Gender differences in prediction of grade performance from graduate record examination scores.

One focus of educational measurement has been the examination of the relationship between students' entering academic characteristics and their subsequent achievement outcomes. In the case of admissions tests, an important consideration is that test scores predict later achievement similarly for all groups of students who take the test. The purposes of this study were to: (1) assess the validity of the Graduate Record Examination (GRE) for predicting students' grade performance; and (2) investigate gender bias in the prediction of student performance from GRE scores. A sample of 6,015 graduate students in 8 academic disciplines was examined. GRE scores were found to be significant predictors of subsequent grade performance for students in several academic disciplines. In addition, the findings from this study indicate that, in some instances, admissions test scores may not predict later achievement similarly for male and female students. (Contains 3 tables and 36 references.) (Author/SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Gender Differences in Prediction of Grade Performance From Graduate Record Examination Scores U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Dhis has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. J. Daniel House