Range restriction, outliers, and the use of the Graduate Record Examination to predict graduate school performance.

1998 ◽  
Vol 53 (5) ◽  
pp. 574-575 ◽  
Author(s):  
Thomas Andre ◽  
Susan Hegland
Keyword(s):  
School Performance ◽  
Graduate School ◽  
Graduate Record Examination ◽  
Range Restriction ◽  
Graduate School Performance

scholarly journals Response to comment on “Typical physics Ph.D. admissions criteria limit access to underrepresented groups but fail to predict doctoral completion”

2020 ◽  
Vol 6 (23) ◽  
pp. eaba4647
Author(s):  
Casey W. Miller ◽  
Benjamin M. Zwickl ◽  
Julie R. Posselt ◽  
Rachel T. Silvestrini ◽  
Theodore Hodapp
Keyword(s):  
Mixed Model ◽  
Linear Mixed Model ◽  
Random Effect ◽  
Graduate Record Examination ◽  
Model Quality ◽  
Range Restriction ◽  
Doctoral Completion ◽  
Statistical Measures ◽  
Admissions Criteria ◽  
A Minor

We provide statistical measures and additional analyses showing that our original analyses were sound. We use a generalized linear mixed model to account for program-to-program differences with program as a random effect without stratifying with tier and found the GRE-P (Graduate Record Examination physics test) effect is not different from our previous findings, thereby alleviating concern of collider bias. Variance inflation factors for each variable were low, showing that multicollinearity was not a concern. We show that range restriction is not an issue for GRE-P or GRE-V (GRE verbal), and only a minor issue for GRE-Q (GRE quantitative). Last, we use statistical measures of model quality to show that our published models are better than or equivalent to several alternates.

Gre Requirements and Student Perceptions of Fictitious Clinical Psychology Graduate Programs

2011 ◽  
Vol 108 (2) ◽  
pp. 375-378 ◽  
Author(s):  
Karen L. Atwood ◽  
Adriana M. Manago ◽  
Ronald F. Rogers
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Program ◽  
Graduate Programs ◽  
Graduate Record Examination ◽  
Minimum Score

The influence of Graduate Record Examination (GRE) requirements on undergraduate students' perceptions of a fictitious clinical psychology graduate program was examined. The more rigorous a program's GRE requirement, the more highly students were expected to rate the program on quality, reputation, challenge of curriculum, attractiveness, and their willingness to apply. 140 undergraduate participants read and rated one of three possible program descriptions that differed only with regard to the stated GRE requirements. Although the effects were small, participants rated the program requiring a minimum combined GRE score of 1,200 (verbal and quantitative) as higher in quality and as having a more challenging curriculum compared to the program that required the GRE but with no minimum score. Although preliminary, these findings are consistent with previous research demonstrating that graduate school applicants use GRE requirements in their evaluation of graduate programs.

The Graduate Record Examination: Help or Hindrance in Nursing Graduate School Admissions?

2009 ◽  
Vol 25 (6) ◽  
pp. 369-372 ◽  
Author(s):  
Julie R. Katz ◽  
Carolyn Chow ◽  
Sandra Adams Motzer ◽  
Susan L. Woods
Keyword(s):  
Graduate School ◽  
Graduate Record Examination ◽  
Nursing Graduate

scholarly journals Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs

2016 ◽  
Vol 15 (3) ◽  
pp. ar27 ◽  
Author(s):  
Joshua D. Hall ◽  
Jessica R. Harrell ◽  
Kimberley W. Cohen ◽  
Virginia L. Miller ◽  
Patricia V. Phelps ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Graduate School ◽  
Critical Analysis ◽  
Critical Transition ◽  
Biomedical Sciences ◽  
Graduate Record Examination ◽  
Low Socioeconomic ◽  
Skills Lab ◽  
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.

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