A Model for Holistic Review in Graduate Admissions That Decouples the GRE from Race, Ethnicity, and Gender

The Impact of Graduate Record Exam Threshold Scores in Disqualifying Underrepresented Ethnic-Racial Minority Applicants for Admission to a Doctor of Physical Therapy Program

INTRODUCTION

A growing number of graduate-level health professions education programs in the United States are discontinuing the use of the Graduate Record Exam (GRE) in their admissions requirements amidst concerns that its use puts Underrepresented Racial Minority (URRM) applicants at a disadvantage. This retrospective cross-sectional study analyzes the association between ethnic-racial selection and the reasons for disqualification among applicants to a public Doctor of Physical Therapy (DPT) program that used a minimum grade point average (GPA), and Analytic Writing and Quantitative Reasoning GRE minimum threshold scores to qualify applicants.

REVIEW OF LITERATURE

There is evidence across the health professions literature that both GRE scores and GPA are associated with success on licensure examinations and academic performance. However, these variables also tend to disadvantage URRM applicants in gaining admissions to postgraduate health care fields, including physical therapy.

SUBJECTS

All applicants (N = 4,797) to a single DPT program from a 9-year period were included.

METHODS

Racial and ethnic self-selections, GRE scores, and prerequisite GPA were coded for each applicant and classified for meeting qualifying criteria.

RESULTS

The URRM applicants were disqualified based on GRE scores alone (P < .001) and in combination of GRE and GPA at a statistically significantly (P < .001) higher rate than Overrepresented Racial Group (ORRG) applicants, although the associations were negligible or weak.

CONCLUSION

Compared with ORRG applicants, URRM applicants were at a statistically significant disadvantage because of the GRE threshold scores requirement. Furthermore, this study demonstrated that use of GRE minimum threshold scores disproportionately reduced URRM applicants in the qualified applicant pool. This investigation can be used as a model to inform holistic admission decisions regarding the use of academic variables to achieve the diversity and success goals of the program.

The Impact of Academic, Sociodemographic, and Program Growth Factors on Admission Offers to U.S. Graduate Education Programs in Communication Sciences and Disorders: National Trends in 2016-2020 Cycles

PURPOSE

The purpose of this study was to investigate the impact of academic factors and sociodemographic factors on offers of admission to graduate education programs in communication sciences and disorders (speech-language pathology and audiology) in the United States.

METHOD

A retrospective analysis of extant data from undergraduate students applying to graduate education programs through the Communication Sciences and Disorders Centralized Application Service (CSDCAS) was conducted. Descriptive, parametric, nonparametric, and multivariate hierarchical logistic modeling analyses were applied to data from 38,625 unique applicants across four consecutive application cycles from 2016 to 2020 to assess relationships between admission offers, and academic and sociodemographic factors. The academic factors included Graduate Record Examination (GRE) and grade point average (GPA; cumulative undergraduate GPA and cumulative communication sciences and disorders [CSD] GPA), and sociodemographic factors included race/ethnicity, age, disadvantaged socioeconomic status, first-generation status, and multilinguistic status.

RESULTS

The rate of receiving an offer of admission continuously increased from 59.4% in the 2016-2017 cycle to 75.4% in the 2019-2020 cycle (p < .001). The significant predictors for admission offers across all four application cycles were GPA, GRE, and applicant age. While the odds ratios of GRE and age were relatively stable, the odds ratios of GPA had a decreasing trend. Bivariate analyses showed that students who were non-White, older, socioeconomically disadvantaged, first-generation, and nonmultilingual were significantly less likely to receive offers of admission than their counterparts, but the relationships between those sociodemographic factors, except for age, and admission offers diminished when all factors were considered in the logistic regression analyses.

CONCLUSIONS

Academic and sociodemographic factors significantly affected the likelihood of obtaining at least one offer of admission to a graduate program in CSD at different levels. While the effect sizes were variable, these findings provide evidence-based guidance for admission committees seeking to improve the inclusiveness of admission processes and the realization of greater diversity across multidimensional domains (e.g., race/ethnicity, socioeconomic status, age).

Exploring entry pathways towards nurse practitioner program admissions: a rapid review

OBJECTIVES

This rapid review provides an overview of the current landscape of, and the criteria used for admission into nurse practitioner programs.

METHODS

A series of application and admission criteria were collected from nurse practitioner programs in Canada, the United States of America (USA) and Australia. Key descriptive statistics and indicators were analyzed.

RESULTS

Most programs in the USA and Canada required a minimum grade point average (GPA) between 3.00 and 3.24, while Australian programs did not identify minimum GPA requirements. Contrastingly, Australian programs required the highest minimum clinical practice hours. Many North American programs required writing samples, while Australian programs did not.

CONCLUSIONS

Despite role similarity, nurse practitioner admission criteria differ substantially between Canada, the USA and Australia, hindering standardization and integration of the role globally.

The impact of holistic review on correlations between doctoral student outcomes, and GPA and GRE scores in the biomedical sciences

Graduate admissions committees throughout the United States examine both quantitative and qualitative data from applicants to make admissions determinations. A number of recent studies have examined the ability of commonly used quantitative metrics such as the GRE and undergraduate GPA to predict the likelihood of applicant success in graduate programs. We examined whether an admissions committee could predict applicant success at The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences based on quantitative metrics. We analyzed the predictive validity of admissions scores, undergraduate GPA, and the GRE for student success. We observed nuanced differences based on gender, ethnicity, race, and citizenship status. The scores assigned to applicants by the admissions committee could not predict time to degree in PhD students regardless of demographic group. Undergraduate GPA was correlated with time to degree in some instances. Interestingly, while GRE scores could predict time to degree, GRE percentile scores could predict both time to degree and PhD candidacy examination results. These findings suggest that there is a level of nuance that is required for interpretation of these quantitative metrics by admissions committees.

Countering Structural Racism Through Alternative Approaches to Baccalaureate Nursing Education

The baccalaureate degree has been touted as the preferred minimum entry into professional nursing practice in the United States. Although the number of Black registered nurses is increasing overall, Black nurses are disproportionately represented at the associate degree level. This article describes how structural racism and Eurocentric gatekeeping have historically created barriers in nursing education. We propose alternative pathways to diversify nursing education that promote equitable access to the profession.

Looking Back on Graduate BME Admissions Data: Lessons Learned and Implications for Holistic Review and Diversity

Graduate school applications in Biomedical Engineering (BME) are steadily rising, making competition stiffer, applications more complex, and reviews more resource intensive. Holistic reviews are being increasingly adopted to support increased diversity, equity, and inclusion in graduate student BME admissions, but which application metrics are the strongest predictors of admission and enrollment into BME programs remains unclear. In this perspectives article, we aim to shed light on some of the key predictors of student acceptance in graduate school. We share data from a three-year retrospective review of our own institution’s graduate BME applications and admission rates and review the influence of grade point averages (GPA), standardized test scores (e.g., GRE), and prior research experience on graduate school admission rates. We also examine how the waiver of GRE requirements has changed the landscape of BME graduate applications in recent years. Finally, we discuss efforts taken by our institution and others to develop and implement holistic reviews of graduate applications that encourage students from underrepresented backgrounds to apply and successfully gain admission to graduate school. We share five key lessons we learned by performing the retrospective review and encourage other institutions to “self-reflect” and examine their historical graduate admissions data and past practices. Efforts aimed at engaging faculty to overcome their own implicit biases, engaging with underrepresented students in hands-on, research-intensive programs, and networking with diverse student populations have strong potential to enhance the diversity of BME graduate programs and our STEM workforce.

Undergraduate GPA Predicts Biochemistry PhD Completion and Is Associated with Time to Degree

There is interest in admission criteria that predict future success in biomedical graduate school programs, but identifying predictors of PhD attainment is inherently complex. In particular, high noncompletion rates of PhD programs have long been recognized as a major crisis. Here, we present a quantitative analysis of the PhD students enrolled in the Department of Biochemistry and Biophysics at Texas A&M University between 1980 and 2010. The input variables included sex, country of citizenship, undergraduate grade point average (GPA), and Graduate Record Examination (GRE) scores (Verbal and Quantitative Reasoning). Only GPA was a significant predictor of PhD completion based on logistic regression. We also examined associations involving nonbinary measures of success (PhD duration, first author, and total number of publications) among students who completed a PhD. GPA was again associated with the PhD duration. No enrollment variable was strongly associated with publication output. Despite potential limitations, this analysis is the first to suggest an undergraduate GPA association with PhD completion in life sciences. These results from a large state university in a predominantly rural area expand the range of programs from which such analyses have been reported.

Considerations for Addressing the Needs of Culturally and Linguistically Diverse Speech-Language Pathology Praxis Test Takers

PURPOSE

The primary purpose of this article is to explore the speech-language pathology (SLP) Praxis test, a barrier to culturally and linguistically diverse (CLD) individuals entering the profession, by investigating first-time pass rates and mean scores by test taker race/ethnicity. Other potential barriers to licensure and certification, as well as solutions for mitigating these barriers, will also be addressed.

METHOD

SLP Praxis test data from two windows of time, 2008-2011 and 2014-2020, were compared for the following: (a) proportions of test taker race/ethnicity relative to U.S. demographic estimates of racial/ethnic group proportions overall, (b) proportions of racial/ethnic groups, and (c) trends in test-taker mean scores by race/ethnicity. First-attempt pass rates by racial/ethnic groups were also calculated for the 2014-2020 testing window.

RESULTS

The percentage of some CLD SLP Praxis test-taker groups increased since the 2008-2011 testing window but is still not representative of U.S. racial/ethnic demographics. The first-attempt pass rates and overall mean scores of CLD test-taker groups remained substantially lower than White non-Hispanic/Latinx test takers.

CONCLUSIONS

Despite the encouraging trends in SLP Praxis test-taker racial/ethnic diversity, disparities persist between the racial/ethnic makeup of SLP Praxis test takers and the demographic makeup of the United States. Consequently, these disparities have implications for the continued lack of cultural representativeness seen in our workforce.

Preliminary Evaluation of Applicants to Master's Programs in Speech-Language Pathology Using Vignettes and Criteria From a Holistic Review Process

PURPOSE

Little is known about how others evaluate applicants to master's programs in speech-language pathology along criteria used during holistic review despite more programs adopting holistic review. This knowledge gap limits our understanding of whether holistic admissions may offer a more equitable pathway to entering speech-language pathology. This study investigated how faculty and PhD students evaluated applicants to master's speech-language pathology programs along criteria used during holistic review.

METHOD

We administered a survey online through a Qualtrics platform. Respondents (N = 66) were faculty and PhD candidates in U.S. speech-language-hearing departments. Survey blocks included demographics, professional background, and vignettes. Vignettes featured profiles of applicants to master's programs in speech-language pathology. Vignettes systematically varied in the indicators of applicant criteria, which were specified at low, moderate, or high levels or not specified. After reading each vignette, respondents rated the applicant and indicated their admissions decision. Analysis included descriptives.

RESULTS

Relative to an applicant who was at a high level for all indicators except cultural and linguistic diversity, respondents ranked applicants who varied in their indicators of criteria levels lower. Respondents were also less likely to make an explicit "accept" decision (vs. "waitlist" or "reject") for this latter group of applicants.

CONCLUSIONS

Even when implementing criteria used during holistic review, applicants who vary from a "high-achieving" stereotype may still face barriers to entry. Future work is needed to understand the precise nature of how holistic admissions review may play out in actual practice and help increase diversity in the profession.

Holistic Admissions Review in Nursing Education: A Concept Analysis Using Rodgers' Evolutionary Method

AIM

The aim of this study was to analyze holistic review within the context of collegiate nursing program admissions.

BACKGROUND

Holistic review is the evaluation of individual qualifications for college admission based on a pattern of individualized factors, including standardized scores, personal characteristics, experiences, abilities, and educational/professional "fit." Medical schools regularly use holistic review, and more nursing schools may adopt holistic review in the future.

METHOD

Rodgers' evolutionary method of concept analysis was used to examine usage in current praxis.

RESULTS

Findings support a desire to enhance diversity in collegiate, health-related programs while increasing numbers of culturally competent, qualified providers representative of the US population.

CONCLUSION

Holistic review promotes diversity of nursing students and future nurse providers. This concept analysis provides a unified definition of holistic review to promote educational and health-care-related equity through increased representativeness of nursing students and future nurses.

A report of the AGCPD task force to evaluate associations between select admissions requirements, demographics, and performance on ABGC certification examination

Graduation from a genetic counseling graduate program accredited by the Accreditation Council of Genetic Counseling and certification obtained by passing the American Board of Genetic Counseling (ABGC) certification examination are increasingly required to practice as a genetic counselor in the USA. Despite the ABGC certification examination serving as a gateway to the genetic counseling career, there have been no research studies to date that have examined what variables are associated with examination performance. Therefore, the Association of Genetic Counseling Program Directors established a Task Force to assess whether trainee demographics, Grade point average (GPA) and Graduate Record Exam (GRE®) percentile scores are associated with passing the ABGC certification examination on the first attempt. We surveyed accredited genetic counseling graduate programs in North America and gathered demographic data, admissions variables, and certification examination outcome data for 1,494 trainees from 24 training programs, representing approximately 60.5% of matriculants between 2007 and 2016. Univariable analysis was performed to assess associations between admissions variables and categorical outcome (pass vs. fail) on the certification examination using Wilcoxon rank-sum or Fisher's exact test. Variables significantly associated with the categorical board outcome were then entered in a stepwise model selection procedure. In stepwise logistic regression, trainees with higher GPA (OR = 3.41; 95% CI = 1.99, 5.83), higher verbal (OR = 1.02; 95% CI = 1.01, 1.03) and quantitative (OR = 1.02; 95% CI = 1.01, 1.03) GRE® scores, female trainees (OR = 2.95; 95% CI = 1.70, 5.12), and White trainees (OR 3.37; 95% CI = 2.14, 5.30) had higher odds of passing the certification examination on the first attempt. As programs move to a holistic approach to graduate admissions in order to improve access to the genetic counseling profession, our results may influence programs to provide additional preparation for the certification examination for all trainees. In addition, genetic counseling professional organizations should continue to work together to assess and eliminate outcome disparities in admissions, training, and certification processes.

Review of Racially Equitable Admissions Practices in STEM Doctoral Programs

This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school. Structural changes to admissions processes that can improve equity of admissions decisions and reduce correlations between admissions decisions and demographic data include using holistic review or composite scores that quantize more components of an application, removing hard limits on course requirements, admitting students as a cohort instead of to individual faculty sponsors, and diversifying admissions committees. Some alternative scoring methods attempt to measure personality traits, but performing these measurements during admissions may present difficulties. Bridge programs—whether they are implemented as collaborations with a minority-serving institution, a personalized educational program for each student admitted to a program, or a stand-alone program before the doctoral degree program—may be able to improve both recruitment and retention of students with underrepresented racial and ethnic identities in their field of study. Finally, financial barriers to applications can disproportionately affect underrepresented applicants due to systemic racism. We end with recommendations for graduate programs to improve equity in admissions processes.

Performance measures of racially underrepresented Ph.D. students in biomedical sciences: The UAMS IMSD Program Outcomes

The purpose of this study was to identify performance measures of racially underrepresented minority (RUM) Ph.D. trainees who needed additional training initiatives to assist with completing the UAMS biomedical science degree. A sample of 37 trainees in the 10-year NIH-NIGMS funded Initiative for Maximizing Student Development (IMSD) program at the University of Arkansas for Medical Sciences (UAMS) were examined. Descriptive statistics and correlations examined process measures (GRE scores, GPAs, etc.) and outcome measures (time-to-degree, publications, post-doctoral fellowship, etc.) While differences were found, there were no statistically significant differences between how these two groups (Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs)) of students performed over time as Ph.D. students. Graduates who scored lower on the verbal section of the GRE also had a higher final graduate school grade point average in graduates who received their undergraduate training from HBCUs. Of the graduates who received their undergraduate training from PWIs, graduates who scored lower on the quantitative section of the GRE had higher numbers of publications. These findings stimulate the need to 1) reduce reliance on the use of the GRE in admission committee decisions, 2) identify psychometrically valid indicators that tailored to assess outcome variables that are relevant to the careers of biomedical scientists, and 3) ensure the effective use of the tools in making admission decisions.

Maintaining Core Values in Postgraduate Programs During the COVID-19 Pandemic

The novel coronavirus identified in 2019 (COVID-19) pandemic has impacted pharmacy graduate and postgraduate education. This crisis has resulted in a cosmic shift in the administration of these programs to ensure core values are sustained. Adjustments may be needed at a minimum to ensure that postgraduate trainees complete program requirements while maintaining safety. Moving forward, additional issues may arise that will need to be addressed such as admissions and program onboarding, acclimating students to new training environments, and managing inadequate resources for distance education, distance practice, and remote versus in-person research opportunities.