Program Characteristics and Certification Examination Pass Rates: A Statistical Analysis of BACB-Published 2015–2019 Data
Distance ABA programs graduate more total BCBAs despite lower pass rates, so hiring teams should weigh volume alongside exam scores.
01Research in Context
What this study did
Guinness et al. (2022) looked at five years of BACB data. They compared how many students passed the BCBA exam from campus, hybrid, and distance programs.
The team ran numbers on 2015-2019 first-time test takers. They wanted to see if program type changed pass rates.
What they found
Campus and hybrid programs had higher pass rates. Distance programs had lower pass rates but sent more total people to take the test.
More students in one class can still add more new BCBAs to the field, even if each student is less likely to pass.
How this fits with other research
Yingling et al. (2025) extends the story. They show that half of certified BCBAs supervise zero RBTs and one in four U.S. counties has no qualified ABA staff. Distance programs may fill empty areas, even with lower pass rates.
Walton (2016) described a fast, one-year campus master’s. That model fits the high-pass campus group in Guinness et al. (2022). It hints that tight, in-person cohorts can keep scores up.
Aguirre Mtanous et al. (2026) tried interteaching in online classes and raised quiz scores 20 points. Better online teaching tools could lift distance pass rates and close the gap Guinness found.
Why it matters
If you hire or supervise, check both pass rate and graduate volume. A distance program with lower odds may still give you more applicants. Push for strong online methods like interteaching to protect quality. Track where your new BCBAs end up—Yingling’s map shows many places still need bodies, not just certificates.
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02At a glance
03Original abstract
The Behavior Analyst Certification Board (BACB) annually publishes data on the pass rates of institutions with verified course sequences (VCS). The current study analyzed BACB-published data from the years 2015–2019 and explored relations among program mode, number of first-time candidates, and examination pass rates. In a correlation analysis of number of first-time candidates and pass rates, there was a weak negative correlation, indicating that larger numbers of first-time candidates are associated with lower pass rates. Further, statistically significant differences were found among the mean number of first-time candidates, mean pass rates, and mean number of passing first-time candidates across program modes. Campus and hybrid programs had higher mean pass rates than distance programs, whereas distance programs had higher numbers of passing first-time candidates than campus programs. External validity and implications for indicators of program quality are discussed.
Behavior Analysis in Practice, 2022 · doi:10.1007/s40617-021-00610-7