The predictive validity of the revised Graduate Record Examination Analytical Test (GRE-A) was compared with the experimental form of the GRE-A, in terms of graduate school admissions as well as advancement to Ph.D. candidacy decisions. Prior to 1974 the Graduate Record Examination included just a verbal and a quantitative test; in 1974 it was broadened to include an analytical component to meet a preceived need. For 407 students applying for admission to a graduate program in educational psychology, the following data were analyzed: GRE scores (verbal, quantitative, and analytical); sex; ethnic status; area of specialization; faculty evaluation of Ph.D. qualification; and demographic data. Regression analysis of the GRE scores indicated that this combination of independent variables accounted for a significant variance associated with admissions decisions, whether the experimental or the revised GRE-A was used. Verbal and quantitative scores accounted for more variance than analytical scores did. The analytical scores were strongly related to scores on both of the other sections. The GRE-A was also found to add to the prediction of advancement to Ph.D. candidacy. This was true for both the experimental and revised GRE-A forms. It was concluded that the GRE-A had predictive utility and that both the experimental and revised forms were comparable. (GDC)