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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.