Standardized testing and assessment packages have been implemented by nursing program directors to predict and improve pass rates on the National Council Licensure Examination (NCLEX). The methods of implementation vary from program to program, and as a result, the outcomes in the programs vary. The purpose of this quantitative study was to provide information about the predictive nature of the Assessment Technology Institute (ATI) RN Comprehensive Predictor Examination to forecast NCLEX results. The research questions were designed to evaluate the effect of curriculum design on the NCLEX-RN pass rates, the predictability of the ATI-RN Comprehensive Predictor Examination of performance on the NCLEX-RN pass rates, and the effect of curriculum design on the ATI-RN Comprehensive Predictor Examination results. Data were gathered from 83 students from the 2009-2010 graduating class of 2 nursing programs. The students' scores on the ATI-RN Comprehensive Predictor Examination and NCLEX-RN pass rates were collected and analyzed using an independent measures t test. A chi-square analysis was used to determine the relationship between the type of program and the NCLEX-RN outcome. The results of the study show that the scores on the ATI-RN Comprehensive Examination are predictive of NCLEX-RN success. However, curriculum design is not a significant factor in determining NCLEX-RN success. This evidence can be used as an indicator of program quality. This study contributes to social change in the nursing community by providing data to help determine the efficacy of utilizing the ATI-RN Comprehensive Predictor Examination as a program outcome, increase the NCLEX-RN pass rate, and assist in mitigating the acute nursing shortage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]