Requisitos PAB



Rio Piedras Campus

Planning Accreditation Board


Updated May 2017

The Planning Accreditation Board requires Planning Schools to provide Program information regarding:

  • Overall Student Achievement
  • The Average Annual Cost of Tuition for Regular Full-Time Students
  • Student Retention and Graduation Rates
  • AICP Exam Passing Rate 2012 to 2016
  • Employment Rate


              Master in Planning


                       PERIOD OF 2010 TO 2017.

  1. The Planning program is focused on theoretical learning, social engagement, and application of state-of-the-art qualitative and quantitative techniques of analysis, synthesis, and prognosis. Techniques that professional planners use in connection with the design of plans, programs and projects related to environmental, urban, social and economic problems and issues, affecting Puerto Rico’s society as an integral part of the Caribbean archipelago.
  1. To develop planning as a discipline and a profession by updating the teaching of knowledge, skills and attitudes in relation to theoretical, methodological and institutional aspects and on the content of plans, policies, programs and instruments resulting from the practice.
  1. To advance the knowledge of planning theory and practice in order to address objectives and social and planning problems of Puerto Rico and Latin America through systematic research on the part of professors and students.

Learning Objectives 

Within the context of the above goals, the RPS’s Long-Term OBJECTIVES are to provide a learning experience for the student to develop the following:

1)       A high level of ethical conduct regarding the citizens’ rights to be informed and  to participate effectively in plans, programs and projects that affect them and their natural and social and cultural environment;

2)       A multi disciplinary capacity to analyze economic, social, urban and environmental  factors blocking the improvement of PR  society and its natural and built environments and to recognize the features most relevant to planned interventions and improvements.

3)       A lifetime commitment to formulate innovative, creative and feasible solutions in the form of plans, programs and projects; to foresee their consequences and to evaluate their results in search of continuous improvements.

4)       A lifetime commitment to improve his/her theoretical abilities, practical techniques and communicative, oral, written and graphic skills, by frequently reading professional books and journals and attending related courses.

 Overall Student Achievement

Learning assessment of graduating students:

This assessment of the learning domains is executed with a 70 items rubric which covers the relevant competencies of these three domains, and assigns an ordinal value in a scale of 0 to 2 points. These points correspond, in the same order, to unmet, partially met and met criteria. 

Measures of assessment rubrics of learning objectives on  research, critical planning, and communication skills applied to planning project by graduating students. 

Research skills consist to identify, define, and frame a research questions; design and implement a research method to validate, measure and analyze the problem; based on findings identify and/or design actionable solutions to the problem.

Communicative skills to effectively present his/her ideas and work in written, verbal, graphic and visual modes.

Planning methodologies cover the whole integrated planning process consisting in the design of a plan or intervention, objectives, strategies, resources, outcomes and evaluation

Rubric assessment results for the Years 2014, 2015, 2016 and January 2017





Year 2013 to 2014

 28% of 7 students had satisfactory and excellent research skills.
43%  of 7 had satisfactory and excellent critical planning skills.
58% of 7 had satisfactory and excellent  communication skills  .

Year 2014 to 2015

20% of 5 students had satisfactory and excellent research skills.
43%  of 5 had satisfactory and excellent critical planning skills.
58% of 5 had satisfactory and excellent  communication skills  .

Year 2015 to 2016                  

   29% of  7  students had satisfactory and 71%  excellent research skills.
    29% had satisfactory   and 71% excellent critical planning skills.
    100% had  excellent  communication skills .

August 2016 to January 2017 

40% % of  5  students had satisfactory and 60%  excellent research skills.
100% had excellent critical planning skills.
20% had satisfactory   communication skills and 80% excellent.

Assessment by employers

In the year 2015, focus groups with employers of city government and community based organizations shared their assessments of employability and performance of program graduates as well as student interns.  According to participants, our students and graduates have a high sense of social responsibility and professional ethics; are able to effectively work in interdisciplinary teams; and can design and implement adequate methods and techniques to problems at hand.

Other recognitions of the student’s achievements during the years 2011 to 2016:

Follow-up Ph. D. Studies

In the past 5 years (2012 to 2017):

  • Three graduates have been admitted to Ph.D. programs in planning in the universities in the USA, (Southern California, Florida State University and University of Illinois).
  • One graduate has enrolled in 2016 in a Ph.D. program of Community and Regional Planning at the University of Texas in Austin.
  • One graduate of 2016 has been admitted to Ph.D. in Environmental Studies in the University of Vermont.
  • Six other graduates are pursuing Ph.D. in Environmental Sciences at the University of Puerto Rico, sponsored by IGERT program of the NSF.

Three others in Ph.D. programs in this campus:

  • Social Policy,
  • History
  • Education


 The Average Annual Cost of Tuition and Fees for Regular Graduate Full-Time Students:    Academic Years 2015-2016 and 2016-2017.

      Academic Year

2016-2017 & 2017-2018

          Tuition             Fees                 Total
 US Citizens and         residents in PR and  stateside  

$ 2,862.00


$ 342.00


$ 3,204.00

 Foreign students   $6,498.00   $342.00   $6,840.00



Student Retention and Graduation Rates:

Years 2009 to 2016

Academic Year Number Enrolled Retention Rate

(enrolled in following year)


Graduated within 4 years or less Graduation Rate
2009-2010 33 61% 15 45%
2010-2011 21 43% 10 48%
2011-2012 18 78% 5 28%
2012-2013 27 52% 9 33%
2013-2014- 22 91% *7 *26%
 2014-2015 15 60% *1 *7%
 2015-2016 19 74% n/a n/a

2016-2017                         23                                     n/a                                     n/a                                     n/a

*Less than 4 years 

Number of Master in Planning degrees awarded:

Academic year 2010-2011:  16

Academic year 2011-2012:  23

Academic year 2012-2013:  13

Academic year 2013-2014:  15

Academic year 2014-2015:  12

Academic year 2015-2016:  17

August to December 2016:    7

AICP Exam Pass Rate

No students graduated in 2013 took the AICP Exam in 2016.  Therefore, the Program does not have an AICP exam pass rate to report for the most recent graduating class for which the 3-year time period has been completed.


The aspiring planning professionals in Puerto Rico do not take the AICP Exam. In Puerto Rico, Law Number 160 of the year 1996 establishes the requirement of passing an exam administered by the island government’s Examining Board of Professional Planners to qualify for a license for professional planning practice.

The Passing rates for the graduates of the Graduate School of Planning who took the exam within 3 years of their graduation in the years 2011 – 2012 and 2012- 2013 are as follows*:

 85.7% of the graduates in the year 2011 – 2012 passed the licensing exam before September 2015

75.0% of the graduates in the year 2012 – 2013 passed the licensing exam before September 2016.

*Source of information: Data provided by the Professional Planners Examining Board of Puerto Rico and processed by The Puerto Rico Institute of Statistics.


Employment Rate: Academic Years 2013, 2014, 2015 and 2016.

Graduates of 2012 – 2013  13
 Responses received  11
 Response rate:  85%
 Employment within one year of graduation:

Professional planning job and

Planning related job

Pursuing Advanced degree





Total Employed within a year of graduation: (based on the number of responses received.)   54%*


  Graduates of 2013 – 2014   15
 Responses received   15
 Response rate:   100%
Employment within one year of graduation:

Professional planning job

Planning related job

Pursuing Advanced degree





Total Employed within a year of graduation: (based on the number of responses received.)  




  Graduates of 2014-    2015                                                                                                    12
 Responses received   11
 Response rate:   91%
 Employment within one year of graduation:

Professional planning job

Planning related job

Pursuing Advanced degree





Total Employed within a year of graduation: (based on the number of responses received.)   100%*


Graduates of 2015 – 2016

Responses received 10
Response rate: 59  %
Employment within one year of graduation:

·        Professional planning job

·        Planning related job

·        Pursuing Advanced degree





Total Employed within a year of graduation: (based on the number of responses received.) 60%*



Mentorship/Advising Program

To support students’ progress and achievement since the year 2013 the Program has a Mentorship program for all students beginning in their first year in the graduate program.  They are assigned formally to a professor that will provide individual advising and mentorship.  A yearly survey will provide information on the students’ progress, developing interests and needs that can be attended by the academic mentor or be referred to another professor.