Advisor
Hulac, David M.
Committee Member
Kriescher, Stephanie
Committee Member
Hess, Robyn
Committee Member
Woody, William D.
Department
College of Education and Behavioral Sciences; Department of School, Psychology Program of School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley, (Colo.)
Publisher
University of Northern Colorado
Date Created
12-2022
Extent
135 pages
Digital Origin
Born digital
Abstract
Doctoral education is an expensive and difficult endeavor. Program faculty are interested in finding students who will be successful in completing their courses and obtaining employment. The Graduate Record Examination (GRE) is often used to assess a student’s readiness for the rigors of graduate education. A student’s readiness for doctoral education can be assessed through analyzing the predictive validity of the GRE with various outcomes such as grade point average, scholarly output, and time to completion. However, this measure may not predict success for all students with potential bias towards students who are international and linguistically diverse. A total of 81 participants who completed a doctoral program were included in the present study, with a focus on international as well as domestic students who identified as culturally and linguistically diverse. The results suggested that GRE scores (when combined with Admissions GPA) accounted for a statistically significant amount of variance in Graduate GPA, but only for domestic diverse students. No statistically significant variance was explained in other outcome variables of interest, such as scholarly output and time to completion. Implications and the usage of the GRE in the admissions process are discussed.
Degree type
PhD
Degree Name
Doctoral
Local Identifiers
Rankin_unco_0161D_11062.pdf
Rights Statement
Copyright is held by the author.
