This dissertation examines the predictive value of Graduate Record Examinations (GRE) scores and undergraduate grade point average (UGPA) upon students’ success in a counselor education graduate program. Graduate programs must weigh the benefits of various entrance criteria to predict successful completion. Data for the study consisted of 233 students who had been admitted to a graduate program, and had either successfully completed the program through graduation or had been unable to graduate through personal attrition or removal by the faculty. The relationships between the independent variables and the dependent variable of program graduation were analyzed using correlations and models of logistic regression. There were no statistically significant correlations or predictive relationships between GRE scores and UGPA upon a student in this specific population graduating from the graduate program.
","abstract_html":"<p>This dissertation examines the predictive value of Graduate Record Examinations (GRE) scores and undergraduate grade point average (UGPA) upon students’ success in a counselor education graduate program. Graduate programs must weigh the benefits of various entrance criteria to predict successful completion. Data for the study consisted of 233 students who had been admitted to a graduate program, and had either successfully completed the program through graduation or had been unable to graduate through personal attrition or removal by the faculty. The relationships between the independent variables and the dependent variable of program graduation were analyzed using correlations and models of logistic regression. There were no statistically significant correlations or predictive relationships between GRE scores and UGPA upon a student in this specific population graduating from the graduate program.</p>","abstract_has_math":false,"creators":["MCADAMS, RANLEIGH J"],"institution":null,"degree_name":"Doctor of Philosophy - School Psychology","degree_level":"Dissertation","degree_discipline":"Human Services","degree_department":null,"school":null,"contributors":["Ginger Kelso","LeAnn Solmonson","Alan Larson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-01T07:00:00Z","date_published":"2017-05-01T07:00:00Z","updated_at":"2026-07-24T04:30:03Z","subjects":["predicting","success","GRE","counselor","education","Counselor Education","Other Social and Behavioral Sciences","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/77","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ginger Kelso","LeAnn Solmonson","Alan Larson"]},{"key":"dc:creator","label":"Author","values":["MCADAMS, RANLEIGH J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy - School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["predicting","success","GRE","counselor","education","Counselor Education","Other Social and Behavioral Sciences","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/77"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines the predictive value of Graduate Record Examinations (GRE) scores and undergraduate grade point average (UGPA) upon students’ success in a counselor education graduate program. Graduate programs must weigh the benefits of various entrance criteria to predict successful completion. Data for the study consisted of 233 students who had been admitted to a graduate program, and had either successfully completed the program through graduation or had been unable to graduate through personal attrition or removal by the faculty. The relationships between the independent variables and the dependent variable of program graduation were analyzed using correlations and models of logistic regression. There were no statistically significant correlations or predictive relationships between GRE scores and UGPA upon a student in this specific population graduating from the graduate program.
"]},{"key":"dc:title","label":"Title","values":["Predicting Success in a Counselor Education Graduate Program"]}]}],"canonical_facts":{"dc:contributor":["Ginger Kelso","LeAnn Solmonson","Alan Larson"],"dc:creator":["MCADAMS, RANLEIGH J"],"dc:date.available":["2017-05-04T07:00:00Z"],"dc:description.abstract":["This dissertation examines the predictive value of Graduate Record Examinations (GRE) scores and undergraduate grade point average (UGPA) upon students’ success in a counselor education graduate program. Graduate programs must weigh the benefits of various entrance criteria to predict successful completion. Data for the study consisted of 233 students who had been admitted to a graduate program, and had either successfully completed the program through graduation or had been unable to graduate through personal attrition or removal by the faculty. The relationships between the independent variables and the dependent variable of program graduation were analyzed using correlations and models of logistic regression. There were no statistically significant correlations or predictive relationships between GRE scores and UGPA upon a student in this specific population graduating from the graduate program.
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