The value of traditional cognitive variables for predicting performance in graduate speech-language pathology programs.

BACKGROUND: Student performance on the Praxis examination and in clinical settings is considered indicative of university graduate program quality. Utilization of admission variables most predictive of graduate school performance in speech-language pathology is therefore critical. This study evaluated the relationship between cognitive variables (GRE scores, undergraduate GPA, and course-specific grades) and performance on the Praxis and between the cognitive variables and first-year clinical performance. METHODS: Admissions data for 230 students from four graduate programs in two states were analyzed. Participants were assigned to three groups based on Praxis scores (high performance, moderate performance, low performance/fail) and two groups based on clinical performance (low need supervision, high need supervision). RESULTS: Statistically significant relationships were found between all independent variables and the dependent variables (Praxis scores and first-year clinical performance). Participants' pass-fail status on the Praxis was predicted with a high degree of accuracy based on speech-hearing science grades, physical science grades, and the GRE-Total (GRE-T) scores alone. The low need supervision group for clinical performance demonstrated statistically higher group means for GRE-T and GRE-Quantitative (GRE-Q) scores compared to the high need supervision group. CONCLUSIONS: The use of the GRE and American Speech-Language-Hearing Association-required science course grades in graduate admissions is warranted. J Allied Health 2015; 44(1):10-16.THE ALLIED HEALTH PROFESSIONS are experiencing an increased demand for services and a shortage of personnel to meet clinical demands.1 Consequently, market realities have created a growing pool of applicants for graduate programs in the allied health professions, such as speech-language pathology.2,3 Large applicant pools, budget constraints on university graduate programs, and ethical responsibility to train only qualified pre-professional students highlight the need to find valid admissions measures that adequately predict educational and clinical performance. Academic and clinical performance in graduate speech-language pathology are measured by academic and clinical grades, grade point averages, clinical rating scales, degree completion, and scores on comprehensive exams and the professional credentialing examination (Praxis). Performance on the Praxis examination has become a primary outcome measure for program assessment. Prevention of academic and clinical failure through a systematic admissions process is preferred over remediation of marginal students and will enhance student performance on the Praxis.4Graduate program admission measures are often divided into two groups: cognitive and non-cognitive. Cognitive measures (e.g., grade point averages [GPA] and scores from entrance examinations such as the Graduate Record Examination [GRE]) are objective and are widely used to predict academic performance.5-8 Non-cognitive measures (e.g., interviews, letters of recommendation, essays) are subjective, personal, and are popular components of a package of admissions requirements that have been suggested as a means to enhance prediction of clinical performance.9-11 The subjectivity of these measures and equivocal research outcomes have prompted validity and inter-rater reliability concerns.9,12-15The use of cognitive measures to predict graduate outcomes has its critics. Several studies of students in graduate psychology programs have found a negligible relationship between GRE scores and graduate grade point averages (GGPA), implying that the use of the GRE in admissions decisions is without merit.16-18 In contrast, two meta-analyses of the predictive value of the GRE found that undergraduate grade point average (UGPA) and GRE scores were strong predictors of graduate academic performance in many disciplines.5,19 Allied health graduate programs in physical and occupational therapy have consistently observed strong predictive value of both UGPA and GRE for GGPA and the program's credentialing exam and a relationship between the GRE and clinical practicum ratings. …