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ERIC Number: ED436828
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Trends in GRE Scores in Education Administration: Implications for Principal Preparation Programs.
Keedy, John L.; Grandy, Jerilee
This report examines the belief that education administration (EA) has attracted students of below-average verbal, quantitative, and analytic scores, as measured by standardized tests. The paper makes two assertions: principals as school leaders need academic credibility to relate with teachers as "critical friends," and successful principals store and draw upon their experiences as expert decision makers. For the study, the Graduate Record Examinations (GREs) of individuals intending to enter EA programs from 1982 to 1996 were reviewed. Trend analysis indicated that the number of U.S. citizens taking the GRE who planned to pursue graduate work in EA rose 35 percent over the 15-year period of the study. However, as a percentage of all test takers, candidates in EA actually declined from 2.3 percent to 1.8 percent. Two key findings emerged: examinees planning graduate work in education had lower verbal, quantitative, and analytic scores when compared to examinees in six other fields, and within the field of education, examinees intending to study administration had lower GREs than all other majors. The results suggest that many undergraduate education majors did not receive adequate training in analytic skills prior to their acceptance into college. Recommendations for raising the quality of future EA leaders are suggested. (Contains 54 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Graduate Record Examinations