Graduate Record Examination Scores Research Articles

Is there a future for the GRE?

Each year about half a million people around the world with dreams of becoming graduate students take the Graduate Record Examination (GRE) General Test. Many graduate schools require the standardized test, which assesses skills in critical thinking, analytical writing, verbal reasoning, and quantitative reasoning, as part of their application process. Some schools also require a subject GRE, which tests knowledge in a particular field. But in the past few years, a number of graduate programs, particularly in the biomedical sciences, have decided to drop the GRE as a criterion. The trend, known on social media as #GRExit, is starting to catch on in chemistry graduate programs. Last year, at least six chemistry departments jettisoned the GRE requirement for students applying for the 2019–20 academic year. These departments point to the exam’s high cost, as well as results from recent studies that suggest GRE scores are poor predictors of grad school

Diversity problems in physics admissions

Scientific Community Physics is one of the least diverse fields within all of science, technology, mathematics, and engineering (STEM). Annually, in the United States, only 20% of physics Ph.D.'s are awarded to women and only 5% to people who identify with an underrepresented racial or ethnic category. Who achieves a physics Ph.D. depends on who is admitted, but considerable barriers to entry exist. Miller et al. compared admission and degree completion records from 27 U.S. universities and 3962 students. They found little predictive value in Graduate Record Examination (GRE) scores for Ph.D. matriculation. Despite the almost universal use of these scores in graduate physics admissions decisions, GRE scores had no statistically significant relationship to degree completion. Because GRE scores are unevenly distributed across race and gender, their use in admissions practices may be filtering underrepresented groups out of physics Ph.D. programs. Sci. Adv. 10.1126/sciadv.aat7550 (2019).

Predictors of orthodontic residency performance: An assessment of scholastic and demographic selection parameters.

To evaluate the association between resident selection criteria, including Graduate Record Examination (GRE) scores, and student performance in an orthodontic residency program. This retrospective study evaluated the academic records of 70 orthodontic residency graduates from the Indiana University School of Dentistry. The following demographic and scholastic data were extracted from the student academic records: applicant age, gender, ethnicity, race, country of origin, dental school graduation year, GRE score, and graduate orthodontic grade point average (GPA). In addition, student American Board of Orthodontics (ABO) written examination quintiles were obtained from the ABO. Scatterplots, analysis of variance, and correlation coefficients were used to analyze the data. Statistical significance was established at .05 for the study. No associations were found with any component of the GRE, except with the quantitative GRE section, which displayed a weak association with ABO module 2 scores. Dental school GPA demonstrated weak correlations with all ABO modules and moderate correlations with overall and didactic orthodontic GPAs. When assessing demographic factors, significant differences (P < .05) were observed, with the following groups demonstrating higher performance on certain ABO modules: age (younger), race (whites), and country of origin (US citizens). Findings suggest the GRE has no association with student performance in an orthodontic residency. However, dental school GPA and/or class rank appear to be the strongest scholastic predictors of residency performance.

Multi-institutional study of GRE scores as predictors of STEM PhD degree completion: GRE gets a low mark.

The process of selecting students likely to complete science, technology, engineering and mathematics (STEM) doctoral programs has not changed greatly over the last few decades and still relies heavily on Graduate Record Examination (GRE) scores in most U.S. universities. It has been long debated whether the GRE is an appropriate selection tool and whether overreliance on GRE scores may compromise admission of students historically underrepresented in STEM. Despite many concerns about the test, there are few studies examining the efficacy of the GRE in predicting PhD completion and even fewer examining this question in STEM fields. For the present study, we took advantage of a long-lived collaboration among institutions in the Northeast Alliance for Graduate Education and the Professoriate (NEAGEP) to gather comparable data on GRE scores and PhD completion for 1805 U.S./Permanent Resident STEM doctoral students in four state flagship institutions. We found that GRE Verbal (GRE V) and GRE Quantitative (GRE Q) scores were similar for women who completed STEM PhD degrees and those who left programs. Remarkably, GRE scores were significantly higher for men who left than counterparts who completed STEM PhD degrees. In fact, men in the lower quartiles of GRE V or Q scores finished degrees more often than those in the highest quartile. This pattern held for each of the four institutions in the study and for the cohort of male engineering students across institutions. GRE scores also failed to predict time to degree or to identify students who would leave during the first year of their programs. Our results suggests that GRE scores are not an effective tool for identifying students who will be successful in completing STEM doctoral programs. Considering the high cost of attrition from PhD programs and its impact on future leadership for the U.S. STEM workforce, we suggest that it is time to develop more effective and inclusive admissions strategies.

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students.

The faculty and student populations in academia are not representative of the diversity in the U.S. population. Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Here, we outline challenges, interventions, and assessments by the University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences (GSBS) that increased the diversity of the student body independently of grade point averages and Graduate Record Examination scores. Additionally, we show these efforts progressively decreased the attrition rates of URM students over time while eliminating attrition in the latest cohort. Further, the majority of URM students who graduate from the GSBS are likely to remain in the STEM pipeline beyond the postdoctoral training period. We also provide specific recommendations based on the data presented to identify and remove barriers that prevent entry, participation, and inclusion of the underrepresented and underserved in the STEM pipeline.

The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences.

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named “Foundations in Biomedical Sciences (FiBS)”. Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers’ ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers’ problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

Identifying Demographic and Preadmission Factors Predictive of Success on the National Physical Therapy Licensure Examination for Graduates of a Public Physical Therapist Education Program

Background and Purpose. A primary outcome of concern to the California State University, Sacramento physical therapy program is the ability of graduates to pass the National Physical Therapy Examination (NPTE) for licensure. The purpose of this case study was to identify the predictive strength of preadmission demographic factors, academic performance, and standardized test scores in graduates' ability to pass the NPTE. Case Description. Preadmission data from 11 years of graduates from a single Master of Physical Therapy (MPT) program (n = 320) were analyzed, including prerequisite grade point average (pGPA), analytic Graduate Record Examination (GRE), verbal GRE and quantitative GRE (qGRE) scores, sex, English as a second language (ESL) status, and NPTE test results. The bivariate association of each preadmission variable to NPTE success was assessed, and receiver operating characteristic curve analysis was performed to determine the optimal cutoff score of each continuous variable. Multifactor logistic regression analysis was performed to determine which independent variables were most predictive of NPTE success. Outcomes. Of the 320 MPT graduates, 284 (88.7%) passed the NPTE on the first attempt and 305 (95.3%) passed on the first or second attempt. Of all MPT graduates, 182 (57%) were females, and 57 (18%) reported that English was their second language. All three of the GRE subscale average scores, pGPA, and ESL were significantly associated with NPTE outcomes. Persons with ESL were significantly more likely to need more than one attempt to pass the NPTE. The qGRE score was found to be the strongest predictor of NPTE outcomes in the multifactor logistic regression analysis, whether looking at first-time passing rates or second-time pass rates. Discussion and Conclusion. The strongest preadmission variable for NPTE success was the qGRE score of ≥29th percentile, and this cutoff score explained the variance predicted by ESL and pGPA. The admission committee used this data to implement an evidence-based admission's minimum threshold for qGRE. This case is an example of how a physical therapist education program can analyze its own data to apply evidence to its admission criteria that best serve the mission of the program.

US Military Dietetic Internship and Graduate Program: Retrospective Analysis of Selection Criteria and Student Success

BackgroundThe US Military-Baylor Graduate Program in Nutrition (GPN) has a 10% 7-year attrition rate representing wasted military resources. Evidence-based selection criteria for dietetics masters of science (MS) programs do not exist, nor does descriptive information of successful students. ObjectiveIdentify GPN student characteristics predicting program success in the didactic and internship phases. DesignRetrospective study using demographic, academic, and nonacademic data extracted from existing files. Participants and settingThere were 72 GPN students enrolled from 2006 to 2013 in San Antonio, TX. Main outcome measuresCategorization by optimal performance (no course grade <3.0, no internship rotation delays, first attempt pass registered dietitian nutritionist examination) and GPN completion. ResultsThe average GPN student was female (65%), in the US Army (94%), and single (64%), with a mean age of 26 years. Mean Quantitative, Verbal Reasoning, and Analytical Writing Graduate Record Examination (GRE) scores were 149, 153, and 4.2 points, respectively. Odds of GPN failure increased 1.3 times with each year increase in age at GPN program start (95% CI=1.089 to 1.612; P=0.005). Odds of attaining optimal performance decreased 4.5 times with each additional year increase between GRE completion and GPN start (95% CI=1.623 to 16.236; P=0.005) and 0.157 times with each grade point average point decrease in Biochemistry (95% CI=0.49 to 0.430; P=0.002). ConclusionsModification of selection criteria based on time between GRE and GPN start and undergraduate Biochemistry grades could improve GPN success. However, identification and mitigation of potential student weaknesses is a more realistic approach to promote student success. Intentional development of students with optimal characteristics will strengthen the dietetics profession during the transition to an MS degree requirement.

Predicting Graduate School Success in a Speech-Language Pathology Program

Graduate programs in speech-language pathology continue to experience high volumes of applicants seeking admission. There appear to be as many configurations of admission criteria as there are graduate programs. Yet, what evidence do we have for these criteria making a difference in graduate student outcome? Graduate Record Examination (GRE) scores, undergraduate grade point average (GPA), prerequisite GPA, letters of recommendation, and letters of intent are valued differently by programs. These variables were investigated for their value in predicting successful graduate school outcome in a program of speech-language pathology. Three measures proved predictive: the verbal portion of the GRE, the quantitative portion of the GRE, and the grade in the speech and language development course taken prior to admission.

Predicting student success in nurse practitioner programs.

Criteria for admission to nurse practitioner (NP) and other professional programs provide a snapshot of students' potential for success in those programs. Critical examination of admission criteria is a vital component of ensuring timely matriculation and completion of NP programs. The purpose of the current study was to examine the relationship between admission criteria and student progression and completion of NP programs. A retrospective review of 150 randomly selected student records from a total of 232 available records was conducted. A predictive correlational design was used to examine factors that influence success in NP programs. Statistically significant relationships existed among type of admission status, change in program concentration, age, Graduate Record Examination (GRE) verbal score, GRE quantitative score, total GRE scores, and program progression and completion. Data collection from this and related research is paramount in developing information infrastructures that support consistent evaluation and revision of admission criteria and program curricula. Leaders in academia can use these data to achieve instructional excellence, improve education systems, and ensure timely matriculation through NP programs. This facilitates workforce planning and supports efforts to meet the expanding need for primary care providers.

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

ABSTRACTGraduate 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.

Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program

This study investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs (TPPs), their applicants, and the broader field of educator preparation. Undergraduate grade point average (GPA) and Graduate Record Examination (GRE) scores from 533 program graduates in one master’s-level TPP were examined for their ability to predict graduate GPA and the effect minimum admissions criteria had on enrollment. Findings indicate that only undergraduate GPA is moderately related to a program graduate’s success, controlling for student background characteristics. The study also finds that implementing GRE scores as a criterion in admissions decisions significantly reduces the number of admitted candidates so that the program may no longer be financially sustainable. These findings suggest many negative consequences may result from minimum admission requirements and more research is needed to evaluate the potential impact on other TPPs, teacher labor markets, and student learning outcomes.

Strangers No More: Immigration and the Challenges of Integration in North America and Western Europe. By Richard Alba and Nancy Foner. Princeton, NJ: Princeton University Press, 2015. Pp. 336. $35.00 (cloth); $24.95 (paper).

Strangers No More: Immigration and the Challenges of Integration in North America and Western Europe. By Richard Alba and Nancy Foner. Princeton, NJ: Princeton University Press, 2015. Pp. 336. $35.00 (cloth); $24.95 (paper).

Exploration of Relationships Among the Health Sciences Reasoning Test, the National Physical Therapy Licensing Examination, and Cognitive Admission Variables

Background and Purpose. Identifying variables that can predict success on the National Physical Therapy Examination (NPTE) and help determine who should be admitted to physical therapist education programs has been an area of interest for many years. The Graduate Record Examination (GRE) and the grade point average (GPA) have been found to correlate with the NPTE, but they explain less than 50% of the variance in performance. The purposes of this study were to determine whether there is a relationship between performance on the Health Sciences Reasoning Test (HSRT) and NPTE scores and to explore HSRT, GRE, and undergraduate GPA data for relationships that might enhance the admissions process. Methods. This study was a retrospective analysis of academic records of 4 cohorts. Results. A moderate bivariate correlation between the HSRT and the NPTE was identified, and a multivariable model in which the undergraduate GPA, the GPA at the end of the first year in a Doctor of Physical Therapy program, and GRE and HSRT scores were used to predict NPTE scores was demonstrated to improve model fit over that of a similar model without the HSRT. The models were used as the basis for creating an admissions decision tool. Discussion and Conclusion. Additional studies are required, but the HSRT may prove to be a valuable tool for predicting success in Doctor of Physical Therapy programs, especially for applicants whose GRE and undergraduate GPA scores are marginal.

Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs.

Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant's competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were "extremely well" prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences.

Effects of dyadic communication on race-based impressions and memory

In an experimental study, we examined the effects of dyadic communication and implicit racial attitudes on impressions formed of Black versus White individuals. Participants viewed a graduate application of a student depicted as a Black or White male and then had a conversation about the applicant with another student (or not) before individually rendering judgments of him. Subjective impressions were more favorable for the Black than White applicant among participants in the communication condition, conversations about Whites included more negations, and participants wrote longer narratives in which they were less likely to mention race when they had previously communicated than when they had not. Communication also disrupted the association between implicit racial attitudes and memory for the applicant’s Graduate Record Examination (GRE) scores: Those with negative racial attitudes remembered the Black applicant as having lower GRE scores than the White applicant, but this effect was eliminated following communication. Findings are discussed with reference to audience tuning, shifting standards, and attitude–behavior consistency models.

WOMEN IN SCIENCE. Comment on "Expectations of brilliance underlie gender distributions across academic disciplines".

Leslie et al. (Reports, 16 January 2015, p. 262) concluded that "expectations of brilliance" explained the gender makeup of academic disciplines. We reestimated their models after adding measures of disaggregated Graduate Record Examination scores by field. Our results indicated that female representation among Ph.D. recipients is associated with the field's mathematical content and that faculty beliefs about innate ability were irrelevant.

Relationship of Undergraduate Grade Point Average (GPA) and Graduate Record Examination Scores With Level II Fieldwork Performance

Abstract Date Presented 4/17/2015 Admission into occupational therapy programs is an increasingly competitive process. It is important for programs to be strategic in admitting students who will be successful in both academic and clinical requirements. The results of the study may provide an evidence-based rationale for selecting applicants.

Minority applicants to physical therapist education programs 2010-2012.

In 2011-2012, despite comprising 35% of the US population, minorities comprised 20% of applicants to and 15% of enrolled students in accredited physical therapist education programs. Solutions aimed at addressing current disparities in health care may include educating physical therapists in environments reflecting the increasing diversity of the US population. The purposes of this study were: (1) to describe the underrepresented minority (URM) applicant pool to Physical Therapist Centralized Application Service (PTCAS) member programs and (2) to investigate differences in application patterns between white and URM applicants in 2010-2012, including total number of programs to which they applied, likelihood of applying out of state, and application to programs with minority faculties. This was a national, retrospective descriptive study. De-identified data for 11,690 applicants in 2010-2011 and 13,462 applicants in 2011-2012 were obtained, including applicant demographics, selected metrics, and admission decisions. Descriptive statistics and analysis of variance with multiple comparison procedures (Tukey honestly significant difference test) were used to investigate differences between white and URM applicant metrics and application patterns. White applicants achieved significantly greater grade point average and Graduate Record Examination scores than Hispanic and African American applicants. Although there were no significant differences in the average number of programs applied to between white and URM applicants, Hispanic applicants were significantly more likely to apply to programs within their state of residence. Underrepresented minority applicants were significantly more likely to apply to programs with minority faculties. This study did not attempt to generalize the results beyond PTCAS institutions. Hispanic applicants demonstrated a significantly increased likelihood of applying within their state of residence. Underrepresented minority applicants demonstrated a significantly greater tendency to apply to PTCAS member institutions with minority faculties.

Trends in GRE scores and graduate enrollments by gender and ethnicity

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.