Kelly 1
Savannah Kelly
Professor Wolcott
ENC 1102
16 July 2014
Annotated Bibliography
There are two kinds of people there on the ones that like school and those that do
not. There are people who like taking test and those who find test difficult and upsetting.
Once you graduate high school you think that you are finished with those standardized
test you have been accepted to a you will never have to worry if a test will predict your
future. Well that is not true per say, many careers have a test at the end of your education
to make sure you qualify for their profession This research shows if it was helpful or not
in there passing rates.
The Uniform CPA Examination is the examination that individuals must pass in
order to qualify for licensure as Certified Public Accountants in any of the 55 U.S.
jurisdictions. The CPA Exam is one of the "Three Es" - Education, Examination, and
Experience - that are required for licensure as a CPA. Consequently, passing the Exam is
not, in itself, sufficient to meet requirements for license. According to the CPA Mission
Statement, the purpose of the Exam is to admit individuals into the accounting profession
only after they have demonstrated the entry-level knowledge and skills necessary. The
CPA Exam is provided on behalf of the Boards of Accountancy who have the ultimate
licensing authority. The test is offered jointly by three organizations: NASBA (The
National Association of State Boards of Accountancy), the AICPA (American Institute of
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Certified Public Accountants), and Prometric. The AICPA is responsible for developing
and scoring the test, NASBA for the National Candidate Database, and Prometric for
delivery at authorized test centers.
The four parts of the test include Auditing and Attestation (AUD). This section
covers knowledge of auditing procedures, generally accepted auditing standards and
other standards related to attest engagements, ethics, and the skills needed to apply that
knowledge. Business Environment and Concepts (BEC). This section covers knowledge
of general business environment and business concepts that candidates need to know in
order to understand the underlying business reasons for and accounting implications of
business transactions, and the skills needed to apply that knowledge. Financial
Accounting and Reporting (FAR). This section covers knowledge of generally accepted
accounting principles for business enterprises, not-for-profit organizations, and
governmental entities, and the skills needed to apply that knowledge. Regulation (REG).
This section covers knowledge of federal taxation, ethics in tax practice, professional and
legal responsibilities, and business law, and the skills needed to apply that knowledge.
There are a number of reasons why a traditional four-year undergraduate program
is no longer adequate for obtaining the requisite knowledge and skills to become a CPA.
Significant increases in official accounting and auditing pronouncements and the increase
of new tax laws have expanded the knowledge base that professional practice in
accounting requires. Business methods have become increasingly complex. The
production of regulations from federal, state, and local governments requires welleducated individuals to ensure fulfillment. Also, improvements in technology have had a
major effect on information systems design, internal control procedures, and auditing
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methods.
The staffing needs of accounting firms and other employers of CPAs are
changing rapidly. With more sophisticated approaches to auditing now in use, and with
the increase in business demands for a variety of highly technical accounting services
and greater audit efficiency, the requirements for effective professional practice have
increased sharply. The demand for a large quantity of people to perform many routine
auditing tasks is rapidly diminishing.
A certified public accountant (CPA) in today's environment must not only have a
high level of technical competence and a sense of commitment to service, but must also
have good communications and analytical skills, and the ability to work well with people.
Employers are looking for individuals who have the ability to analyze and evaluate
complex business problems and the interpersonal skills and maturity to make decisions in
a client- and customer-service environment. To obtain the required body of knowledge
and to develop the skills and abilities needed to be successful CPAs, students should
complete 150 semester hours of education. Many states/jurisdictions now require or will
require 150 semester hours of education for obtaining the CPA certification.
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Allen, Arthur, and Angela M. Woodland. "The 150-Hour Requirement and the
Number of CPA Exam Candidates, Pass Rates, and the Number Passing." Issues
in Accounting Education 21.3 (2006): 173-93. ProQuest. Web. 14 July 2014.
Author Allen Associate Professor of Accountancy at the University of Nebraska
and Angela M. Woodland professor at Montana Sate University College of
Business state that The requirement of 150 credit hours prepare student for the
four part CPA exam and a accounting career. Others argue that it becomes an
expensive entry to public accounting. The research shows that “ A large drop 36
percent in the number of candidate actually go and take the exam.” Although
there is such a large drop of candidates taking the test the amount of pass rates
increase for first time test takers, and a large drop of almost 32 percent in the
number passing the CPA exam after taking 150- hours of school. The objective of
the 150-hour requirement was to ensure higher quality audits by producing better
auditors. The research between these professors that this new requirement found a
decline in the amount of accounting graduates.
Bierstaker, James Lloyd, Martha A. Howe, and Inshik Seol. "The Effects Of The 150Credit-Hour Requirement For The Certified Public Accountant (CPA) Exam On
The Career Intentions Of Women And Minorities." Journal Of Education For
Business 81.2 (2005): 99-104. Business Source Premier. Web. 9 July 2014.
The effects of 150 credit hour requirement for the CPA exam on the career
intention of women and minorities by James Bierstaker professor at
Villanova University, Martha Howe at Bentley college, and Inshik Seol from
Clark University The CPA exam now requires you to have 150 semester hours
of college education. The student must complete a fifth year of college to be
eligible to sit for the exam. This requirement makes for a better-rounded
education, and a higher passing rates on the CPA exam. The 150-hour
requirement may have a disproportionate effect on minorities and women, whose
commitment to public accounting as a long –term career has been somewhat
tenuous.
Forty-five states now have adopted the 150- credit-hour rule. With Florida be
the first in 1983. The percent age of women CPAs have increased significantly
over time. The percentage has increased 33% Research regarding wage rates
in accounting has shown that women accountants generally earn less then equally
qualified men. One of the major reasons for the lower earnings of women is labor
market discrimination against women. Similar to minorities, women who
encounter barriers in the public accounting sector. The results of this
research, using data collected from approximately 600 accounting students that
the new 150 credit hour requirement will not deter the minorities, however
we found female students are less likely to pursue the CPA, and be more
interested in the CMA.
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Briggs, Gary P., and Lerong He. "The 150 Credit-Hour Requirement And CPA
Examination Pass Rates—A Four Year Study." Accounting Education 21.1
(2012): 97-108. Business Source Premier. Web. 14 July 2014.
Debate concerning the minimum educational requirements of certified public
accountant candidates in the USA has been taking place for decades. This
academic article written by Gary P. Briggs and Lerong He from The College at
Brockport, State University of New York compares the sectional pass rates of
CPA candidates from jurisdictions requiring 150 credit hours of college study
with the pass rates of candidates from jurisdictions not requiring 150 credit hours
for the years 2004 to 2007. The paper finds that jurisdictions with a 150 credithour requirement have materially higher pass rates in areas of Auditing and
Regulation, but not in the areas of Financial Accounting and Reporting or
Business Environment and Concepts. The paper also finds that, on average,
increasing a CPA candidate’s formal education requirement results in improved
candidate performance, but that some jurisdictions without the 150 credit-hour
requirement consistently have sectional pass rates above the national average.
Evidence on whether the 150-hour requirement improves candidates’ performance
on the CPA exam is mixed. In earlier research examining first-time candidates in
Florida, Cumming and Rankin found only 15.9% of first-time candidates passed
the each part of the CPA exam, in the year before Florida enacted the 150-hour
requirement. That pass rate nearly doubled to 31.5%, the year after the
implementation of the 150-hour requirement. Exam pass rates at the national level
found that first-time candidates with at least 150 hours of college education were
also more likely to pass the CPA exam than candidates not having 150 hours of
education.
Booker, Quinton1, Bobbie W.2 Daniels, and Yvonne3 Ellis. "Education And Experience
Requirements To Become A CPA." CPA Journal 83.8 (2013): 61-66. Business
Abstracts with Full Text (H.W. Wilson). Web. 15 July 2014.
Quinton Booker Bank Plus Professor and chairman, department of accounting,
Jackson State University, Bobbie Daniels, Associate Professor of accounting,
Jackson State University and Yvonne Ellis Assistant professor of accounting,
Columbus State University, article tackles the research findings about professors'
views on the education requirement to sit for the exam and the experience
requirement for licensure. The study was motivated by the trend by accountancy
boards to allow individuals to sit for certified public accountant exam with
minimum of a 120- hour baccalaureate degree in accounting and with 150 hours
for licensure. The results show that professors strongly desire uniform education
and experience requirements across jurisdiction. Because a graduate degree in
accounting is not required, individuals have many options when it comes to
obtaining the additional hours (e.g., an undergraduate minor, double major, MBA,
a variety of hours). Accordingly, much research has addressed the contents of an
appropriate 150-hour program and provided varying perceptions of the
requirement. The authors’ research is motivated primarily by the recent trend by
accountancy boards to allow individuals to sit for the CPA exam with minimum
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of a 120-hour baccalaureate degree in accounting. The AICPA indicated that only
16 of 55 jurisdictions (29.1%) require 150 hours to sit for the exam and 150 hours
for licensure
Buchholz, Alexander K.1, and Frimette1 Kass. "A Study Of Undergraduate Accounting
Students' Graduation Trends Resulting From Changes In Requirements For
Certified Public Accountant (CPA) Licensure In New York State." Journal Of
Higher Education Theory & Practice 12.1 (2012): 96-107. Education Full Text
(H.W. Wilson). Web. 15 July 2014.
Alexander K. Buchholz Brooklyn College of the City University of New York
and Frimette Kass Brooklyn College of the City University of New York
research how students want to obtain the 150- hour requirement to become
a CPA. Their research show that some students, will choose to simply get a
second bachelor's degree or possibly take some additional undergraduate
courses. This may be a solution as graduate school can be expensive. While a
literature course on Shakespeare may be interesting to take, it will not
necessarily provide a further understanding of the accounting profession, so
students should try and to stick with classes that will be useful. One advantage
of obtaining the advanced degree is that firms have started to show a strong trend
in hiring those students possessing an advanced master's degree Another aspect
of the 150-hour education requirement relates to experience requirements.
"Acceptable experience can now be earned through providing accounting services
or advice involving the use of accounting, attest, compilation, management
advisory, financial advisory, tax or consulting skills under the supervision of a
certified public accountant
This study revealed that most students plan to go to graduate school to obtain the
additional credits beyond the 120 required for a bachelor's degree. However,
Buchholz and Kass research showed that enrollments into the graduate program
for accounting are down at Brooklyn College of the City University of New York.
Carpenter Charles G. and E. Frank Stephenson. "The 150-Hour Rule As A Barrier To
Entering Public Accountancy." Journal Of Labor Research 27.1 (2006): 115-126.
Business Source Premier. Web. 14 July 2014.
Charles G. Carpenter from Francis Marion University and Frank E.
Stephenson Professor at Berry College researched how 150- hours could be a
barrier for people trying to become a public accountant. In many states, CPA
licensure now requires 150 credit- hours of college coursework thereby adding
an extra semester or year of schooling beyond typical undergraduate degree
requirements. Examination of candidates' pass rates on the exam also finds
behavior consistent with the hypothesis that the 150-hour rule is a barrier to
entry. In 1983, Florida became the first state requiring 150 hours of college
education as a condition for CPA licensure and, consequently, a career in public
accountancy. The adoption of the new rule was relatively slow; a decade passed
before another state, Tennessee, adopted the higher educational requirement.
Between 1994 and 2002, however, another 35 states and the District of
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Columbia imposed the requirement as a condition of licensure. Long term the
people taking the test should do better with there extra 20 to 30 hours of
schooling. The 150-hour requirement seems to reduce the number of candidates,
and with the extra time in school makes it costly. With no guarantee of knowing if
you will pass the CPA exam.
Donelan, Joseph G. “Meeting the 150-hour requirement: the impact of curriculum choice
on satisfaction” Journal of Accounting Education Volume 20, Issue 2, Spring
2002, Pages 105–121. Web. 16 July 2014
Joseph G. Donelan professor at the University of West Florida wrote reports on a
study that examined the impact of type of curriculum on CPA exam candidates'
satisfaction with their college preparation in four areas: general skills, accounting
skills, general business skills, and information technology skills. CPA candidate
respondents were classified into one of four groups depending on the curriculum
choice they made in order to meet the 150-hour requirement: first those who
completed a master's level accountancy degree program, second those who
completed an MBA with an accounting concentration, third those who completed
other graduate degrees, and fourth those who completed additional undergraduate
credits. Respondents who completed a master's level accountancy degree program
were consistently more satisfied than the other three groups with respect to
general, accounting, and information technology skills. Respondents who met the
150-hour requirement by taking additional undergraduate credits were
consistently less satisfied than the other three groups with respect to general,
accounting, and information technology skills. For business skills, there was little
evidence of any significant difference in satisfaction between the four groups.
Implications for accounting education and the accounting profession are
discussed.
Elam, Rick. "Is The 150-Hour Requirement Really Progress?." Issues In Accounting
Education 11.1 (1996): 205-206. Business Source Premier. Web. 15 July 2014.
Rick Elam Vice President-Education, American Institute of Certified Public
Accountants argues in favor of the 150 semester-hour requirement of college
education designed to prepare future certified public accountants. For the first
time, education will be equally as important as passing the CPA Examination for
membership. The 150-hour requirement for new CPAs is mandatory continuing
education and a mandatory quality review for CPA firms, a response to demands
to protect the public by improving the quality of the work of CPAs. Like most
professions, accounting has evolved from one which required only apprenticeship
to one requiring university education, passing a national examination and, in some
states, experience. By the late 1980s, the AICPA had identified the 150-hour
requirement as the best approach to increasing and making uniform from state to
state the education requirement for future CPAs. The 150-hour requirement
represents progress for the accounting profession because it will ensure future
CPAs are better educated than current CPAs. Progress toward implementing the
requirement is good, as evidenced by the AiCPA membership requirement, state
legislation for new CPAs, and expansion of accounting degree programs.
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Gramling, Lawrence J., and Andrew J. Rosman. "The Ongoing Debate About The Impact
Of The 150-Hour Education Requirement On The Supply Of Certified Public
Accountants." Issues In Accounting Education 24.4 (2009): 465-479. Business
Source Premier. Web. 15 July 2014.
Various studies have observed a decline in CPA exam candidacy and have
proposed that the results from the additional education requirement associated
with the 150-hour rule. Several states have reacted by allowing candidates to take
the CPA exam with 120 hours of education rather than 150 hours in order to
increase supply. Following this line of reasoning, Lawrence J. Gramling professor
at the University of Connecticut and Andrew J. Rosman Dean of the College of
Management and Professor of Accountancy at the College of Liberal Arts and
Sciences. They observe declines in candidacy and graduation rates only in states
that have adopted the 150-hour requirement, but not in states that retained the
120-hour requirement. The 150-hour education requirement continues to be
controversial. Many believe that the existence of the additional education
requirement is the reason for the decline in the supply of accountants. For
instance, some claim that the requirement discourages entrants to the accounting
profession because of the additional costs, both in terms of the outlay of resources
for the education and the opportunity cost of postponing work until the education
is completed. They then surveyed 156 students taking a one-credit junior-level
accounting course on the accounting profession and asked these students a series
of questions to determine how well informed they are about the additional
education requirements for entry to the profession and whether these requirements
were a factor in their decision to choose accounting. The conclusion is supported
by the response to the survey question, ‘‘did you consider the cost of the
additional education needed to achieve 150 hours when deciding to become an
accounting.” Only 34 percent said ‘‘yes’’ and yet they still became accounting
majors.
King, Teresa T., H. Wayne Cecil, and Christine P. Andrews. "Upcoming changes to the
CPA exam." The CPA Journal 2009: 58. Academic OneFile. Web. 9 July 2014
In this academic article by Teresa king from Georgia College & State
University, H. Wayne Cecil, and Christine Andrews, both professors of
accounting at Florida Golf Coast University discuss the upcoming changes
to the CPA exam.
The CPA exam was reorganized into four different sections into 2002.
Auditing and attestation, Financial accounting and reporting, Regulation, and
Environment and concepts. The most important changes involve the content
specification and skill specification. The computerized exam allows the
inclusion of skills testing in the exam. The current test focuses on five types
of skills they are communication, research, analysis, judgment, and
understanding. Assessment of knowledge and understanding will be
completed using multiple- choice questions. Candidates will have access to
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authoritative literature, spreadsheet software and other resources to
demonstrate proficiency in applying their knowledge. In 2002, exam
coverage changed from “auditing “ to “auditing and attestation.”
This test requires candidates will be required to perform the following tasks
on the CPA exam to demonstrate knowledge of financial reporting. Prepare
source documents and enter data into general and subsidiary ledgers.
Calculate amounts for finical statement components. Reconcile the general
ledger with the subsidiary ledgers. Prepare account reconciliation and related
schedules. Prepare consolidating and eliminate journal entries. Identity
financial accounting and their reporting methods. Prepare consolidate financial
statements. Analyze financial statements including account and trend analysis.
Apply accounting principles to evaluate assumptions underlying fair value
calculations. Produce required financial statements to meet regulatory
reporting requirements, and determine appropriate treatment for new or
unusual transaction.
Kranacher, Mary-Jo. "CPA Preparation and Eligibility." CPA Journal Aug. 2008: 80.
Business Source Premier. Web. 14 July 2014.
Mary- Jo Kranacher MBA, CPA, CFE, Editor-in-Chief of the Business Source
Premier states that the state boards decide the education and experience
requirements to both sit for the CPA exam and to attain licensure. Over the years
the new requirement has called for lots of debate if it really helping or just making
a barriers for economically disadvantage individuals. Kranacher states that
additional hours of school outweighs the potential cost. Recently the new debate
has shifted to weather CPA candidates should be allowed to sit for the exam after
the have completed the first 120 academic credits. Although most professionals
agree that a four-year program is not long enough to provide the breadth of
knowledge and skills needed for an entry-level CPA, the additional credits should
intentionally be unspecified to provide flexibility within the accounting
curriculum. Perhaps it is time for better communication between regulators, and
educators, Teaching and testing the knowledge and skills necessary to prepare
students to use their professional judgment and succeed in their chosen career
would provide a stronger link between academe, practice, and the CPA exam.
One of the many reasons proponents of the 120/150 model cite for allowing
candidates to take the exam after 120 credits is that the current CPA exam content
can be covered within the undergraduate curriculum. Perhaps it's time to
reconsider the CPA exam content in light of the extra credits the additional credit
hours, along with appropriate revisions to an exam that provides entry to this
profession, could better prepare CPAs and ultimately protect the public.
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Kranacher, Mary-Jo. "Regulating The Accounting Profession." CPA Journal 76.4 (2006):
80. Business Abstracts with Full Text (H.W. Wilson). Web. 13 July 2014.
Mary- Jo Kranacher MBA, CPA, CFE, Editor-in-Chief wrote Regulating the
Accounting Profession Ask someone on the street what CPAs do and he will
probably tell you that they prepare income tax returns, assist with financial
planning, and keep financial records for businesses. there is no difference between
a CPA and an accountant. The public looks to accountants for various types of
financial services: tax preparation and planning, financial planning, business
management consulting, financial statement preparation, and attestation services.
Yet the only function that differentiates a CPA from any other accountant is that
only a CPA can sign off on an audit report for a public company.
CPAs have worked hard to earn the level of recognition that other professions,
such as medicine and law, have achieved. However, the accounting profession's
luster and prestige, not to mention compensation, still lag considerably behind.
The CPA license should be the basic "general practice" requirement for entry into
the accounting profession. Areas of specialization could subsequently be
recognized as a result of further education or experience, with a relevant testing
instrument in a specific field. Advanced proficiency would be validated by
additional certifications and designations, such as certified information systems
auditor, certified fraud examiner, and personal financial specialist.
Koumbiadis, Nicholas, and Ganesh M. Pandit. "Has the AICPA Changed the Accounting
Profession for Better Or Worse?" Journal of Accounting & Organizational
Change 10.2 (2014): 190-215. ProQuest. Web. 14 July 2014.
Nicholas Koumbiadis, Department of Accounting and Law, Robert B. Willumstad
School of Business, Adelphi University and Ganesh M. Pandit, Department of
Accounting and Law, Robert B. Willumstad School of Business, Adelphi
University, author of this academic article Has the AICPA changed the
accounting profession for better or worse? : The case of educational change
conducted this study is to examine students who have recently graduated from the
standard 120 credit accountancy program and compare and contrast their ethical
perceptions with students who have recently graduated from the AICPAmandated 150 credit accountancy program which includes 30 extra credits with a
focus on ethics. Recent graduated accounting students from selected Association
to Advance Collegiate Schools of Business were asked to fill out a cross-sectional
survey based on Victor and Cullen's Ethical Climate Questionnaire to determine
whether a difference exists between the two groups' ethical perceptions. The nine
hypotheses derived from the ECQ were tested using an independent sample t-test
and Levene's test for the homogeneity of the variances between the two groups.
The research found that compared with graduates of the 120 credit program, 150
credit program graduates scored significantly higher in ethical perceptions on
five domains: Company Profit, Friendship, Team Interest, Personal
Morality, and Rules, when testing at a confidence level of 95 percent. The two
groups were not significantly different in the domains of Self-Interest, Efficiency,
Social Responsibility, or Laws. The article includes implications for the need to
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encourage ethical intervention through education in the accounting curriculum.
This study is part of a growing body of research for teaching ethics within the
accounting profession. This paper fulfills an identified need to study business
ethics. Corporate scandals in the late 1990s and early this century led to a decline
in the public's trust of the accounting profession. Since that time, the
government, companies, and universities have attempted to rebuild that trust
through a number of methods, such as passing laws requiring better regulation
and more disclosure as well as requiring improved ethics education for future
accountants.
Read, William J. Raghunandan K, and Brown, Clifford. “150-Hour Preparation Improves
CPA Exam Performance” The CPA Journal, Vol. 71, No. 3. Web 16 July 2104
The 150-hour education requirement for CPA licensure has generated enormous
debate within the profession. Few recall that the vote to change the AICPA
bylaws to require 150 hours of college education for membership was
overwhelmingly favorable. Now, some believe that an increased education
requirement deters some students from entering accounting programs-and they
point to the decline in accounting program enrollments as proof. Others believe
that 150 hours are necessary for CPAs to keep abreast of not only the
developments in accounting, auditing, and tax but also the increased
sophistication in business relationships and the complexity of transactions. This
article analyses the passage rates from three years of the CPA exam and finds that
candidates with a 150-hour background show higher performance.
At the national level, nearly 116,000 candidates took the CPA exam for the first
time during a three-year period. Exhibit 1 shows that 33% of first-time candidates
possessed more than 150 hours of college credit, whereas 67% had less than 150
hours. About 27% of those candidates not satisfying the 150-hour rule reported
credit hours significantly in excess of the threshold generally identified with the
baccalaureate degree. Collectively, this information suggests that first-time
candidates are embracing the new educational requirements and that accountants
would generally benefit from additional coursework. Exhibit 2 indicates that only
13% of the candidates with less than 150 semester hours passed the CPA exam on
their first attempt.
Vigilante, Barbara. "Women At Full Throttle." Journal Of Accountancy 200.4 (2005):
76-77. Business Source Premier. Web. 13 July 2014.
Barbara Vigilante wrote Women at full throttle an academic journal and is
manager of work/life and women's initiatives at the AICPA. Ms. Vigilante is
an employee of the AICPA Today, women constitute 30% of the AICPA's
membership, or about 108,000 members, and that percentage will continue
to increase as their presence in accounting education programs rises.
Women now make up 57% of accounting graduates and 54% of new hires in
public accounting firms. In 1905, when the profession balked at the very idea of
female CPAs, the story was much different. The first female to pass the CPA
examination was Christine Ross, who sat for the exam in New York in June 1898.
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The New York board of regents debated for 18 months whether to award Ross a
CPA certificate. Colleges and universities created one hurdle by not accepting
women into their accounting programs. Linda Bergen, vice-president of corporate
accounting policy at Citigroup in New York, reports that her college was not
supportive of her decision to enter the program in 1976. "When I was in graduate
school for an MBA in accounting at New York University, I was told by the
placement director that I would never get a job with any of the Big 8 accounting
firms because I was a woman, older and had children. I decided that could not
be correct and that if I worked hard and did well, I would get job offers. In fact, I
finished first in my class in accounting and got job offers from all of the Big 8.
Bergen's on-the-job experiences also were discouraging. "I worked for partners
who would repeatedly ask me why I did not get a 'normal' job, so I could be home
with my family more. My response to these and other barriers was always to do
excellent work. I thought that excellence would win over the doubters." She was
right; before long she headed the public and regulatory reporting departments at
J.P. Morgan & Co., where she was responsible for SEC and Federal Reserve
filings, as well as risk-based capital and analysis of consolidated financial results.
She subsequently led the accounting policies department at J.P. Morgan for eight
years, following an 11-year career at Coopers & Lybrand, specializing in financial
institutions. If a female CPA has talent and works hard, the pathways to success
are many. You can have the kind of career you wish. You can equip yourself to
pursue the job you want. Don't be shy about asking for opportunities and
experiences.
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Works Cited
Allen, Arthur, and Angela M. Woodland. "The 150-Hour Requirement and the Number
of CPA Exam Candidates, Pass Rates, and the Number Passing." Issues in Accounting
Education 21.3 (2006): 173-93. ProQuest. Web. 14 July 2014.
Bierstaker, James Lloyd, Martha A. Howe, and Inshik Seol. "The Effects Of The 150Credit-Hour Requirement For The Certified Public Accountant (CPA) Exam On The
Career Intentions Of Women And Minorities." Journal Of Education For Business 81.2
(2005): 99-104. Business Source Premier. Web. 9 July 2014.
Briggs, Gary P., and Lerong He. "The 150 Credit-Hour Requirement And CPA
Examination Pass Rates—A Four Year Study." Accounting Education 21.1 (2012): 97108. Business Source Premier. Web. 14 July 2014.
Booker, Quinton1, Bobbie W.2 Daniels, and Yvonne3 Ellis. "Education And Experience
Requirements To Become A CPA." CPA Journal 83.8 (2013): 61-66. Business Abstracts
with Full Text (H.W. Wilson). Web. 15 July 2014.
Buchholz, Alexander K.1, and Frimette1 Kass. "A Study Of Undergraduate Accounting
Students' Graduation Trends Resulting From Changes In Requirements For Certified
Public Accountant (CPA) Licensure In New York State." Journal Of Higher Education
Theory & Practice 12.1 (2012): 96-107. Education Full Text (H.W. Wilson). Web. 15
July 2014.
Carpenter Charles G. and E. Frank Stephenson. "The 150-Hour Rule As A Barrier To
Entering Public Accountancy." Journal Of Labor Research 27.1 (2006): 115-126.
Business Source Premier. Web. 14 July 2014.
Donelan, Joseph G. “Meeting the 150-hour requirement: the impact of curriculum choice
on satisfaction” Journal of Accounting Education Volume 20, Issue 2, Spring 2002,
Pages 105–121. Web. 16 July 2014
Elam, Rick. "Is The 150-Hour Requirement Really Progress?." Issues In Accounting
Education 11.1 (1996): 205-206. Business Source Premier. Web. 15 July 2014.
Gramling, Lawrence J., and Andrew J. Rosman. "The Ongoing Debate About The Impact
Of The 150-Hour Education Requirement On The Supply Of Certified Public
Accountants." Issues In Accounting Education 24.4 (2009): 465-479. Business Source
Premier. Web. 15 July 2014.
King, Teresa T., H. Wayne Cecil, and Christine P. Andrews. "Upcoming changes to the
CPA exam." The CPA Journal 2009: 58. Academic OneFile. Web. 9 July 2014
Kranacher, Mary-Jo. "CPA Preparation and Eligibility." CPA Journal Aug. 2008: 80.
Business Source Premier. Web. 14 July 2014.
Kranacher, Mary-Jo. "Regulating The Accounting Profession." CPA Journal 76.4 (2006):
80. Business Abstracts with Full Text (H.W. Wilson). Web. 13 July 2014.
Kelly 14
Koumbiadis, Nicholas, and Ganesh M. Pandit. "Has the AICPA Changed the Accounting
Profession for Better Or Worse?" Journal of Accounting & Organizational Change 10.2
(2014): 190-215. ProQuest. Web. 14 July 2014.
Read, William J. Raghunandan K, and Brown, Clifford. “150-Hour Preparation Improves
CPA Exam Performance” The CPA Journal, Vol. 71, No. 3. Web 16 July 2104
Vigilante, Barbara. "Women At Full Throttle." Journal Of Accountancy 200.4 (2005):
76-77. Business Source Premier. Web. 13 July 2014.