committee Chair

Barbara Burch (Director), Reagan Brown, Joseph Etienne

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education


Speech-language pathology is a profession for which there is increasing demand as well as being one of the most desirable career paths in the United States. Graduation of qualified persons who can pass the Praxis exam is an essential outcome of all graduate programs in speech-language pathology. If predictors of competence could be identified before admission, graduate programs would be better able to select students who would maximize the expenditure of materials, energy, and expertise, thereby decreasing the potential failure for both students and universities. Therefore, this research addresses the extent to which selected variables may serve to predict success on the national competency exam (Praxis) in speech-language pathology. The research conducted in this study was a quantitative analysis of postsecondary data made available from three state-supported comprehensive institutions in Kentucky. Astin’s (1991) I-E-O model was used as the theoretical framework for this investigation. Data were analyzed to examine the extent to which prediction of success on the Praxis could be determined. The sample for this study consisted of 280 graduate student records during the years 2008-2012. Descriptive statistics, correlation coefficients, and stepwise multiple regression were used to analyze data in an attempt to identify the impact of the independent variables of ACT; two-year GPA; four-year GPA; GRE (GRE-T, GRE-V, GRE-Q and GRE-W); and GGPA on the dependent variable (Praxis exam). Correlation suggested statistically significant, but varying between weak and moderate, positive relationships for most variables. The results of stepwise multiple regression indicated that 34% of the variance in predicting success on the Praxis exam could be explained by four variables: GRE-T, GRE-Q, four-year GPA, and GRE-W.


Applied Linguistics | Education | Higher Education | Special Education and Teaching