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ERIC Number: ED225421
Record Type: Non-Journal
Publication Date: 1981-Feb-18
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Empirical Impact of the Graduate Record Examination and Grade Point Average on Entry and Success in Graduate School at Texas A&M University.
Cooksey, Lana; Stenning, Walter F.
The use of the restructured Graduate Record Examination (GRE), students' entering grade point averages (GPAs), and other variables as predictors of success in graduate school at Texas A&M University (TAMU) was studied. Comparisons were also made to a similar study (Kunze, 1974). A sample of 564 entering graduate students who had taken the restructured GRE was assessed in 1978. Data were collected on the students during their first two semesters in graduate school at TAMU. Significant correlations of entering GPA to GRE verbal and quantitative and analytic scores were found in the colleges of architecture, business administration, and engineering. Significant correlations between entering and current GPAs were found in the colleges of architecture, business administration, education, engineering, geosciences, and science. At the master's level, the GRE was not significantly predictive for any scales in the colleges of education, engineering, geosciences, and science, although entering GPA was. Only in architecture were any of the GRE scores significant (i.e., the verbal and analytic scores). For the colleges of agriculture, education, and science, the GRE analytic score was the only significant predictor. It is concluded that the GRE must be considered of questionable usefulness at TAMU as a predictor of success in graduate school. Numerous shifts in relationships noted in 1974 research were found, as were strong elements of sex bias in both the GRE verbal and quantitative scores for TAMU students. For the College of Education, the GRE was not an effective predictor of success at either the master's or doctoral level. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Graduate Record Examinations