Predicting Long-Term Success in Graduate School: A Collaborative Validity Study GRE
- Author(s):
- Burton, Nancy W.; Wang, Ming-mei
- Publication Year:
- 2014
- Source:
- Wendler, Cathy; Bridgeman, Brent (eds.) with assistance from Chelsea Ezzo. The Research Foundation for the GRE revised General Test: A Compendium of Studies. Princeton, NJ: Educational Testing Service, 2014, p5.6.1-5.6.5
- Document Type:
- Chapter
- Page Count:
- 5
- Subject/Key Words:
- Graduate Record Examination (GRE), Graduate Admissions, Predictive Validity, Student Performance, Educational Outcomes, Student Success, Minority Groups, Women
Abstract
Discusses a study that examined the use of GRE scores in predicting long-term success in graduate school, including cumulative GPA over 2 or more years and faculty ratings. This study also focused on fairness issues related to how well the GRE predicts outcomes for minorities and women. Women tended to receive slightly higher grades than predicted by the test, while African American and Asian American students performed slightly worse than predicted—but the differences were all very small. Hispanic students tended to do better than predicted in education but worse in English and chemistry; again, all differences were very small, suggesting that the GRE is a fair assessment across genders and ethnic groups.