Institutional Performance in Professional Licensure Examinations of Aldersgate College Inc.: Basis for R.I.S.E. (Review Initiatives Scaling up to Excellence)

Professional licensure examination performance is widely recognized as a key indicator of institutional effectiveness and graduate competence. This study analyzed the licensure examination performance of Aldersgate College, Inc. from 2022 to 2025 across eight academic programs. A quantitative descriptive-comparative research design was employed using publicly available data from the Professional Regulation Commission. Institutional passing rates were compared with national passing rates, and the Mann–Whitney U test was used to determine statistical differences. Findings revealed varied performance patterns. Criminology and Elementary Education programs consistently exceeded national benchmarks, while Accountancy and Engineering programs showed persistent performance gaps. Across all programs, first-time takers significantly outperformed repeaters. Statistical results indicated that most program differences were not significant; however, Accountancy and Civil Engineering demonstrated significant disparities compared to national performance. The study proposes the R.I.S.E. framework (Review Initiatives Scaling Up to Excellence) as a strategic institutional intervention model emphasizing curriculum alignment, structured remediation, and data-driven quality assurance mechanisms. Findings contribute to the discourse on performance-based accountability in higher education institutions and offer actionable strategies for sustainable improvement in licensure outcomes.