Predicting performance in planning school: an assessment of credentials with consideration of gender, race, and national origin

Abstract

Developing the best professional talent is critical to the success of planning. Graduate school admissions procedures often rely heavily on prior grade point averages and standardized test scores to determine who is allowed to study toward planning degrees. The efficacy of these credentials in predicting graduate school performance is examined. Findings suggest that over-reliance on quantitative credentials may not be effectively identifying those who are most likely to graduate.