The graduate record examination as a predictor of graduate student performance: The case of criminal justice

Research on the Graduate Record Examination (GRE) as a predictor of graduate student performance has been marked by much debate. Thornell and McCoy (1985) have found that the relationship between student performance and the GRE may be sensitive to the discipline being studied. While unexplained to date, this disciplinary variation may be related to the differences in means and/or relative dispersions of GRE scores among disciplines. Further, there has been only one study (McKee, Mallory, and Campbell, in press) for criminal justice, the field with the lowest mean GRE score. This paper focuses on this neglected field. Data were collected from the files of 70 criminal justice majors in a master's program at a large midwestern urban university. The results indicate that GRE scores are largely unrelated to indicators of graduate student performance (GPA, grades in specific classes, and the completion of the M.A. degree). The one exception is a strong relationship between verbal GRE and graduate GPA. This relationship may indicate a nonlinear ceiling effect wherein verbal GRE scores affect GGPA, mainly in disciplines with means at the low end of the verbal GRE score distribution.     

The Graduate Record Examination and undergraduate grade point average: Predicting graduate grade point averages in a Criminal Justice graduate program

This study was conducted to investigate if there are any predictive relationships between scores of the Graduate Record Examination (GRE) and graduate grade point average (GGPA), and undergraduate grade point average (UGPA) and GGPA. The data were collected from all graduates from the Master's program in Criminal Justice at a medium-sized Southern university from 1989 to 1999 (N = 94). The results indicated that UGPA and GRE scores explain about 40% of the variance in GGPAs. It is concluded that all three GRE subscales should be considered in the graduate admissions process in criminal justice programs.     

Doctoral study attrition in psychology

Academic careers of the 123 students admitted to a doctoral program in psychology between 1963–1967 were reviewed. The attrition rate was 35%, while 29% completed a Ph.D. within four years. While there was no evidence that women were discriminated against in acceptance, attrition was significantly higher among them than among men. Fifteen traditional predictors including GRE scores, undergraduate GPA, letters of recommendation, and prior graduate work were correlated with 13 criteria such as first and later years' graduate GPA, first-year faculty evaluation, withdrawal from program, and completion of Ph.D. Correlations of predictors with the four most important criteria of graduate success revealed that undergraduate GPA, letters of recommendation, major, and quality of undergraduate department were correlated positively with first-year performance but not with eventual success. The best predictors of the ultimate criterion, the Ph.D., were having a master's degree at entrance, age and marital status (the latter two highly correlated with the first), and first-year faculty evaluation. Inasmuch as the last was the best single predictor of the long-term criteria of years of successful study and obtaining the Ph.D., it is suggested that more attention be given by departments to the systematic development and use of early faculty evaluations of the performance of selected students rather than continuing to be concerned with perfecting selection.Carol Lillie (Rater 1) and Virginia de Wolf (Rater 2) assisted in data collection and development of letter rating schemes referred to. These may be requested from the Bureau of Testing, University of Washington, Seattle 98195.     

Validity of GRE General Test scores and TOEFL scores for graduate admission to a technical university in Western Europe*

Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results.     

Field dependence-independence as a factor in the academic and career evolution of women majors in the broad-gauge discipline of home economics

The relationships between the field-dependence-independence level (GEFT score) of university home economics majors and their area of concentration, academic ability and performance, and career choices were investigated. The sample was 143 undergraduate and 53 graduate women university students. A significant difference in GEFT was found when students were grouped according to the five areas of concentration or by the analytical-interpersonal nature of their chosen career positions. Significant correlations were found between GEFT and all ACT scores, undergraduate and graduate GPA, and graduate student career commitment. There was no significant relationship for GEFT with any GRE score, undergraduate career commitment, or ease of career choice. Little evidence of a differential effect of GEFT on achievement in analytical or social content courses was found.     

Predictors of Success on the Counselor Preparation Comprehensive Examination

This study examined the relationship between 403 counseling graduate students' scores on the Counselor Preparation Comprehensive Examination (CPCE; Center for Credentialing and Education, n.d.) and 3 admissions requirements used as predictor variables: undergraduate grade point average (UGPA), Graduate Record Examinations (GRE) General Test Verbal Reasoning (GRE‐V) score, and GRE General Test Quantitative Reasoning (GRE‐Q) score. Multiple regression analyses revealed that all predictor variables accounted for somewhat limited, yet significant variations in the CPCE‐Total scores (R² = .21). Results indicated that UGPAs, GRE‐V scores, and GRE‐Q scores are valid criteria for determining counseling graduate student success on the CPCE.     

Beyond the GRE: Using a Composite Score to Predict ?the Success of Puerto Rican Students in a Biomedical ?PhD Program

The use and validity of the Graduate Record Examination General Test (GRE) to predict the success of graduate school applicants is heavily debated, especially for its possible impact on the selection of underrepresented minorities into science, technology, engineering, and math fields. To better identify candidates who would succeed in our program with less reliance on the GRE and grade point average (GPA), we developed and tested a composite score (CS) that incorporates additional measurable predictors of success to evaluate incoming applicants. Uniform numerical values were assigned to GPA, GRE, research experience, advanced course work or degrees, presentations, and publications. We compared the CS of our students with their achievement of program goals and graduate school outcomes. The average CS was significantly higher in those students completing the graduate program versus dropouts (p < 0.002) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast, these outcomes were not predicted by GPA, science GPA, or GRE. Recent implementation of an impromptu writing assessment during the interview suggests the CS can be improved further. We conclude that the CS provides a broader quantitative measure that better predicts success of students in our program and allows improved evaluation and selection of the most promising candidates.     

AN EXAMINATION OF THE ASSUMPTION THAT THE EQUATING OF PARALLEL FORMS IS POPULATION-INDEPENDENT

Linear conversions were developed relating scores on two recent forms of the homogeneous GRE Quantitative Test (GRE-Q) and the specially constituted heterogeneous GRE Verbal-plus-Quantitative Test (GRE-V+Q), using randomly equivalent groups of about 13, 000 taking each form. Specially defined homogeneous subpopulations were then identified, and conversions between scores on the two forms were again calculated, this time based on l000-case samples drawn at random from the subpopulations. Finally, in order to develop empirical measures of equating error, I00 samples of 1, 000 cases each were drawn at random from the two total groups and used to calculate 100 conversions between scores on the two forms. The conversions based on the specially selected subpopulations were then compared with the total-group conversions and evaluated in terms of the empirical standard errors. The results showed that the conversions for the subpopulations agreed with the total-group conversion quite satisfactorily for the GRE-Q and almost as well for the GRE-V+Q. It was concluded that the data clearly support the assumption of population independence for homogeneous tests, but not quite so clearly for heterogeneous tests.     

Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.     

Predicting Student Success in a Major’s Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson’s Classroom Test of Scientific Reasoning in predicting success in a major’s introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.     

Dual Enrollment Credit and College Readiness

This causal-comparative study researched the effects of dual enrollment and Huskins Bill course experience on traditional-age North Carolina community college students. The study examined course effects on academic success and graduation rate using quantitative statistical measures including parametric and nonparametric means comparisons. The study found that dual enrollment and Huskins Bill courses showed a positive effect on grade point average (GPA) and graduation rate, and this effect is evident in technical, medical, and college transfer programs. The study also showed a positive correlation between number of courses and student GPA and graduation rate. Findings in this study support continuing and expanding dual enrollment offerings as one aid for college readiness.     

Why lecturers still matter: the impact of lecturer-student exchange on student engagement and intention to leave university prematurely

This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed using structural equation modelling. The results indicated that student’s levels of engagement and course satisfaction fully mediated the relationship between student-LMX and intention to leave university, when demographic and socio-economic factors were controlled for. In an era when low student engagement and attrition is often attributed to individual demographic factors, and lecturers are under increasing threat of being replaced by technology, this research offers compelling evidence regarding the role of lecturer-student relationships in enhancing tertiary student outcomes.     

College grades as an adaptation level phenomenon

Using adaptation level (AL) theory as a frame of reference for determining the perceived value of college grades, 166 students rated the following sources of influences affecting grade incentive AL: self, peers, major field, and parents. Subjects also provided GPAs, ACT scores, and evaluative ratings for the grade categories of A-F. Results revealed that AL values for family were most similar to AL values for self and that family influences were more significant than any other in affecting overall AL value. Students having higher incentive ALs rated all grade categories less positively than did student having lower ALs. Grade AL was found to predict GPA significantly (even when ACT score was controlled); it did not predict satisfaction with grades, which was more directly a function of GPA. Results were taken to suggest that college grades, for both students and professors, are best conceptualized as an adaptation level phenomenon in which their meaning for the individual depends upon the personal and situational frames of reference within which they are given and received.     

Time to the doctorate: Multilevel discrete-time hazard analysis

Secondary data on 1,028 graduate students nested within 24 programs and admitted into either a Ph. D. or Ed. D. program between 1990 and 2006 at an American public university were used to illustrate the benefits of employing multilevel discrete-time hazard analysis in understanding the timing of doctorate completion in Education and the factors related to this timing. While no single factor was found that explains conclusively the timing of doctorate completion, this analytic technique, which takes into account the clustering of students within programs and includes information about students who do not graduate by the end of the observation period (censored cases), revealed that the median time-to-doctorate was 5.8 years, with the fifth and seventh years as periods students were most likely to complete the doctorate. A student’s master’s GPA at admission, the proportion of female students in the program, and the mean GRE quantitative score in the program were each positively associated with the odds of doctorate award whereas the size of the department housing the program had a negative association. Implications for research and practice are discussed.     

Getting off to a good start? First-year undergraduate research experiences and student outcomes

Undergraduate research is widely perceived as a “high-impact practice” that promotes students’ learning, cognition, career planning, and educational attainment. With some exceptions, the existing evidence largely provides support for these beliefs. However, these studies typically examine research experiences that occur later in the undergraduate years, whereas engaging in undergraduate research during the first year is becoming increasingly common. First-year experiences may yield different outcomes than later experiences for a variety of reasons; in addition, previous studies often do not account sufficiently for self-selection into undergraduate research, which may be especially problematic for cross-sectional studies that occur in the junior or senior year. Therefore, this study examines the potential impact of first-year undergraduate research using propensity score analyses within a large, multi-institutional, longitudinal dataset. Research participation is significantly and positively related to first-year university satisfaction and fourth-year undergraduate GPA, but it is unrelated to satisfaction and grades in other years as well as graduate degree intentions, retention at the same institution, and 4-year graduation. Conditional analyses indicate that these effects are largely consistent across student demographics, pre-university achievement, and institutional selectivity.     

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.     

Sponsored Research Versus Graduating Students? Intervening Variables and Unanticipated Findings in Public Research Universities

This article examines the relationship between sponsored research monies and the graduation of undergraduate students at 22 public research universities. Using institutional and student characteristics for 59,982 students at these universities, we conducted chi-square, cross-tabulation, correlation, and hierarchical nonlinear modeling (HNLM) analyses to determine the relationship between our principal independent and dependent variables, and among them and other individual and institutional variables, including SAT (individual and institutional mean), gender (individual and percentage), underrepresented minority (individual and percentage), and graduate academic program rating. In contrast to a basic premise of most policymakers and academic managers, our findings suggest that an institution's sponsored research expenditures are positively related to undergraduates' graduation. We also find that mean SAT has a powerful impact on student graduation, although at the individual level gender is a more powerful correlate of graduation than is SAT score.     

Predicting Academic Success in Master’s Degree Programs in Education

Abstract

This study tested relationships between selected predictors and success in the Master's degree program in education at The Ohio State University for 171 students who received the degree during the 1962-63 academic year. The basic statistical tool used was multiple regression analysis in which the dependent variables were the graduate grade-point average (GPA) and adviser ratings.

The three best single predictors (all significant at the one per cent level) were found to be undergraduate GPA, the Watson-Glaser Critical Thinking Appraisal Test, and The Ohio State University Psychological Test. A multiple predictor involving these three variables yielded a correlation coefficient of .389 with the graduate GPA. The difference in predictor correlation between undergraduate GPA for all four years and that for only the last two years was very slight.