Geography Matters: Racial Disparity in the Aswb Professional Licensure Exam Pass Rates

Background and Purpose: Following ongoing professional demand, in August 2022, the ASWB published a document entitled, ASWB Exam Pass Rate Analysis. This was the first time the ASWB shared analysis of pass rate data for the social work licensing exams based on demographic information self-reported by test-takers. The report revealed troubling disparities in exam success rates with inequities among social work exam-takers of color, who are older, and/or those for whom English is not their primary language. The purpose of this study was to examine statistical predictors of social work professional licensure exam pass rate disparities between first-time Black/African American and White test-takers.

Methods: The study addressed the following research question: To what extent do institutional and state licensure characteristics predict race-based disparities in social work licensure exam pass rates? To answer this question, the authors built a data set comprised of institutional and state licensure variables using publicly available and reliable sources. To be considered for inclusion in the study, institutions of higher education (IHE) had to be in the U.S. and have a CSWE-accredited undergraduate and graduate social work program. Following identification of the total population, it was determined that 160 IHEs were required to reach a confidence level of 95%. The dependent variable in our study was the overall state pass rate for the ASWB exam for first-time test takers. Our analytical process, carried out using Stata 15.1, involved bivariate and multivariate procedures.

Results: States that enforce higher clinical supervision hours and licensure fees tend to exhibit higher overall pass rates. Furthermore, a higher proportion of Black/African American residents in a state correlates with increased pass rates. Notably, there is a strong, positive relationship between the ratio of Black/African American to White test-takers passing the exam and the overall pass rates, underscoring the impact of racial disparity on exam outcomes. In contrast, states with a more complex system of multiple licensure tiers often see lower overall pass rates. Additionally, it is educational institutions in the southern United States face a significant challenge, as they consistently show lower ASWB pass rates compared to other regions.

Conclusions and Implications: Findings suggest that geographic region, clinical supervision requirements, licensure fees, state demographic composition, and racial disparities in pass rates all significantly contribute to the variation in state pass rates for the ASWB exam. Qualitative research should examine short-term and long-term impact to test-takers. Quantitative research could entail: (1) determining if the length of time between degree conferment and first-time exam attempt is a predictor of pass rate, as this may explain why states with fewer licensing tiers (e.g., Florida) may also have lower pass rates, when it was also found that states with more licensing tiers have lower pass rates; (2) conducting a cost analysis to determine who is re-taking the licensing exam, how many times, and what the overall financial burden is; (3) analyzing pass-rates for exam-takers with disabilities; and (4) exploring the possible impact of online learning on student outcomes and exam pass rates.