Assessing the predictive validity of the admission process in a master's level speech language pathology program

Area of Science:

• Speech-Language Pathology
• Higher Education Research
• Educational Psychology

Background:

• The Input-Environment-Outcome (I-E-O) model provides a framework for understanding student development and outcomes.
• Predicting success in graduate programs is crucial for student support and program evaluation.

Purpose of the Study:

• To assess the predictive validity of undergraduate academic and standardized test metrics (Input) on graduate GPA (Environment).
• To examine the predictive validity of graduate GPA (Environment) on PRAXIS scores (Outcome) in Speech-Language Pathology.
• To test Astin's I-E-O model within a graduate Speech-Language Pathology program.

Main Methods:

• Utilized Astin's Input-Environment-Outcome (I-E-O) model.
• Analyzed data from 122 Speech-Language Pathology graduate students in the northeastern United States.
• Assessed undergraduate GPA, undergraduate major, GRE-Q, GRE-V scores as inputs; graduate GPA as environment; and PRAXIS scores as outcomes.

Main Results:

• The linear combination of input predictors (undergraduate GPA, GRE scores) significantly predicted the environment variable (graduate GPA).
• Graduate GPA significantly predicted the outcome variable (PRAXIS scores).
• Results support the predictive validity of the I-E-O model in this context.

Conclusions:

• Undergraduate academic performance and standardized test scores are valuable predictors of graduate success in Speech-Language Pathology.
• Graduate GPA is a significant predictor of performance on the PRAXIS examination.
• The I-E-O model effectively explains student outcomes in this graduate program.