Trends in GRE scores and graduate enrollments by gender and ethnicity

Abstract

The Graduate Record Examination (GRE) is a cognitive abilities test that predicts success in graduate training (Kuncel & Hezlett, 2007; Kuncel, Hezlett, & Ones, 2001; Kuncel, Wee, Serafin, & Hezlett, 2010). Because of its reliability, validity, and predictive utility, it is used by many graduate schools to inform admissions decisions. However, some critics describe the GRE as a gatekeeper that limits equitable access across groups to higher education (Dutka, 1999; Pruitt, 1998; Toyama, 1999). We explored how scores on the GRE have fared over time as a function of test-taker gender and ethnicity, and we investigated whether enrollment patterns over time implicate the GRE as obstructing efforts toward increasing parity in higher education. First, we found that the gap between men's and women's GRE quantitative reasoning scores has changed little since the 1980s, although female representation in science, technology, engineering, and math (STEM) graduate programs has increased substantially. Second, ethnic gaps on the GRE persist, especially in quantitative reasoning, although representation of historically disadvantaged ethnic groups in graduate programs has increased. Enrollment gaps have narrowed despite ethnic and gender GRE gaps persisting, so it appears that continued use of the GRE for admissions decisions has not blocked efforts toward equalizing representation in higher education.