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The primary purpose of this study was to determine how well academic, demographic, and programmatic variables could explain and predict variation in graduate performance on NCLEX-RN in one baccalaureate nursing program. The study specifically sought to address the void in empirical research in the area of programmatic variables predictive of NCLEX-RN performance. The study also investigated whether the changes made in NCLEX-RN from a paper-and-pencil test to computer adaptive testing (CAT), which was initiated in 1994, could help explain variations experience in program pass rate between 1990 and 1996. The population was composed of 360 May and June graduates from one baccalaureate nursing program. The research method used in this study was an archival survey. Analysis of t-tests and z-tests showed that the two outcome groups (pass group and fail group) differed significantly (p {dollar}<{dollar}.05) in terms of gender and ethnicity. Moreover, the two groups differed significantly in terms of many academic variables (ACT Composite score; admission, freshman, sophomore, junior, cumulative, nursing and science GPA's; and number of nursing and support courses repeated). In the final logistic regression model, four of the independent variables; gender (SEX), nursing GPA, number of nursing and support courses repeated (REPEAT), and the mean educational level of the clinical nursing faculty (C-ED), were found to be significant predictors of NCLEX-RN performance (p {dollar}<{dollar}.05; one-tailed probability). The author concluded that male and minority students, and student who have repeated nursing and support courses, are at risk for failure on NCLEX-RN. Additionally, because the education of the clinical faculty proved to affect graduate odds for success on NCLEX-RN, it was recommended that programs strive to attract, recruit, and retain highly qualified clinical faculty. When added to the regression equation, the version of the NCLEX-RN did not prove to be statistically significant. The researcher concluded, therefore, that the change in NCLEX-RN from a paper-and-pencil test to CAT did not contribute to the variations in the NCLEX-RN pass rate experienced by this nursing program.