Assessment of College's Initiatives in Leveraging the BSEE graduates’ Electrical Engineering Licensure Examination (EELA) Performance

This study examines the initiatives implemented by the College of Engineering at Laguna State Polytechnic University to enhance EELE performance of electrical engineering graduates. Key interventions, including the battery exam, retention policy, integrative course, and in-house review programs, were evaluated for their relationship with board exam outcomes. Findings reveal that while the battery exam and retention policy did not show significant relationships with board exam performance, the integrative course offering and its alignment with effective content delivery exhibited strong positive impacts. The combination of course offerings, structured review schedules, and practical exam preparation significantly improved graduate outcomes. These insights underscore the importance of aligning teaching practices, review content, and institutional policies with current board exam requirements to support graduate success. These initiatives collectively point to the necessity of an integrated academic support framework—one that begins with early identification of at-risk students, includes curriculum enhancements, provides accessible and targeted reviews, and builds a culture of continuous academic monitoring. Moving forward, institutional policies should consider these empirical findings to ensure holistic, equitable, and exam-oriented academic pathways