989519

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Information about test scores andminority groups can be found in

Sex, Race, Ethnicity, and Performance on the GRE General Test —

Technical Report ,a companion to the Guide.

Published for theGraduate Record Examinations Board

by Educational Testing Service

Includes interpretive information for the

WRITING

ASSESSMENT —

a test of critical reasoning

and analytical writing proficiency

N E W

2000-2001

GRADUATE RECORD EXAMINATIONS®

www.gre.orVisit GRE Online at www.gre.or

GUIDE TOTHE USE

OF SCORES

GUIDE TOTHE USE

OF SCORES

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The Graduate Record Examinations Board and Educational Testing Service are dedicated to the principleof equal opportunity, and their programs, services, and employment policies are guided by that principle.

The Graduate Record Examinations are administered by Educational Testing Service under policiesdetermined by the Graduate Record Examinations Board, an independent board affiliated

with the Association of Graduate Schools and the Council of Graduate Schools.

At the time they are administered to examinees, all Graduate Record Examinations are confidential tests.They are administered under conditions designed to protect their security.

COPYRIGHT © 2000 BY EDUCATIONAL TESTING SERVICE. ALL RIGHTS RESERVED.

EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, GRADUATE RECORDEXAMINATIONS, GRE, TOEFL, TSE, and TWE are registered trademarks of Educational Testing Service.

College Board is a registered trademark of the College Entrance Examination Board.The modernized ETS logo and SCORELINK are trademarks of Educational Testing Service.

COMMUNICATING WITH THE GRE PROGRAM

By Mail

GRE Program

Educational Testing Service

P.O. Box 6000

Princeton, NJ 08541-6000

By Phone

Inquiries from Institutions — 1-609-683-2002

Inquiries from Examinees — 1-609-771-7670

By E-mail

[email protected]

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This publication can be downloaded from the GRE Web site at www.gre.org.

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CONTENTS

THE GRE BOARD AND ITS COMMITTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

OVERVIEW OF THE GRE TESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

GUIDELINES FOR THE USE OF GRE SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CONSIDERATIONS IN SCORE INTERPRETATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

REPORTING AND USING GRE SCORES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SCORE INTERPRETATION AND STATISTICAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

STATISTICAL TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Tables 1-3: Three-year Interpretive Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Department Code List for Use with Table 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Table 4: Interpretive Data by Major Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Tables 5 and 6: Reliability Coefficients and Standard Errors of Measurement,Conditional Standard Errors of Measurement,Comparison of Two Examinees on a Retest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Tables 7 and 8: Predictive Validity Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

GRE WRITING ASSESSMENT SCORE LEVEL DESCRIPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

CALENDAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover

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4

The Graduate Record Examinations (GRE) Board was formed in

1966 as an independent board and is affiliated with the Association

of Graduate Schools (AGS) and the Council of Graduate Schools

(CGS). The Board establishes all policies for the GRE Program,

which is administered by Educational Testing Service® (ETS®). In

addition, ETS provides information, technical advice, and profes-sional counsel to the Board and develops proposals to achieve its

program, research, and service goals.

GRE Program activities include testing, research, publish-

ing, and advisory services. These services are designed to assist

graduate schools and departments in admission, guidance and

placement, program evaluation, and selection of fellowship

recipients and to assist students with their transition to graduate

education. Through these program activities, the GRE Board

strives to equalize higher education opportunities for all stu-

dents and improve the practices, procedures, and quality of

graduate education.

The GRE Board consists of 15 appointed members: three are

AGS appointees, five are CGS appointees, and seven are at-large

appointees of the Board. In addition, the president of CGS isan ex officio member of the Board, as is the immediate past chair

of the Board.

There are five standing committees of the GRE Board: (1)

the Executive Committee, which is empowered to make interim

decisions and set the agenda for board meetings; (2) the

Research Committee, which establishes long-range planning

strategies related to research, considers précis and proposals for

new research, monitors the progress of all research projects,

and allocates designated GRE Board funds for research projects;

(3) the Services Committee, which monitors all GRE operating

services, maintains a close relationship with graduate students

and faculty, and identifies long-range planning strategies in-

volving the development of new services; (4) the Minority

Graduate Education Committee, which considers new programservices and long-range planning strategies for minority stu-

dents, monitors ongoing minority-related GRE programs

(including the Fee Waiver Program and the GRE Search Ser-

vice), and evaluates research proposals and ongoing research

projects that affect minorities; and (5) the Finance Committee,

which considers and makes recommendations for action on all

GRE budget and finance issues.

GRE Board and Committee Members

Graduate Record Examinations Board: Carole Beere,Walden

University*; Linda Crocker, University of Florida; Andrew P.

Debicki, Past Chair, University of Kansas*; Ann Hart, ClaremontGraduate University*; Dale Johnson, University of South

Florida; Howard Johnson, Syracuse University; Earl Lewis,

University of Michigan; LaDelle Olion, Fayetteville State Uni-

versity*; Ethel Rios-Orlandi, University of Puerto Rico, Rio

Piedras; Richard Shavelson, Stanford University; Robert Smith,

University of Arkansas; Debra Stewart, Council of Graduate

Schools (ex officio)*; Teresa Sullivan, The University of Texas

The Graduate Record Examinations Board and Its Committees

at Austin; Patricia B. Swan, Chair, Iowa State University*;

Robert Thach, Chair Elect, Washington University in

St. Louis*; George Walker, Indiana University; John Wilson,

Princeton University.

Minority Graduate Education Committee: Narayan U. Bhat,Southern Methodist University; Andrew P. Debicki, Univer-

sity of Kansas; Howard Johnson, Syracuse University;

Joseph Jones, Texas Southern University; Earl Lewis, Univer-

sity of Michigan; LaDelle Olion, Chair, Fayetteville State

University; Ethel Rios-Orlandi, University of Puerto Rico,

Rio Piedras; Robert Smith, University of Arkansas, Patricia

B. Swan, Iowa State University; Robert Thach, Washington

University in St. Louis; Anna Fay Vaughn-Cooke, Florida

A&M University.

Research Committee: Linda Crocker, University of Florida;

Andrew P. Debicki, University of Kansas; Ann Hart, Chair,

Claremont Graduate University; Earl Lewis, University of

Michigan; LaDelle Olion, Fayetteville State University;Richard Shavelson, Stanford University; Patricia B. Swan,

Iowa State University; Robert Thach, Washington University

in St. Louis; George Walker, Indiana University; John

Wilson, Princeton University.

Services Committee: Bernice Bass de Martinez, California

State University, Sacramento; Carole Beere, Chair, Walden

University; Andrew P. Debicki, University of Kansas; Dale

Johnson, University of South Florida; Margaret King, North

Carolina State University; Sarah Lindquist, Arizona State

University; Katy Marre, University of Dayton; Barbara

Phillips, Southern Methodist University; Teresa Sullivan, The

University of Texas at Austin; Patricia B. Swan, Iowa State

University; Robert Thach, Washington University in St. Louis.

Finance Committee: Andrew P. Debicki, University of Kansas;

Ann Hart, Claremont Graduate University; Julius Kaplan,

California State University, San Bernardino; Patricia B. Swan,

Chair, Iowa State University; Robert Thach, Washington

University in St. Louis.

Test of English as a Foreign Language(TOEFL®) Board

In recognition of the fact that a large number of TOEFL examinees

are potential graduate students, a cooperative arrangement for the

operation of the program was entered into on July 1, 1973, byEducational Testing Service, the College Board, and the Graduate

Record Examinations Board. Under this arrangement, policies

governing the TOEFL program are formulated by a board of

15 members. Both the College Board and the GRE Board appoint

three members to the TOEFL Board to represent the interests of

their respective constituencies. These six members select the

remaining nine, who are identified with such groups as graduate

schools of business, community colleges, foreign student advisers,

teachers of English as a foreign language, nonprofit educational

exchange agencies, and agencies of the federal government.*Executive Committee

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OVERVIEW OF THE GRE TESTS

The GRE Board is mindful of the impact of its testing, informa-

tion, research, and services on students, institutions, and gradu-

ate education, and it recognizes its obligation to ensure that

its policies and activities serve the best interests of the entire

graduate education community. The GRE Board strives to

equalize higher education opportunities for all students,improve the practices, procedures, and quality of graduate edu-

cation, and promote maximum utilization of human talents and

financial resources.

GRE test scores can be used by admissions or fellowship

panels to supplement undergraduate records and other qualifica-

tions for graduate study. The scores provide common measures

for comparing the qualifications of applicants and aid in the

evaluation of grades and recommendations.

Any accredited graduate or professional school, or any

department or division within a school, may require or recom-

mend that its applicants take the General Test, a Subject Test, the

Writing Assessment, or any combination of the three tests.

The weight to be given to GRE scores can generally be

established by relating what the tests measure to the orienta-tion, curriculum, and aims of a department. Specifically, the

content validity of the tests for a graduate department should be

determined by reviewing each test carefully and then making

subjective decisions as to the weight, if any, the scores on GRE

tests should receive in relation to other admission factors.

Description of the Tests

General Test. The General Test measures verbal, quantitative,

and analytical developed abilities that have been acquired over

a long period of time. The verbal measure tests the ability to

analyze and evaluate written material and synthesize informa-

tion obtained from it, to analyze relationships among compo-nent parts of sentences, and to recognize relationships between

words and concepts. In each test edition, there is a balance

among the passages across four different subject matter areas:

the humanities, the social sciences, the biological sciences and

the physical sciences. The quantitative measure tests basic

mathematical skills and understanding of elementary math-

ematical concepts, as well as the ability to reason quantitatively

and to solve problems in a quantitative setting. There is a

balance among the questions requiring arithmetic, algebra,

geometry, and data analysis. The analytical measure tests the

ability to understand structured sets of relationships, deduce

new information from sets of relationships, analyze and evalu-

ate arguments, identify central issues and hypotheses, draw

sound inferences, and identify plausible causal explanations.Individuals who are interested in reviewing the content of the

General Test can obtain a copy of the GRE Practice General

Test, which is available at no charge. The practice test can also be

downloaded from the GRE Web site at www.gre.org/codelst.html

or requested from the GRE Program.

Some questions on the General Test are being pretested for

possible use in future editions of the test; other questions may

appear in identified research sections. Answers to pretest and

research questions are not used in the calculation of scores for

the test.

The GRE General Test is offered on computer throughout the

year at test centers around the world. The paper-based General

Test has been discontinued in most locations.The computer-based General Test is an adaptive test, which

means that the selection of questions is tailored to an examinee’s

ability level in each of the three General Test measures (verbal,

quantitative, and analytical). Initially, an examinee is presented

with a question of average difficulty. Thereafter, the computer

selects questions based upon (1) the statistical characteristics of

those questions already answered (including the difficulty level),

(2) the required variety of question types, and (3) appropriate

coverage of content. The computer-based test format does not

require test takers to be familiar with computers; a tutorial

section at the beginning of the computer-based test teaches the

test taker how to use the testing system. The CBT tutorial is also

on the GRE Web site at www.gre.org/cbttest.html.-

Subject Tests. Subject Tests, available in the 12 disciplines

listed below, measure achievement in particular fields of study.

Biochemistry, Cell and

Molecular Biology Geology

Biology Literature in English

Chemistry Mathematics

Computer Science Music

Economics Physics

Engineering Psychology

Every Subject Test yields a total score, and some yield

subscores. Subscores enable assessment of strengths and weak-

nesses and can be used for guidance and placement purposes.Each test deals with the subject matter that is emphasized in

many undergraduate programs as preparation for graduate study

in the field.

Department heads, graduate advisers, deans, vice presidents,

and presidents of colleges and universities who are interested in

reviewing the content of a particular Subject Test may request a

complimentary copy of the corresponding Subject Test practice

book.

The Subject Tests, offered only at paper-based administra-

tions, will be given in November 2000, December 2000, and

April 2001 at test centers throughout the world. The GRE

calendar on the back cover of this Guide shows test administra-

tion and score reporting dates for the academic year.

Note: The Economics, Engineering, and Geology Subject

Tests will be offered on only the December and April test

dates. The Music Test will be offered on only the Novem-

ber and April test dates.

The Economics, Engineering, Geology, and Music Tests

will be discontinued after the April 2001 test date.

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Writing Assessment. The Writing Assessment consists of two

analytical writing tasks: a 45-minute “Present Your Perspective

on an Issue” task and a 30-minute “Analyze an Argument” task.

The Issue task states an opinion on an issue of general interest

and asks test takers to address the issue from any perspective(s)

they wish, so long as they provide relevant reasons and

examples to explain and support their views. The Argument

task presents a different challenge: it requires test takers to

critique an argument by discussing how well reasoned they find

it. Test takers are asked to consider the logical soundness of the

argument rather than to agree or disagree with the position it

presents. The two tasks are complementary in that one requires

test takers to construct their own arguments by making claims

and providing evidence supporting their positions on the issue,

whereas the other requires examinees to critique someone else’s

argument by assessing its claims and evaluating the evidence it

provides.

The Writing Assessment is offered on computer throughout

the year at test centers around the world. Because the option to

handwrite the essays is not available at computer-based test

centers, test takers who wish to handwrite their essays must

take the test on an available paper-based Subject Test adminis-

tration date.

Individuals who are interested in reviewing the content of the

Writing Assessment may obtain a copy of Writing Assessment

Topics and Strategies, which is available at no charge. This

publication can also be downloaded from the GRE Web site at

www.gre.org/codelst.htmlor requested from the GRE Program.

q provides an automatic e-mail indicating that score data are available

q offers a secure logon to the ETS server

qtransfers and encrypts score data

q saves mail time

q eliminates the need to load disks or tapes

For more information about our free trial period, visit www.gre.org/scrlink.html,e-mail [email protected], or call 1-609-771-7212.

Internet Delivery of GRE Scores

The fastest and most convenient way to

receive your institution’s GRE scores

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7

GUIDELINES FOR THE USE OF GRE SCORES*

Introduction

These guidelines have been adopted by the Graduate Record

Examinations (GRE) Board to provide information about the

appropriate use of GRE test scores for those who use the scores

in graduate admissions and fellowship selection processes and

for other approved purposes. They are also intended to protectstudents from unfair decisions that may result from inappropri-

ate uses of scores. Adherence to the guidelines is important.

The GRE General Test, Subject Tests, and Writing Assess-

ment are designed to assess academic knowledge and skills

relevant to graduate study. As measures with known statistical

properties and high-quality technical characteristics, the scores

from these tests, when used properly, can improve graduate

admissions and fellowship selection processes.

Any GRE test, however, has two primary limitations: (1) it

does not and cannot measure all the qualities that are important

in predicting success in graduate study or in confirming under-

graduate achievement and (2) it is an inexact measure; that is,

only score differences that exceed the standard error of measure-

ment of a given score can serve as reliable indications of realdifferences in academic knowledge and developed abilities.

Although limitations and cautions apply to all admissions

measures, the GRE Board has a particular obligation to inform

users of the appropriate uses of GRE scores and to identify and

try to rectify instances of misuse. To this end, the following

policies and guidelines are available to all GRE test takers,

institutions, and organizations that are recipients of GRE scores.

Policies

In recognition of its obligation to ensure the appropriate use of

GRE scores, the GRE Board has developed policies designed to

make score reports available only to approved recipients, to

encourage these score users to become knowledgeable about thevalidity of the tests, to protect the confidentiality of examinees’

scores, and to follow up on cases of possible misuse of scores.

The policies are discussed below.

Score recipients. Accredited undergraduate and graduate insti-

tutions and non-degree-granting organizations that award gradu-

ate fellowships are eligible for consideration as score recipients.

Institutions and organizations that do not meet either one of

these requirements are, in general, not eligible to be score

recipients. The GRE Board retains the right to make exceptions

to this policy in special circumstances.

Validity. The general appropriateness of using GRE test scores

for graduate admissions, fellowship selection, and otherapproved purposes has been established by research studies

carried out by Educational Testing Service and others, as well

as by studies conducted through the GRE Validity Study Ser-

vice. GRE scores may be appropriate for some other purposes,

but it is important for the user to validate their use for those

purposes. To assist institutions in evaluating proposed uses,

these guidelines include information about appropriate and

inappropriate uses.

Confidentiality. GRE scores, whether for an individual or aggregated

for an institution, are confidential and can be released only by

authorization of the individual or institution or by compulsion of

legal process.

Use of scores in aggregated form. Use of GRE scores in aggre-gated form as a measure for ranking or rating graduate programs,

institutions, university systems, or states is strongly discouraged

except when the scores are used as one indicator among several

appropriate indicators of educational quality.

Information based on GRE scores may be useful to prospective

students, but use of a precise mean or median should be avoided.

Graduate programs and institutions are urged to report GRE scores

in ranges such as the highest and lowest scores of the middle 50

percent of the admitted students. Presenting information by score

ranges emphasizes the diversity of individual scores for any one

graduate program or institution, and also makes clear the overlap

of scores among graduate programs and institutions.

Encouragement of appropriate use and investigation of reportedmisuse. All users of GRE scores have an obligation to use the scores

in accordance with published GRE Board policies and guidelines.

Institutions have a responsibility to ensure that all individuals using

GRE scores are aware of the GRE Board score-use policies and

guidelines and to monitor the use of the scores, correcting instances

of misuse when they are identified. The GRE Program staff is

available to assist institutions in resolving score-misuse issues.

Guidelines

1. Use Multiple Criteria

Regardless of the decision to be made, multiple sources of

information should be used to ensure fairness and balance the

limitations of any single measure of knowledge, skills, or

abilities. These sources may include undergraduate grade

point average, letters of recommendation, personal statement,

samples of academic work, and professional experience re-

lated to proposed graduate study. GRE scores should not be

used in isolation.

Use of multiple criteria is particularly important when using

GRE scores to assess the abilities of educationally disadvan-

taged students, students whose primary language is not

English, and students who are returning to school after an

extended absence. Score users are urged to become familiar

with factors affecting score interpretation for these groups as

discussed in this publication.

2. Accept Only Official GRE Score Reports

The only official reports of GRE scores are those issued byEducational Testing Service and sent directly to approved

institutions and organizations designated by the test takers.

Scores obtained from other sources should not be accepted. If

there is a question about the authenticity of a score report, the

question should be referred to ETS. ETS will verify the accuracy

of the scores and whether an official report was issued.

* Revised and approved by the Graduate Record Examinations Board, January 1995, for implementation in October 1995.

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Mathematics Test). Percentile ranks should be compared

only if they are based on the same reference population.

10. Recognize Limitations of Scores Earned on Tests

Taken Under Special Conditions

GRE tests are offered with special arrangements and test

materials to accommodate the needs of students with visual,

physical, hearing, and learning disabilities. Depending upon

the nature and extent of the disability, the scores may not

accurately reflect a student’s educational achievement. Forsome students, the nature of their disabilities may make it

advisable to waive GRE test score requirements.

Normally Appropriate and Inappropriate Usesof GRE Scores

The suitability of a GRE test for a particular use should be

explicitly examined before using test scores for that purpose.

The following lists of appropriate and inappropriate uses of

GRE scores are based on the policies and guidelines outlined

above. The lists are meant to be illustrative, not exhaustive, in

nature. There may be other appropriate uses of GRE scores,

particularly for nonadmissions purposes, but any uses other than

those listed below should be discussed in advance with GRE

Program staff to determine their appropriateness.If a use other than those appropriate uses listed below is

contemplated, it will be important for the user to validate the use

of scores for that purpose. The GRE Program staff will provide

advice on the design of such validity studies without charge.

Subject Test scores may be considered for the award of

undergraduate credit only in the field of the test and only when a

rationale has been developed that discusses the relationship

between GRE Subject Test scores and the amount of credit

awarded. This rationale must be made available to users of any

transcripts that contain credit awarded in this manner.

Appropriate Uses

Provided all applicable guidelines are adhered to, General Test,

Subject Test, and Writing Assessment scores are suitable for thefollowing uses:

1. selection of applicants for admission to graduate school

2. selection of graduate fellowship applicants for awards

3. selection of graduate teaching or research assistants

4. guidance and counseling for graduate study

Inappropriate Uses

1. Requirement of a minimum score on the General Test for

conferral of a degree, credit-by-examination, advancement

to candidacy, or any noneducational purpose

2. Requirement of scores on the General Test, Subject Test, or

Writing Assessment for employment decisions, includinghiring, salary, promotion, tenure, or retention (except for the

awarding of assistantships to graduate students)

3. Use of any measure involving a summation of verbal, quan-

titative, and analytical scores, or any subset of these scores,

without first conducting and documenting a validity study to

establish an appropriate weight for each measure

Comments, complaints, inquiries, and suggestions about the

use of GRE test scores are welcome. To contact the GRE

Program office, see the inside front cover.

3. Conduct Validity Studies

Departments using GRE scores for graduate admissions,

fellowship awards, and other approved purposes are

encouraged to collect validity information by conducting

their own studies. The GRE Program staff will provide

advice on the design of appropriate validation studies with-

out charge.

4. Maintain Confidentiality of GRE Scores

All individuals who have access to GRE scores should beaware of the confidential nature of the scores and agree to

maintain their confidentiality. Institutional policies should

be developed to ensure that confidentiality is maintained.

For example, GRE scores should not be placed on docu-

ments sent outside the institution.

5. Consider Verbal, Quantitative, and Analytical Scores as

Three Separate and Independent Measures

Since the level of skills in verbal, quantitative, and analyti-

cal abilities required for success in graduate school varies

by field or department, verbal, quantitative, and analytical

scores should not be combined arbitrarily. In some cases,

departments may wish to establish weights for the three

measures, given the program’s emphasis on particular skills.

This is appropriate only when based upon empirical evi-dence, such as a validity study.

6. Document the Rationale Supporting the Use of GRE

Scores as Part of a Composite Measure

When GRE scores are used as part of a numerical cutoff

score constructed through the use of multiple criteria, be

sure that this composite measure is supported by a docu-

mented rationale justifying the appropriateness of its use.

Among the factors to be considered in formulating such a

rationale should be (1) evidence that the proposed cutoff

score for the composite measure usefully distinguishes

between individuals who are likely to succeed in graduate

school and those who are not and (2) the impact of the

proposed cutoff score on the institution’s goals related todiversity. A cutoff score based only on GRE scores should

never be used as a sole criterion for denial of admission.

7. Conduct Reviews of Subject Test Content

Although each Subject Test is developed and updated regu-

larly by a committee of examiners composed of individuals

who are actively teaching in the field, the match between

the test and the curriculum in a given department may not be

exact and may vary over time. Departments, therefore, are

encouraged to obtain free inspection copies of the relevant

tests periodically and review them to verify the appropriate-

ness of their content.

8. Avoid Decisions Based on Small Score Differences

Small differences in GRE scores (as defined by the standarderror of measurement) should not be used to make distinc-

tions among examinees. Standard errors of measurement

vary by test and are available in this publication.

9. Do Not Compare Scores from Different Tests

GRE General Test scores are not directly comparable with

scores on other graduate or undergraduate admission tests.

Subject Test scores should be compared only with other

scores on the same Subject Tests (for example, a 680 on the

Computer Science Test is not equivalent to a 680 on the

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CONSIDERATIONS IN SCORE INTERPRETATION

GRE test scores should be used to supplement the information

provided in a person’s application, such as undergraduate record

and letters of recommendation. Officials responsible for admission

at each institution must determine the significance of GRE scores

for each applicant. Particular attention must be paid to the use of

GRE scores for individuals described below. Experience of institu-

tions or departments should continue to be the best guide tointerpretation of GRE test scores in these instances. For informa-

tion about GRE research reports on the topics listed below, refer to

the 2000-2001 edition of Research Reports from the GRE Board.

Repeat Test Takers

Individuals are permitted to take GRE tests more than once.

GRE score reports will contain scores earned within the past

five-year period. Repeaters of the General Test and Subject

Tests, on average, show a score gain of 20-30 points, but the

possible significance of this finding is tempered by the fact that

repeaters are typically a self-selected group who believe that

repeating a test will increase their scores.

Score recipients are cautioned not to view an increase in

scores necessarily as a reflection of academic gain, especiallyover a short time period. Differences in Subject Test scores over

longer time periods, however, may be significant in terms of

academic gain due to intervening learning experiences or of

academic loss due to forgetting.

There are several ways in which graduate departments can

judge multiple scores for an individual (e.g., use average of all

scores, use most recent score, use highest score). Using the

mean score may be the best technique because it is the most

objective. Whatever approach is adopted, it should be used

consistently with all applicants.

Examinees with Old GRE Scores

The GRE Board established a policy effective October 1, 1985,

of retaining and reporting GRE scores earned during the five-year period before the beginning of the current testing year.For examinees who tested prior to October 1985, scores are

reported according to the policy in effect when the examinees

took the test. Currently, GRE scores are reported for tests taken

between October 1980 and September 1985.

An institution using these older scores should be aware of

the interpretation problems they present. The age of the scores andthe degree to which the applicant’s competence may have changed

in the intervening time are factors to be considered. The problem

lies in determining how much the applicant’s competence has

changed in either direction in the intervening years and how the

change affects present potential for graduate work. Institutions

may prefer to make decisions about older scores on an ad hoc

basis; for example, an institution may waive the GRE requirement,request that the applicant retake the test, or use the older scores.

Minority Examinees

GRE scores, like those on similar standardized tests, cannot com-

pletely represent the potential of any person, nor can they alone

reflect an individual’s chances of long-term success in an aca-

demic environment. It should be remembered that the GRE tests

provide measures of certain types of developed abilities and achieve-ment, reflecting educational and cultural experience over a long

period. Special care is required in interpreting the GRE scores of students who may have had educational and cultural experiences

somewhat different from those of the traditional majority.

Research indicates that GRE scores are valid predictors of suc-

cess in the first year of graduate school for all students. Available

samples of minority students, however, have been very small.

Information about specific research regarding test scores andminority groups can be found in the technical report entitled Sex,

Race, Ethnicity, and Performance on the GRE General Test , a

companion to the Guide.

International Examinees

Various factors complicate the interpretation of GRE scores for

international students. Obviously, an understanding of English is im-

portant since lack of fluency in English may affect test performance.

Moreover, since the GRE tests are developed for students who have

been educated in the United States, cultural and educational

backgrounds must be considered along with linguistic factors.

ETS offers tests developed specifically for testing theEnglish language proficiency of nonnative English speakers.

The most widely used English language proficiency test is theTest of English as a Foreign Language, commonly known as the

TOEFL® test. The primary purpose of the TOEFL test is to

measure the general English proficiency of people who arenonnative speakers of English and want to study at colleges and

universities where English is the language of instruction. The

TOEFL test measures English language proficiency in the areasof listening, structure, and reading comprehension. The

computer-based TOEFL test, introduced in 1998 in many partsof the world, also includes a writing measure. Other TOEFL-

related tests include the Test of Written English (TWE®), given

at every paper-based TOEFL administration, which measuresthe examinees’ ability to compose an essay in response to an

assigned topic, and the Test of Spoken English (TSE®), which

measures the ability of nonnative speakers of English to com-municate orally in English.

These English language proficiency tests are often required for

admission to graduate as well as undergraduate institutions, andare designed to complement one another in the admissions pro-

cess. An indicator of the general level of English proficiency of international students may be obtained by looking at the section

scores as well as the total score on the TOEFL exam, along with the

scores on the writing measure and the TSE. This information, inconjunction with the performance on the GRE test, should provide

a better basis for determining the extent to which English profi-ciency may be a factor in the GRE scores earned by these students.

Information regarding test scores and international examinees is

available upon request.

Examinees with DisabilitiesETS makes special testing arrangements for individuals who

have currently documented visual, physical, hearing, or learn-

ing disabilities and are unable to take the tests under standard

conditions. The tests are administered in a nonstandard manner

chosen to minimize any adverse effect of the examinee’s dis-

ability upon test performance and to help ensure that, insofar as

possible, the resulting scores represent the examinee’s educa-

tional achievement.

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REPORTING AND USING GRE SCORES

the specific circumstances are reviewed carefully, and a deci-

sion is made about how best to take corrective action that is the

most fair to all concerned. Revised scores reported during the

current year are reported directly to graduate schools and gradu-

ate fellowship sponsors as well as to students because such

scores are likely to be part of current applications for admis-

sion. Revisions to scores reported in the previous five years are

sent to the affected students, who may request that ETS send

the revised scores to any graduate schools or fellowship spon-

sors still considering their applications.

Score Verification

In October 2000, the GRE Program implemented a new reviewprocess of individual test performance for the computer-based

GRE General Test. The purpose of the process is to analyze each

examinee’s performance data to identify instances where the

score received may not accurately reflect the examinee’s ability

level. This occurs in a small number of cases; in these instances,

the affected score is cancelled, score recipients are notified, and

a free retest is offered to the examinee.

Confidentiality and Authenticity of GRE Scores

GRE scores are confidential and are not to be released by an

institutional recipient without the explicit permission of the

examinee. GRE scores are not to be included in academic

transcripts. Dissemination of score records should be kept at a

minimum, and all staff who have access to them should be

explicitly advised of their confidential nature.

To ensure the authenticity of scores, the GRE Board urges

that institutions accept only official reports of GRE scores

received directly from ETS.

The GRE Program recognizes the right of institutions as well

as individuals to privacy with regard to information supplied by

and about them. ETS therefore safeguards from unauthorized

disclosure all information stored in its data or research files.

Information about an institution (identified by name) will be

released only in a manner consistent with a prior agreement, or

with the consent of the institution.

GRE Scores and Graduate Admissions

Many factors play a role in an applicant’s admissibility and

expectation of success as a graduate student. GRE scores are

only one element in this total picture and should be considered

along with other data. The GRE Board believes that GRE

scores should never be the sole basis for an admission deci-

sion and that it is inadvisable to reject an applicant solely on

the basis of GRE scores. A cutoff score below which every

applicant is categorically rejected without consideration of

any other information should not be used.

Score Reporting Policies

GRE score reporting policies have been adopted by the GRE

Board to encourage the appropriate use of GRE scores and to

protect the right of individuals to control the distribution of their

own score reports. Current GRE Board policy states that scores

are reportable for five years. For scores earned prior to October

1985, please refer to page 9, “Examinees with Old GRE Scores.”

Score reports for all tests taken at a computer-based adminis-

tration are released approximately 10-15 days after the test date

to the examinees and to accredited institutions of higher educa-

tion granting the baccalaureate or higher degrees and approved

graduate fellowship-granting sponsors designated by the exam-

inees. An institution not accredited by a recognized agency canbecome a score recipient if approved by the GRE Board.

Score reports for all tests taken at a paper-based administra-

tion, with the exception of the Music Test, are distributed

approximately six weeks after the test date. Score reports for the

Music Test are distributed as soon as they are available after the

approximate score report mailing date for each administration

(November and April).

GRE score reporting is cumulative. That is, if an examinee

has taken one or more tests within the five-year period previous

to the 2000-2001 testing year (October 1, 1995, to September 15,

2000), previously earned scores will be reported with the latest

ones. Absences are not reported.

An examinee may choose to have only General Test scores,

only Subject Test scores, only Writing Assessment scores, orany combination of the above sent to an institution. However,

the examinee may not choose to have only those scores from a

specific test date reported.

General Test and Subject Test percentile ranks shown on

score reports are based on the performance of the current refer-

ence group for each test regardless of when the scores were

earned. (Percentile ranks are not reported for the Writing

Assessment. Field test and research data are available for the

Writing Assessment; however, since the test was introduced

operationally in October 1999, no operational, large-scale nor-

mative data are yet available.) The percentile rank for any score

may vary over the years depending on the scores of the group

with which the score is compared. Thus, when two or more

applicants are being compared, the comparison should be madeon the basis of their respective scores; if percentile ranks are

considered, they should all be based on the percentile rank tables

in the most recent edition of the Guide.

Reporting Revised Scores

ETS routinely follows extensive review and quality control

procedures to detect and avoid flawed questions and consequent

errors in scoring. Nonetheless, occasionally an error is discov-

ered after scores have been reported. Whenever this happens,

Score reports have a notation stating that the tests were taken

under nonstandard testing conditions.Depending on the nature and extent of the disability, an

examinee’s scores may not fully reflect his or her educational

achievement and, because there are so few disabled persons

taking GRE tests and their circumstances vary so widely, it has

not been possible to provide special interpretive data for theseexaminees. Therefore, graduate schools should seriously con-

sider waiving GRE requirements for applicants with certain

disabilities.

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General Test

● The range of General Test scores for each measure is from

200 to 800.

● Scores from the different measures should not be compared,

because each measure is scaled separately.

● For the computer-based General Test, the reported score is

based on the performance on the particular questions that are

presented by the design of the test as well as on the number of

questions answered. The test design factors that influence

which questions will be presented to an examinee include the

(1) characteristics (including difficulty level) of those ques-

tions already answered, (2) question types, and (3) appropri-

ate coverage of content. On the paper-based version of the

General Test, the reported score is derived from the number of

questions answered correctly.

● For each measure, some examinees do not finish the test. Thisis particularly true for the analytical measure. Because the

number of answers is incorporated into the calculation of the

score, it is important that test takers answer every question.

● Research indicates that scores obtained from the computer-

based version are comparable to scores from the paper-based

version. Thus, the mode of testing is not indicated on the

score report. A research report, Comparability of Paper-and-

Pencil and Computer-Adaptive Test Scores on the

GRE General Test (No 95-08P), is available by contacting the

GRE Program.

● Prior to October 1, 1996, examinees taking the computer-

based General Test who did not answer a minimum number

of questions in a section (about 80 percent), received anNS (no score) for that section. That policy was changed. Since

October 1, 1996, all examinees receive a test score, regardless

of the number of questions answered. If no answers are given

for a section, or if ETS determines that the test may not have

generated an accurate reflection of the examinee’s ability

level (see Score Verification on page 10), an NS is reported

for that section. Examinees who received an NS are excluded

from the data reported in Tables 1, 4, 5, and 6.

● The General Test measures are intended to have reliabilities

of at least .90. The reliabilities for all three measures are at

or above .90.

● The standard errors of measurement (SEM) of score differ-

ences should be taken into account when comparing exam-

inees’ scores on the same measure (see Table 5). Score

recipients should avoid making decisions based on small

score differences.

● The conditional standard errors of measurement (CSEM)

presented in Table 6A reflect the variation in observed

scores at particular points on the score scale. Like the SEM,

they can be used to compute a confidence band around an

examinee’s observed score to determine a score range inwhich the true score probably lies. Unlike the SEM, the CSEM

takes the variation in measurement precision across the

score scale into account. The CSEM of difference scores

(Table 6B) can be used to evaluate the difference between the

scores from two examinees.

● Although each General Test measure assesses different devel-

oped abilities, scores on the three measures are moderately

to highly related. The correlation between verbal and quan-

titative scores is .45, the correlation between verbal and

analytical scores is .60, and the correlation between quantita-

tive and analytical scores is .66.

● The predictive validity results reported in Table 7 indicate that

General Test scores are slightly to moderately predictive of graduate first-year grade point average. The combination of

General Test scores and undergraduate grade point average

predicts first-year graduate grade point average more effec-

tively than do any of these predictors alone.

SCORE INTERPRETATION ANDSTATISTICAL INFORMATION

Scores on the GRE General Test permit comparison of one

applicant to a graduate school with other applicants for the

same program at that institution as well as with everyone else

who took the test. The GRE Subject Tests provide an additional

measure of applicants’ preparation for graduate school. For

certain Subject Tests, subscores provide further information for

consideration. These subscores, which reflect a student’s gen-

eral strengths and weaknesses in the major areas on which the

total score is based, aid in the interpretation of the total score.

Often the subscores can suggest areas in which the student may

require extra work. A low subscore, however, may be the result

of lack of exposure to a particular subfield. As a result, subscores

should always be reviewed in relation to the applicant’s under-

graduate history.

For admissions decisions, the weight to be given to GRE

scores can generally be established by relating what the tests

measure to the orientation, curriculum, and aims of the depart-

ment. Specifically, the content validity of the tests for a gradu-

ate department should be determined by reviewing each test

carefully and then making subjective decisions as to the weight,

if any, the scores on GRE tests should receive in relation to

other admission factors.

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Subject Tests

● The range of scaled scores is different for the various Subject

Tests — from 200 to 990 — although the range for any

particular Subject Test is usually smaller. The range of

subscores is from 20 to 99, although the range for any particu-

lar Subject Test subscore is usually smaller.

● On all the Subject Tests, except the Music Test, the

reported score is derived from the number of correct answers

minus one-fourth of the number of incorrect answers. On the

Music Test, the scaled score is derived from multiple-choice

questions and free-response questions. The free-response ques-

tions are scored by a panel of expert judges.

● Scaled scores on the same Subject Tests generally are directly

comparable across years. A Chemistry Test score of 650 in

1998, for example, should be considered equivalent to a

Chemistry Test score of 650 earned in 2000. The exceptions

are scores earned on the Music Test before and after October

1, 1990; scores earned on the Education Test before and after

October 1, 1993; and scores earned on the Political Science

Test before and after October 1, 1996.

● The Subject Tests are intended to have reliabilities of at least

.90 for the total test scores. For each of the Subject Tests, thereliability coefficient of the total scores is at least .90, and the

reliability coefficient of the subscores is at least .80, except

for the Geology Test, which has two subscores slightly below

.80 (see Table 5).

● The SEM of score differences should be taken into accountwhen comparing examinees’ scores on the same Subject Test

(see Table 5). Fine distinctions should not be made between

two scores.

● The predictive validity results reported in Table 8 indicate that

individual Subject Tests predicted graduate first-year gradepoint average moderately well and often provided better predic-

tion than each of the General Test measures. Subject Tests were

more predictive than undergraduate grade point average in half

the cases. When composites of predictors were formed, Subject

Tests substantially added to the predictive power of undergradu-

ate grade point average and General Test scores.

Writing Assessment

● The range of Writing Assessment scores is from 0 to 6. The

Writing Assessment consists of two essay tasks — Issue and

Argument — and the Writing Assessment score will represent

the average of a test taker’s scores for the two essays.

● Scoring guides have been developed for both writing tasks.

The scoring guides, which describe the characteristics

of a typical essay at each score level, are available at

www.gre.org/writing.html .

● Scores on the Writing Assessment should be interpreted in the

same way across years. A score of 4 earned in 1999, for

example, will be based on the same standards as a score of 4

earned in 2000.

● The reliability of Writing Assessment scores is estimated at

.72. This is similar to the reliability for other writing measures

where the reported score is obtained by averaging the perfor-

mance on two prompts.

● Essay test reliability is influenced by rater agreement, i.e., the

consistency of scores assigned to the same pair of essays by

different raters. For the Writing Assessment total test scores,

estimated interrater reliability using the Spearman-Brown

formula is .94.

● A research study examined consistency of ratings of both

Issue and Argument prompts. Each essay was read by two

readers. Readers’ ratings were in exact agreement about

59 percent of the time, they differed by one score point about

39 percent of the time, and they differed by two score points

about 2 percent of the time.

● A research study (Further Validation of a Writing Assessment

for Graduate Admissions [GRE No. 96-13]) was conducted

to establish the relationship between students’ performance

on each of the two writing exercises and several nontest

indicators of students’ writing skills and achievements. Thestudy results revealed modest relationships between Writing

Assessment essays and the various nontest indicators of writ-

ing. Performance on the Writing Assessment exhibited the

strongest relationship with course-related writing samples,

arguably the most compelling of the nontest indicators of

students’ writing ability. There was no indication that the

relationship between essays and course-related writing samples

might depend on particular characteristics of the sample,

including gender, ethnicity, best language, and undergraduate

major. The research report is available by contacting the

GRE Program.

● An extensive research agenda is planned for the Writing

Assessment, and several studies have been completed. A

summary of Writing Assessment research is available atwww.gre.org/writresh.html. The GRE Program publishes

Research Reports from the GRE Board , which includes a

short description of GRE research reports, some of which are

focused on the GRE Writing Assessment. A copy of this

publication can be obtained by contacting the GRE Program.

● The Writing Assessment is designed to measure different

skills from those assessed in the multiple-choice verbal mea-

sure of the GRE General Test. The Writing Assessment is

performance based and candidates must organize and articu-

late their own ideas as they discuss a complex issue and

evaluate the logical soundness of an argument.

● The TOEFL and GRE writing measures are quite different, by

design. The TOEFL test emphasizes rhetorical and syntacticcompetence, whereas the GRE Writing Assessment

emphasizes critical reasoning and analytical writing profi-

ciency. Although both the TOEFL and GRE programs report

essay scores on a 6-point scale, the scoring criteria differ and

scores on the two tests are not intended to be comparable.

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Description of the Tables

Tables 1-3 (Three-Year Interpretive Data)

To aid in the interpretation of scaled scores, the GRE Pro-

gram describes scores in terms of their standing in appropri-

ate reference groups. Tables 1-3 provide percentile ranks

(i.e., the percentages of examinees in a group who obtained

scores lower than specified scores) for the General Test,

Subject Tests, and Subject Test subscores. Each table is based

on all examinees who took the test between October 1, 1996,

and September 30, 1999.1

The percentile ranks given in Table 3 for the Subject Test

subscores may be used for diagnostic interpretation of the total

score. For example, an examinee who obtains a score of 650 on the

GRE Biology Test is likely to have subscores of 65, assuming the

examinee is similarly able in the content areas measured by

each subscore. For that examinee, scores much above or below

65 on a subscore would indicate strength or weakness in the

content area associated with that subscore. Note that the strength

or weakness could possibly reflect training that was targetedtoward specific content areas.

Percentile rank information for discontinued and signifi-

cantly revised Subject Tests and subscores is available from the

GRE Program upon request.

Table 4 (Interpretive Data by Major Field)

Table 4 contains General Test data for seniors and nonenrolled

college graduates who stated that they intended to do graduate

work in one of approximately 300 major fields. The score data

are summarized by broad graduate major field categories so that

applicants can be compared to others likely to be most similar to

them in educational goal.

No institution is likely to attract graduate school applicants

comparable to the full range of individuals taking the GeneralTest. Thus, the data in Tables 1-4 may be of limited use to a

school interested in evaluating the performance of its own appli-

cants. For this reason, local data based on an institution’s appli-

cants or admitted students might be more relevant. Local data

for General Test scores of students admitted to different depart-

ments within the institution may be even more useful. These

local data can be compared to the data in Table 4.

Table 5 (Reliability and Standard Error of Measurement)

Table 5 provides data on reliability coefficients for GRE tests.

Reliability indicates the degree to which individual examinees

would keep the same relative standing if the test were adminis-

tered more than once to each examinee. The reliability indexranges from zero to 1.00; a reliability index of 1.00 indicates that

there is no measurement error in the test and therefore the test is

perfectly reliable.

Table 5 also provides data on the Standard Error of Measure-

ment (SEM) and SEM of score differences. SEM is an index of

the variation in scores to be expected because of imprecise

measurement. For a group of examinees, it is an estimate of the

average difference between observed scores and true scores (i.e.,

what examinees’ scores on a test would hypothetically be if there

were no error in the measurement process). Approximately 95

percent of examinees will have obtained scores that are within a

range extending from two standard errors below to two standard

errors above their true scores. The SEM of score differences isan index used to determine whether the difference between two

scores is meaningful. Small differences in scores may be due to

measurement error and not to true differences in the abilities of

the examinees. This index incorporates the error of measure-

ment in each examinee’s score being compared. Approximately

95 percent of the observed differences between the obtained

scores of examinees who have the same true score will be less

than two times the SEM of score differences.

For the Writing Assessment, in which the scoring involves

human judgment, the standard error of scoring describes the

reliability of the process of scoring the examinees’ responses.

The more consistent the ratings assigned to the same responses

by different essay readers, the smaller the standard error of

scoring. For example, if a large number of examinees take a testfor which the standard error of scoring is 1 point, about two-

thirds of the examinees will receive scores within 1 point of the

scores that they would get if their responses were scored by all

possible essay readers.

Tables 6A-6C (Conditional Standard Errors of Measurement)

Tables 6A and 6B contain estimates of the conditional standard

error of measurement (CSEM) at selected reported scores for the

General Test. While the SEMs presented in Table 5 address the

average measurement precision of the test, the measurement

precision actually varies across the score scale. The CSEM

reflects this variation by indicating the amount of error in an

examinee’s reported score at a given point on the scale. Approxi-mately 95 percent of the observed differences between the

obtained scores of examinees who have the same true scores will

be less than two times the CSEM at their true scores.

Table 6C presents information to assist score users in deter-

mining whether the difference between two examinees’ scores is

meaningful. The table indicates the likelihood that the rank

order of scores for two examinees would change on a retest. The

rank order for two examinees is unlikely to change when score

differences are large and more likely to change when score

differences are small.

Tables 7 and 8 (Predictive Validity Data)

Predictive validity is the extent to which one variable, such as a

test score, can predict a criterion variable, such as later grades.

Predictive validity is expressed as a correlation coefficient

between the predictor variable and the criterion variable. Tables

7 and 8 present average estimated correlations between graduate

first-year grade point average and various predictors (e.g., GRE

scores and undergraduate grade point average) singly and as

weighted composites of predictors.

STATISTICAL TABLES

1 For interpretive information about college seniors or recent college graduates who have not yet enrolled in graduate school, go to theGRE Web site at www.gre.org/table1a.html.

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Table 1: General Test Interpretive DataUsed on Score Reports

(Based on the performance of all examinees who tested betweenOctober 1, 1996, and September 30, 1999)

Percent of Examinees Scoring Lower

than Selected Scaled Scores

Scaled VERBAL QUANTITATIVE ANALYTICALScore ABILITY ABILITY ABILITY

800 99 98 99

780 99 93 98

760 99 88 95

740 99 84 93

720 98 80 89

700 97 76 86

680 95 72 82

660 93 68 77

640 91 64 72

620 88 59 66600 85 55 61

580 81 50 56

560 76 46 51

540 71 41 45

520 65 37 40

500 60 32 35

480 54 28 30

460 47 24 26

440 41 20 22

420 34 16 18

400 28 13 14

380 22 10 11360 16 7 9

340 11 5 7

320 7 3 5

300 4 2 3

280 2 1 2

260 1 1 1

240 1

220

200

Mean 471 569 547

Standard

Deviation 114 142 131

Number ofExaminees 1,113,096 1,112,796 1,110,950

Percent

Women 57 57 57

Percent

Men 41 41 41

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Table 2: Subject Test Total Score Interpretive Data Used on Score Reports

(Based on the performance of all examinees who tested between October 1, 1996, and September 30, 1999)

Percent of Examinees Scoring Lower than Selected Scaled Scores

Scaled ScaledScore Score

980 99 81 96 980960 98 79 95 960940 97 99 75 93 940920 94 99 99 72 91 920900 99 92 97 99 69 89 900

880 99 88 98 96 98 66 86 880860 98 85 96 92 97 62 84 860840 96 82 93 88 96 59 81 840820 95 79 89 84 95 55 78 820800 99 92 75 83 79 94 52 76 800

780 99 89 72 76 74 91 49 72 99 780760 98 86 69 69 68 89 99 45 69 98 760740 97 82 65 61 61 86 98 99 41 66 96 740720 95 77 61 54 54 83 97 97 38 62 94 720700 93 72 56 48 48 79 94 95 35 99 58 91 700

680 90 67 52 41 42 75 91 92 31 97 53 87 680660 87 61 48 35 37 70 86 89 28 94 50 82 660640 83 54 42 29 31 64 80 84 24 90 45 77 640620 78 48 37 24 26 57 73 79 22 86 40 70 620600 73 41 31 19 21 51 65 74 18 81 36 63 600

580 67 34 25 15 17 44 56 67 15 75 32 56 580560 61 28 20 12 13 36 46 60 12 68 27 49 560540 53 22 15 9 11 30 37 53 10 61 22 41 540520 47 17 10 7 8 23 29 46 7 53 17 34 520500 40 13 6 4 5 18 20 39 5 45 13 27 500

480 33 9 3 2 3 13 13 32 2 37 9 21 480460 27 6 1 2 9 8 25 1 29 6 16 460440 21 4 1 6 5 19 22 3 11 440420 15 2 1 3 3 14 17 1 8 420400 11 1 1 2 10 12 5 400

380 7 1 1 6 8 3 380360 5 4 5 2 360340 3 2 3 1 340320 1 1 2 320300 1 1 1 300

280 280260 260240 240220 220200 200

Number of Number of

Examinees Examinees

Percent Percent

Women 48 59 38 19 28 20 43 64 31 54 18 75 Women

Percent Percent

Men 52 41 61 81 72 80 56 36 68 46 82 25 Men

Mean 529 626 684 692 693 604 565 527 774 507 675 559 Mean

Standard Standard

Deviation 107 114 137 103 116 115 81 100 166 93 156 99 Deviation

* For additional data and interpretive information about subscores for these tests, see Table 3. For interpretive information on Music Test scores earned prior to October 1, 1990,

contact the GRE Program.

† For the Mathematics Test, the percent of examinees scoring lower than 990 is 82. For the Physics Test, the percent of examinees scoring lower than 990 is 96.

1 0

, 3 3 5

2 3

, 1 7

3

1 0

, 5

9 5

1 0

, 7

1 4

3 ,

8 9 2

4 ,

8 1 0

1 ,

8 8 5

1 4

, 0 7 7

7 ,

0 9 2

3 ,

3 3 7

9 ,

7 8 1

3 7

, 9 4 3

B

iochemistry,

Celland

Molecular

Biology*

B

iology*

C

hemistry

C

omputer

Science

E

conomics

E

ngineering*

G

eology*

Literature

inEnglish

M

athematics

†

M

usic*

P

hysics

†

P

sychology*

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ExperimentalPsych

ology

SocialPsychology

Table 3: Subject Test Interpretive Data for Subscores(Based on the performance of all examinees who tested between October 1, 1996, and September 30, 1999)

Percent of Examinees Scoring Lower than Selected Scaled Scores

Biochemistry, Biology* Engineering Geology* Music* Psychology

Cell and Molecular

Biology

Scaled ScaledScore Score

98 98

96 96

94 99 94

92 99 99 92

90 99 99 99 99 90

88 98 98 98 99 88

86 97 97 99 98 98 86

84 95 96 98 97 97 84

82 99 93 94 97 95 95 82

80 99 91 92 95 94 92 99 80

78 98 99 88 90 92 92 90 99 99 78

76 97 99 84 87 88 90 86 99 98 97 99 76

74 95 97 99 80 83 84 87 83 99 98 97 96 98 74

72 93 95 98 76 79 79 84 79 97 96 95 99 93 96 72

70 91 93 97 71 74 74 81 75 95 94 93 99 98 90 92 70

68 87 90 94 66 68 67 76 71 91 90 90 97 97 87 88 68

66 84 86 91 61 62 61 71 66 86 87 86 94 95 97 82 83 66

64 80 82 87 55 56 54 65 61 78 80 82 90 91 92 77 77 64

62 75 77 81 49 50 49 59 55 70 74 74 86 86 80 71 71 62

60 71 73 76 43 43 42 52 48 62 66 67 80 82 75 65 63 60

58 66 66 69 36 37 35 45 42 55 56 56 75 76 69 57 55 58

56 60 60 62 29 30 29 38 35 46 47 49 69 69 64 50 48 56

54 53 53 55 23 23 24 31 30 35 37 38 61 61 58 43 41 54

52 47 47 48 17 17 19 24 24 27 28 28 54 53 52 35 33 52

50 40 39 40 13 13 14 19 16 20 21 22 46 46 44 28 27 50

48 33 32 34 8 9 11 13 11 14 13 12 38 36 35 22 21 48

46 26 26 27 4 6 7 9 6 9 8 5 30 30 30 16 16 46

44 20 20 21 2 4 5 6 1 5 4 3 24 23 24 11 11 44

42 15 15 16 1 2 3 4 1 3 1 18 18 19 7 8 42

40 10 10 12 1 2 2 1 12 11 15 4 5 40

38 6 6 8 1 1 1 8 8 11 2 3 38

36 4 3 5 5 5 8 1 2 36

34 2 1 3 3 3 5 1 34

32 1 2 1 1 3 1 32

30 1 1 1 2 30

28 1 1 28

26 1 26

24 1 24

22 22

20 20

Number of Number ofExaminees 10,335 23,173 4,810 1,885 3,337 37,943 Examinees

Mean 53 53 52 63 62 62 60 61 57 57 57 51 51 51 56 56 Mean

Standard StandardDeviation 11 10 10 11 11 11 12 11 8 8 8 9 9 10 10 10 Deviation

Total Score Total ScoreMean 529 626 604 565 507 559 Mean

Standard StandardDeviation 107 114 115 81 93 99 Deviation

*For interpretive information on Biology Test subscores earned prior to October 1, 1991; Geology Test subscores earned prior to October 1, 1996; or Music Test subscores earned prior toOctober 1, 1990, contact the GRE Program.

HistoryandTheory

Listeningand

Literature

AuralSkills

C ellularandMolecular

Biology

OrganismalBiology

EcologyandEvolution

Biochemistry

CellBiology

MolecularBiology

andGenetics

Stratigraphyand

Sedimentology

StructuralGeologyand

Tectonics

MineralogyandPetrology

Engineering

MathematicsUsage

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Department Code List for Use with Table 4The following Department Code List contains the fields of study from which examinees select their intended graduate major. These fields are

grouped into broad graduate major fields under seven branches of learning (Natural Sciences, Engineering, Social Sciences, Humanities and Arts,Education, Business and Other Fields).

Table 4 (see pages 18-21) contains score data by intended graduate major field and broad graduate major field (e.g., aggregation of the fields of study that constitute Agriculture) and also for the following aggregated groups of broad graduate major fields: Life Sciences, Physical Sciences, SocialSciences, Humanities and Arts, Education, Business, and Other Fields. Score data presented includes number of examinees (N), means, standarddeviations (S.D.), and the percentage of students in each of seven score ranges for verbal, quantitative, and analytical scaled scores. However, only thenumber of examinees is reported for the broad major field “Other” or the “Other Fields” grouping (e.g., the aggregation of Architecture andEnvironmental Design, Communications, Home Economics).

Note: The Natural Sciences category in the Department Code List is separated in Table 4 into Life Sciences (Agriculture, Biological Sciences, andHealth and Medical Sciences) and Physical Sciences (Chemistry; Computer and Information Sciences; Earth, Atmospheric, and Marine Sciences;

Mathematical Sciences; and Physics and Astronomy).

NATURAL SCIENCES

Agriculture0101 Agricultural Economics0102 Agricultural Production0103 Agricultural Sciences0104 Agronomy0105 Animal Sciences0106 Fishery Sciences0107 Food Sciences0108 Forestry and Related Sciences0109 Horticulture0111 Parks and Recreation Management0112 Plant Sciences (Except Agronomy,

see 0104)0113 Renewable Natural Resources0110 Resource Management0114 Soil Sciences0115 Wildlife Management0199 Agriculture — Other

Biological Sciences0201 Anatomy0221 Bacteriology

0202 Biochemistry0203 Biology0204 Biometry0222 Biophysics0205 Botany0206 Cell and Molecular Biology0207 Ecology0208 Developmental Biology0209 Entomology and Parasitology0210 Genetics0211 Marine Biology0212 Microbiology0213 Neurosciences0214 Nutrition0215 Pathology0216 Pharmacology0217 Physiology0218 Radiobiology0219 Toxicology0220 Zoology0299 Biological Sciences — Other

Chemistry0302 Analytical Chemistry0301 Chemistry, General0303 Inorganic Chemistry0304 Organic Chemistry0305 Pharmaceutical Chemistry0306 Physical Chemistry0399 Chemistry — Other

Computer and Information Sciences0401 Computer Programming0402 Computer Sciences0403 Data Processing0404 Information Sciences0405 Microcomputer Applications0406 Systems Analysis0499 Computer Sciences — Other

Earth, Atmospheric, and Marine Sciences0501 Atmospheric Sciences0502 Environmental Sciences0503 Geochemistry0504 Geology0505 Geophysics and Seismology0507 Meteorology0508 Oceanography0506 Paleontology0599 Earth, Atmospheric, and Marine

Sciences — Other

Health and Medical Sciences0601 Allied Health

0602 Audiology0603 Chiropractic0604 Dental Sciences0605 Environmental Health0606 Epidemiology0607 Health Science

Administration0608 Immunology0609 Medical Sciences0621 Medicinal Chemistry0610 Nursing0618 Occupational Therapy0611 Optometry0612 Osteopathic Medicine0613 Pharmaceutical Sciences0619 Physical Therapy0614 Podiatry0615 Pre-Medicine0616 Public Health0620 Speech/Language Pathology0617 Veterinary Medicine0622 Veterinary Science0699 Health and Medical Sciences —

Other

Mathematical Sciences0701 Actuarial Sciences0702 Applied Mathematics0703 Mathematics0704 Probability & Statistics0799 Mathematical Sciences —Other

Physics and Astronomy0801 Astronomy0802 Astrophysics0803 Atomic/Molecular Physics0804 Nuclear Physics0805 Optics0808 Physics0806 Planetary Science0807 Solid State Physics0899 Physics and Astronomy — Other

Natural Sciences — Other0999 Natural Sciences — Other

ENGINEERING

Engineering — Chemical1001 Chemical Engineering1002 Pulp and Paper Production1003 Wood Science1099 Chemical Engineering — Other

Engineering — Civil1101 Architectural Engineering1102 Civil Engineering1103 Environmental/Sanitary Engineering1199 Civil Engineering — Other

Engineering — Electrical and Electronics1202 Communications Engineering1201 Computer Engineering1203 Electrical Engineering1204 Electronics Engineering1299 Electrical & Electronics Engineer-

ing — Other

Engineering — Industrial1301 Industrial Engineering1302 Operations Research1399 Industrial Engineering — Other

Engineering — Materials1401 Ceramic Engineering1402 Materials Engineering1403 Materials Science1404 Metallurgical Engineering1499 Materials Engineering — Other

Engineering — Mechanical1501 Engineering Mechanics1502 Mechanical Engineering1599 Mechanical Engineering — Other

Engineering — Other1601 Aerospace Engineering1602 Agricultural Engineering1603 Biomedical Engineering1604 Engineering Physics1605 Engineering Science1606 Geological Engineering1607 Mining Engineering1608 Naval Architecture and Marine

Engineering1609 Nuclear Engineering1610 Ocean Engineering1611 Petroleum Engineering1612 Systems Engineering1613 Textile Engineering1699 Engineering — Other

SOCIAL SCIENCES

Anthropology & Archaeology1701 Anthropology

1702 ArchaeologyEconomics1802 Econometrics1801 Economics

Political Science1901 International Relations1902 Political Science and Government1903 Public Policy Studies1999 Political Science — Other

Psychology2001 Clinical Psychology2002 Cognitive Psychology2003 Community Psychology2004 Comparative Psychology2005 Counseling Psychology2006 Developmental Psychology2007 Experimental Psychology2008 Industrial and Organizational

Psychology2009 Personality Psychology2010 Physiological Psychology2011 Psycholinguistics2016 Psychology2012 Psychometrics

2013 Psychopharmacology2014 Quantitative Psychology2015 Social Psychology2099 Psychology — Other

Sociology2101 Demography2102 Sociology

Social Sciences — Other2206 American Studies2201 Area Studies2202 Criminal Justice/Criminology2203 Geography2207 Gerontology2204 Public Affairs2205 Urban Studies2299 Social Sciences — Other

HUMANITIES AND ARTS

Arts — History, Theory, and Criticism2301 Art History and Criticism2302 Music History, Musciology, and

Theory2399 Arts — History, Theory, and

Criticism — Other

Arts — Performance and Studio2401 Art2402 Dance2405 Design2403 Drama/Theatre Arts2406 Fine Arts2407 Industrial Design2404 Music2499 Arts — Performance and Studio —

Other

English Language and Literature2502 American Language and Literature2503 Creative Writing2501 English Language and Literature2599 English Language and Literature —

Other

Foreign Languages and Literatures2601 Asian Languages2609 Classical Languages2602 Foreign Literature2603 French2604 Germanic Languages2605 Italian

2606 Russian2607 Semitic Languages2608 Spanish2699 Foreign Languages — Other

History2701 American History2702 European History2703 History of Science2799 History — Other

Philosophy2801 All Philosophy Fields

Humanities and Arts— Other2901 Classics2902 Comparative Language and

Literature2903 Linguistics2904 Religious Studies2999 Humanities and Arts — Other

EDUCATION

Education — Administration3001 Educational Administration3002 Educational Supervision

Education — Curriculum and Instruction

3101 Curriculum and InstructionEducation — Early Childhood3201 Early Childhood Education

Education — Elementary3301 Elementary Education3302 Elementary Level Teaching Fields

Education — Evaluation and Research3403 Educational Psychology3401 Educational Statistics and Research3402 Educational Testing, Evaluation, and

Measurement3404 Elementary and Secondary

Research3405 Higher Education Research3406 School Psychology

Education— Higher3501 Educational Policy3502 Higher Education

Education — Secondary3601 Secondary Education3602 Secondary Level Teaching Fields

Education — Special3701 Education of Gifted Students3702 Education of Handicapped Students3703 Education of Students with Specific

Learning Disabilities3704 Remedial Education3705 Special Education3799 Special Education — Other

Education — Student Counseling andPersonnel Services3801 Personnel Services3802 Student Counseling

Education — Other3901 Adult and Continuing Education3908 Agricultural Education3902 Billingual/Crosscultural Education3903 Educational Media3904 Junior High/Middle School

Education3909 Physical Education3905 Pre-Elementary Education3906 Social Foundations3907 Teaching English as a Second

Language/Foreign Language3910 Vocational/Technical Education3999 Education — Other

BUSINESS

Accounting4001 Accounting4002 Taxation

Banking and Finance4101 Commercial Banking4102 Finance4103 Investments and Securities

Business Administration and Management4201 Business Administration and

Management4208 Hospitality Services Management4202 Human Resource Development4203 Institutional Management4204 Labor/Industrial Relations4205 Management Science4206 Organizational Behavior4207 Personnel Management4299 Business Management — Other

Business — Other

4301 Business Economics4302 International Business Management4303 Management Information Systems4304 Marketing and Distribution4305 Marketing Management and

Research4399 Business —Other

OTHER FIELDS

Architecture and Environmental Design4401 Architecture4402 City and Regional Planning4403 Environmental Design4404 Interior Design4405 Landscape Architecture4406 Urban Design4499 Architecture and Environmental

Design — Other

Communications4501 Advertising4502 Communications Research4503 Journalism and Mass

Communications4504 Public Relations4505 Radio, TV, and Film

4506 Speech Communication4599 Communications — Other

Home Economics4601 Consumer Economics4603 Family Counseling4602 Family Relations4699 Home Economics — Other

Library and Archival Sciences4702 Archival Science4701 Library Science

Public Administration4801 Public Administration

Religion and Theology4903 Ordained Ministry/Rabinate4901 Religion4902 Theology

Social Work5001 Social Work

Other Fields5101 Interdisciplinary Programs5102 Law5199 Any Department Not Listed

17

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Table 4: General Test Percentage Distribution of Scores Within Intended Broad Graduate Major FieldBased on Seniors and Nonenrolled College Graduates

(Based on the performance of seniors and nonenrolled college graduates*who tested between October 1, 1996, and September 30, 1999)

Score 200-290 300-390 400-490 500-590 600-690 700-790 800 N Mean S.D.

LIFE Verbal 1.8 23.4 40.3 24.9 8.2 1.4 0.0 116,620 463 95

SCIENCES Quantitative 1.0 8.6 21.6 30.1 26.2 12.0 0.5 116,598 555 116Analytical 1.4 8.1 20.3 29.4 26.7 13.1 0.9 116,487 560 120

Agriculture Verbal 2.0 22.9 41.4 25.4 7.5 0.8 0.0 8,700 461 92

Quantitative 0.7 5.4 18.4 33.2 30.6 11.3 0.3 8,700 569 106

Analytical 1.7 7.0 18.8 29.8 29.0 13.1 0.7 8,697 564 118

Biological Verbal 1.5 15.9 33.9 31.8 13.9 3.0 0.1 36,783 495 102

Sciences Quantitative 0.5 3.9 13.2 26.2 32.9 22.1 1.2 36,783 604 111

Analytical 0.8 5.2 14.6 26.9 31.0 19.8 1.7 36,772 594 117

Health and Medical Verbal 1.9 27.4 43.4 21.3 5.3 0.7 0.0 71,137 448 87


Analytical 1.7 9.8 23.5 30.7 24.3 9.6 0.5 71,018 542 117

PHYSICAL Verbal 3.7 18.6 28.0 28.7 16.1 4.6 0.2 39,760 494 118

SCIENCES Quantitative 0.2 1.6 5.5 13.6 27.2 45.3 6.7 39,760 675 105

Analytical 0.9 4.8 12.1 22.8 29.8 25.8 3.8 39,750 613 123Chemistry Verbal 2.6 16.5 31.5 31.4 14.6 3.3 0.1 7,278 494 108

Quantitative 0.1 1.3 5.5 16.1 33.3 40.7 3.1 7,278 663 99

Analytical 1.0 4.5 12.4 24.1 30.7 24.9 2.4 7,278 609 120

Computer and Verbal 5.8 24.2 24.7 24.6 15.8 4.7 0.1 14,502 480 127

Information Quantitative 0.3 1.8 4.5 10.0 23.7 51.3 8.4 14,503 689 105

Sciences Analytical 1.2 6.0 12.7 21.9 28.6 25.6 4.0 14,496 608 129

Earth, Atmospheric, Verbal 1.1 14.2 35.8 32.6 13.3 2.9 0.0 7,596 497 98

and Marine Quantitative 0.3 2.9 11.4 27.0 35.6 21.8 1.0 7,596 609 104

Sciences Analytical 0.6 5.0 14.8 28.7 31.3 18.6 1.1 7,594 591 114

Mathematical Verbal 4.1 17.7 26.5 28.3 17.2 5.8 0.3 5,380 500 122


Analytical 0.9 4.1 9.3 18.4 28.7 31.3 7.3 5,379 637 124

Physics and Verbal 2.4 12.9 21.4 31.4 23.3 8.3 0.3 4,664 532 121Astronomy Quantitative 0.0 0.2 1.3 5.1 20.0 61.6 11.7 4,663 724 75

Analytical 0.5 2.4 8.3 18.3 31.1 33.6 5.8 4,663 647 114

Natural Sciences — Verbal 1.8 15.9 35.9 32.9 12.1 1.5 0.0 340 488 95

Other Quantitative 0.0 3.8 13.8 30.6 31.5 19.1 1.2 340 595 104

Analytical 0.9 5.9 18.5 31.2 29.4 13.2 0.9 340 571 113

ENGINEERING Verbal 4.9 24.1 29.5 26.2 12.8 2.5 0.0 46,823 470 114

Quantitative 0.0 0.4 2.3 7.8 26.3 56.6 6.4 46,824 703 83

Analytical 0.9 5.0 13.3 24.3 31.1 23.0 2.4 46,755 603 120

Chemical Verbal 3.3 19.9 29.3 28.4 15.9 3.1 0.0 4,297 488 113

Quantitative 0.0 0.2 1.9 6.6 23.7 60.6 6.9 4,296 711 78

Analytical 0.5 3.8 10.6 21.7 32.8 27.6 3.0 4,293 622 116

Civil Verbal 5.3 25.0 33.9 25.7 8.8 1.4 0.0 8,019 457 105

Quantitative 0.0 0.6 3.0 10.2 33.3 49.2 3.7 8,019 685 85Analytical 1.4 5.9 14.4 25.9 31.2 19.6 1.6 8,010 590 122

Electrical and Verbal 5.6 26.5 27.0 24.2 13.7 3.0 0.0 16,377 468 120

Electronics Quantitative 0.0 0.4 2.0 6.6 23.0 59.5 8.4 16,378 712 81

Analytical 1.0 5.0 13.7 24.3 30.4 23.0 2.6 16,341 603 122

Industrial Verbal 6.5 32.4 29.9 20.7 9.0 1.5 0.1 3,292 442 111

Quantitative 0.1 0.6 3.8 10.0 27.0 52.3 6.3 3,292 691 90

Analytical 1.1 6.0 16.2 26.3 29.5 19.0 1.9 3,290 587 121

* Limited to those who earned their college degrees up to two years prior to the test date. Note that this table does not include summary information on approximately 58,100 examinees whose response to

the department code question was invalid (misgrids, blanks, etc.) or the approximately 43,200 examinees whose response was “Undecided.”

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Score 200-290 300-390 400-490 500-590 600-690 700-790 800 N Mean S.D.

Materials Verbal 2.6 15.3 26.8 33.4 18.0 3.8 0.1 1,702 506 110

Quantitative 0.1 0.2 1.8 7.1 23.7 59.9 7.2 1,702 710 78

Analytical 0.7 3.3 9.3 21.4 34.0 28.3 3.0 1,701 627 114

Mechanical Verbal 4.9 23.9 29.8 26.8 12.4 2.1 0.0 7,225 469 112Quantitative 0.0 0.3 1.7 7.5 25.9 58.7 5.9 7,226 706 78

Analytical 0.8 5.3 14.2 25.0 31.4 21.3 2.0 7,212 597 119

Other Verbal 3.1 17.7 31.0 31.0 14.5 2.6 0.0 5,911 489 108

Quantitative 0.1 0.6 2.6 8.2 29.0 54.5 5.0 5,911 696 84

Analytical 0.7 4.0 11.6 22.5 31.6 26.8 2.8 5,908 617 118

SOCIAL Verbal 2.3 19.7 34.6 28.1 12.5 2.7 0.0 86,709 482 105

SCIENCES Quantitative 2.0 12.2 24.5 28.5 21.6 10.5 0.6 86,691 535 123

Analytical 1.9 9.6 20.4 28.2 25.6 13.4 1.0 86,632 555 125

Anthropology and Verbal 0.6 7.8 26.7 37.8 21.4 5.6 0.1 5,309 533 100

Archaeology Quantitative 1.1 8.8 24.0 32.8 25.0 8.2 0.2 5,308 542 109

Analytical 0.6 5.9 17.1 28.8 29.8 16.8 1.0 5,308 581 114

Economics Verbal 3.4 19.1 24.5 28.0 19.2 5.7 0.1 5,320 502 123


Political Science Verbal 2.1 14.1 27.9 31.5 19.1 5.2 0.1 13,162 512 112

Quantitative 1.5 9.2 20.0 27.8 26.7 14.4 0.5 13,161 559 122

Analytical 1.6 7.3 16.9 26.9 27.7 18.0 1.7 13,159 578 125

Psychology Verbal 1.9 21.2 38.3 27.2 9.8 1.7 0.0 49,382 472 98

Quantitative 1.9 13.2 27.5 30.5 20.3 6.4 0.2 49,365 519 114

Analytical 1.7 9.9 22.1 29.8 25.0 10.8 0.6 49,324 546 120

Sociology Verbal 3.7 20.4 34.6 27.0 12.1 2.2 0.1 3,932 475 106

Quantitative 3.4 16.0 24.8 27.6 20.2 7.6 0.3 3,932 515 125

Analytical 2.8 11.9 23.7 26.4 22.6 12.0 0.6 3,931 538 129

Other Verbal 4.1 26.6 35.4 23.1 8.9 1.9 0.1 9,604 456 105

Quantitative 4.4 18.1 26.5 26.6 17.7 6.5 0.3 9,603 501 125

Analytical 3.7 14.6 22.1 26.7 21.8 10.3 0.7 9,590 527 131

HUMANITIES Verbal 1.2 9.6 24.5 32.9 23.5 8.0 0.3 43,287 538 111

AND ARTS Quantitative 1.6 11.1 23.6 29.3 23.4 10.6 0.5 43,258 541 120

Analytical 1.4 7.1 17.4 26.9 28.1 17.5 1.5 43,255 577 123

Arts — History, Verbal 1.3 9.1 27.3 34.8 22.0 5.3 0.2 3,361 529 106

Theory, and Quantitative 1.2 11.3 24.0 29.6 23.8 9.6 0.5 3,360 540 117

Criticism Analytical 1.1 7.3 17.0 27.8 29.3 16.4 1.0 3,360 575 119

Arts — Performance Verbal 2.8 17.2 33.1 30.6 13.7 2.6 0.1 6,753 488 106

and Studio Quantitative 2.0 12.2 25.3 29.7 20.8 9.4 0.6 6,750 531 120

Analytical 2.2 9.2 21.0 26.5 25.3 14.5 1.3 6,750 558 128

English Language Verbal 0.5 6.6 22.0 35.1 26.6 9.0 0.2 14,903 554 104

and Literature Quantitative 1.7 12.0 25.8 30.7 21.6 8.1 0.2 14,890 529 116

Analytical 1.1 6.2 17.3 27.9 29.4 16.7 1.3 14,888 579 119

Foreign Languages Verbal 2.7 14.7 25.6 30.2 20.0 6.5 0.4 3,658 516 119and Literatures Quantitative 1.9 11.6 22.7 28.3 25.6 9.5 0.5 3,658 539 120

Analytical 3.0 11.2 19.7 27.4 23.6 14.0 1.2 3,658 550 131

History Verbal 0.7 8.8 25.3 33.6 23.2 8.1 0.2 8,223 540 107

Quantitative 1.7 12.0 24.7 28.8 22.1 10.3 0.4 8,213 535 120

Analytical 1.2 6.7 17.3 26.7 28.0 18.4 1.6 8,216 580 123

Philosophy Verbal 0.3 3.8 17.0 30.8 32.3 15.4 0.4 2,757 583 103

Quantitative 0.8 4.6 11.8 25.8 32.4 23.3 1.4 2,756 605 115

Analytical 0.3 2.9 11.3 23.2 31.1 27.4 3.8 2,754 624 114

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Score 200-290 300-390 400-490 500-590 600-690 700-790 800 N Mean S.D.

Other Verbal 1.4 9.7 19.0 29.8 27.6 12.1 0.4 3,632 556 119

Quantitative 1.0 7.3 18.4 27.1 29.0 16.5 0.7 3,631 574 119

Analytical 1.2 6.5 14.1 25.5 29.5 21.2 2.0 3,629 592 124

EDUCATION Verbal 2.9 29.3 39.0 21.5 6.4 0.9 0.0 36,606 447 94Quantitative 2.3 15.1 28.9 28.6 17.9 6.9 0.2 36,603 511 118

Analytical 2.3 12.0 24.1 29.0 22.2 9.8 0.7 36,560 534 123

Administration Verbal 4.1 36.9 39.2 15.8 3.6 0.3 0.0 2,765 424 87

Quantitative 3.2 19.3 30.2 25.8 15.8 5.5 0.2 2,765 494 119

Analytical 3.9 16.5 26.2 25.9 18.8 8.4 0.4 2,764 511 127

Curriculum and Verbal 1.8 23.8 38.1 25.5 9.5 1.3 0.1 1,960 466 98

Instruction Quantitative 1.5 12.3 23.5 30.0 22.8 9.6 0.3 1,960 534 120

Analytical 1.8 10.6 19.5 28.1 25.6 13.3 1.0 1,960 554 126

Early Childhood Verbal 5.9 38.9 37.7 14.6 2.7 0.3 0.0 1,181 413 87

Quantitative 4.3 22.8 35.1 25.7 9.2 2.9 0.0 1,181 469 107

Analytical 3.6 18.3 29.8 26.9 16.6 4.5 0.3 1,179 495 117

Elementary Verbal 2.2 30.6 41.1 20.4 5.1 0.6 0.0 6,189 442 88


Evaluation and Verbal 1.8 26.7 40.9 23.9 5.8 0.8 0.0 3,247 453 90

Research Quantitative 1.7 14.3 29.9 30.1 17.9 5.9 0.1 3,247 512 112

Analytical 1.5 10.6 23.5 31.8 23.3 9.0 0.4 3,247 539 116

Higher Verbal 1.4 22.8 40.6 26.9 6.9 1.3 0.1 1,614 465 91

Quantitative 1.9 13.0 26.6 31.7 19.0 7.6 0.2 1,614 522 115

Analytical 1.4 9.2 21.5 28.1 25.9 12.8 1.1 1,613 555 120

Secondary Verbal 1.3 16.5 37.5 30.5 12.2 2.0 0.0 6,335 487 97

Quantitative 1.2 8.0 21.5 28.3 25.5 14.8 0.7 6,334 561 120

Analytical 1.0 6.8 17.7 28.9 27.8 16.3 1.5 6,333 575 120

Special Verbal 3.3 35.1 39.9 16.8 4.5 0.3 0.0 4,043 431 87

Quantitative 3.1 19.6 34.0 27.3 12.8 3.1 0.0 4,042 482 109

Analytical 2.9 13.5 28.0 29.2 18.4 7.5 0.4 4,025 516 120Student Verbal 3.9 36.2 40.5 16.6 2.5 0.3 0.0 3,864 423 83

Counseling and Quantitative 3.8 20.3 34.1 25.8 12.9 3.0 0.0 3,864 479 110

Personnel Srvcs Analytical 3.9 15.7 27.1 28.5 18.2 6.3 0.3 3,858 506 122

Other Verbal 4.9 32.9 35.6 18.9 6.5 1.1 0.0 5,408 437 101

Quantitative 2.4 15.2 28.2 28.5 18.0 7.4 0.2 5,407 514 120

Analytical 2.5 14.4 25.6 27.8 21.1 8.1 0.5 5,406 522 122

BUSINESS Verbal 6.1 30.5 34.4 21.6 6.4 0.9 0.0 6,788 440 102

Quantitative 3.9 13.3 21.0 23.6 20.4 16.3 1.5 6,788 544 143

Analytical 4.1 14.4 21.6 24.6 23.2 11.4 0.7 6,781 530 135

Accounting Verbal 8.7 31.0 35.0 18.3 6.0 1.0 0.0 300 430 105

Quantitative 2.3 10.7 19.3 27.0 18.0 21.3 1.3 300 564 142

Analytical 5.0 13.0 17.3 25.7 24.7 14.0 0.3 300 541 136

Banking and Verbal 4.5 28.2 30.0 24.5 9.4 3.2 0.2 620 461 116Finance Quantitative 1.5 5.0 8.5 12.6 22.3 43.1 7.1 620 654 135

Analytical 1.8 7.3 13.2 23.3 30.0 22.6 1.8 619 590 130

Business Verbal 6.0 30.7 34.9 22.1 5.7 0.5 0.0 4,218 437 99

Administration Quantitative 5.0 15.1 22.9 25.2 19.5 11.5 0.8 4,218 522 139

and Management Analytical 4.6 15.7 22.7 24.5 22.2 9.6 0.6 4,212 521 134

Other Verbal 6.4 30.7 34.7 19.8 7.2 1.2 0.0 1,650 439 104

Quantitative 2.5 12.2 21.1 23.2 22.5 17.4 1.0 1,650 553 138

Analytical 3.6 14.1 22.5 25.3 22.7 11.2 0.7 1,650 530 132

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Score 200-290 300-390 400-490 500-590 600-690 700-790 800 N Mean S.D.

OTHER FIELDS Verbal — — — — — — — 51,529 — —

Quantitative — — — — — — — 51,519 — —

Analytical — — — — — — — 51,466 — —

Architecture and Verbal 3.9 22.1 33.0 27.3 11.1 2.6 0.1 7,041 472 109Environmental Quantitative 0.3 3.7 14.2 28.0 32.9 20.2 0.7 7,041 598 108

Design Analytical 1.4 7.5 19.7 29.1 28.0 13.2 1.2 7,037 565 119

Communications Verbal 3.2 23.6 33.8 26.7 10.7 1.8 0.0 12,993 468 105

Quantitative 2.6 15.9 26.3 28.2 18.6 8.1 0.2 12,990 515 122

Analytical 2.4 11.9 23.1 28.1 23.4 10.5 0.6 12,980 537 125

Home Economics Verbal 4.1 33.2 41.0 18.2 3.2 0.2 0.0 1,270 429 85

Quantitative 3.8 20.8 34.4 25.0 12.4 3.7 0.0 1,270 478 111

Analytical 3.1 14.8 26.2 29.9 19.2 6.5 0.3 1,269 513 119

Library and Verbal 1.3 11.3 27.1 34.9 19.9 5.4 0.2 2,481 523 106

Archival Sciences Quantitative 2.5 15.2 27.7 29.2 18.7 6.3 0.3 2,482 512 116

Analytical 2.1 9.0 19.9 28.5 26.6 12.7 1.3 2,481 557 126

Public Verbal 4.8 28.1 34.6 24.3 7.0 1.3 0.0 2,217 449 102

Administration Quantitative 3.9 20.8 28.4 23.2 17.3 6.1 0.2 2,217 494 124Analytical 4.2 15.8 25.1 25.0 20.1 9.3 0.5 2,214 515 131

Religion and Verbal 1.8 14.1 28.0 30.8 20.1 4.9 0.2 1,848 514 113

Theology Quantitative 2.5 12.0 21.7 26.1 24.5 12.5 0.6 1,844 543 128

Analytical 2.4 8.8 18.0 24.4 27.1 17.3 1.8 1,846 569 132

Social Work Verbal 4.9 34.3 37.1 18.4 4.8 0.5 0.0 11,801 430 94

Quantitative 6.6 27.0 32.4 22.5 9.3 2.2 0.0 11,798 453 111

Analytical 5.0 19.2 27.5 26.6 16.0 5.5 0.2 11,772 492 124

Other Verbal — — — — — — — 11,878 — —

Quantitative — — — — — — — 11,877 — —

Analytical — — — — — — — 11,867 — —

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Table 5: Reliability Coefficients and Standard Errors of Measurement for Individual Scores and Score Differences

Standard Error

of Measurement

Reliability Individual Score

Coefficienta Scores Differences

Total Total Total

Score Score Subscore Score Subscore Score Subscore

GENERAL TESTb

Verbal Measure .92 32 45 25974

Quantitative Measure .91 41 58 25525

Analytical Measure .90 42 59 24585

SUBJECT TESTc

Biochemistry (Total Score) .94 23 33 924

Biochemistry .86 3.4 4.8 924

Cell Biology .86 3.4 4.8 924

Molecular Biology and Genetics .84 3.6 5.1 924

Biology (Total Score) .94 27 38 2106

Cellular and Molecular Biology .87 4.1 5.8 2106

Organismal Biology .86 4.2 5.9 2106

Ecology, Evolution, and Population Biology .87 4.1 5.8 2106

Chemistry .94 25 35 880

Computer Science .91 28 40 900

Economics .94 27 38 505

Engineering (Total Score) .92 28 40 550

Engineering .90 3.2 4.5 550

Mathematics Usage .83 4.1 5.8 550

Geology (Total Score)d .93 20 28 360

Stratigraphy and Sedimentologyd .80 3.5 4.9 360

Structural Geology and Tectonicsd .79 3.5 4.9 360

Mineralogy and Petrologyd .77 3.7 5.2 360

Literature .96 19 27 2060

Math .94 42 59 620

Music (Total Score) .95 20 28 718

History and Theory .92 2.5 3.6 718

Listening and Literature .86 3.5 4.9 718Aural Skills .88 3.1 4.4 718

Physics .93 37 52 805

Psychology (Total Score) .95 22 31 5640

Experimental Psychology .89 3.2 4.5 5640

Social Psychology .88 3.2 4.5 5640

WRITING ASSESSMENTe,f .72 .47 .66

a The reliability coefficients for the General and Subject Tests were computed by Kuder-Richardson formula (20) adapted for use with formula scores for the Subject Tests.b The reliabilities for the General Test are based on the median of twelve recent computer-based pools. The reported standard error of measurement and sample sizes are

based on the pool that had the median reliability. The reliability estimates for the paper-based version of the General Test are comparable to the values for the computer-based

versions of the General Test presented in the table.c The reliabilities for the Subject Test total scores are each the median of five recent editions, except for the Geology Test. The reported standard error of measurement, sample

sizes, and Subject Test subscore reliabilities (if applicable) are based on the test edition that had the median reliability.d Reliabilities and standard errors of measurement for the subscores on the Geology Test are based on four new forms because the subscores were redefined in October 1996.e The standard error of scoring for the Writing Assessment total score is .22. This was computed using data from a research study.f The reliability of the Writing Assessment total score was computed using data from a special study in which some examinees responded to two Issue prompts and some

responded to two Argument prompts. The reliability was computed from the covariances of scores on prompts of the same type. This reliability is in the expected range of

reliability for a two-essay test. The standard errors of measurement for the Writing Assessment were computed using data from a research study.

Size of

Test

Analysis

Sample

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Table 6A: Conditional Standard Errors of Measurement* at Selected Scores

Measure 200 250 300 350 400 450 500 550 600 650 700 750 800

Verbal 12 21 24 29 33 36 36 35 35 36 37 34 22

Quantitative 23 36 45 48 46 46 44 40 37 34 30 24 10

Analytical 11 22 33 40 44 46 44 47 43 40 35 28 14

Table 6B: Conditional Standard Errors of Measurement of Difference Scores* at Selected ScoresMeasure 200 250 300 350 400 450 500 550 600 650 700 750 800

Verbal 17 30 35 41 47 51 51 49 51 51 52 48 31

Quantitative 33 51 64 68 65 65 62 57 52 48 42 34 14

Analytical 16 31 47 57 62 65 62 66 61 57 49 40 20

* The computer-based pools used to compute the CSEMs and the CSEMs of difference scores are the same as those on which the reliability estimates in Table 5 are based.

Additional Information About Score Differences

The rank order of scores for two examinees is unlikely to change on a retest when score differences are large and more likely to change

when score differences are small. For this reason, the GRE Board recommends avoiding decisions based on small score differences.

One way to evaluate whether the difference between two examinees’ scores is meaningful is to estimate how likely it is that the

rank order of the scores would change if the examinees were to repeat the test. Table 6C presents, at selected verbal, quantitative, and

analytical scores, the percent chance that the rank order of two examinees’ scores would be reversed if both examinees were to retake

the test. If one were comparing two examinees with verbal scores of 600 and 700, respectively, Table 6C shows that the chance is

3 percent that the rank order of the scores would be reversed if the examinees were to retake the test. In this case, the chance of rank

reversal is relatively low (3 percent); thus the current rank order probably represents the true abilities of the examinees. However, if

one were comparing two examinees with verbal scores of 600 and 620, respectively, the chance of a rank order reversal increases to

35 percent. In this case, the chance is relatively high (35 percent); thus, the current rank order may not accurately reflect the true rank

ordering of the examinees.

Table 6C: Comparison of Two Examinees on a Retest

Score Difference Chance of a Rank Order Reversal for Two Examinees on a Retest

Lower of the Two Examinees’ Scores

250 300 350 400 450 500 550 600 650 700 750

Verbal 100 1 2 2 3 3 3 3 3 3 3 *

80 1 3 5 6 6 6 6 7 6 6 *

60 3 8 11 11 13 12 11 13 13 13 *

40 14 14 19 21 21 21 21 21 23 22 20

20 28 28 32 34 35 35 35 35 36 36 34

Quantitative 100 7 6 7 6 6 5 4 3 2 1 *

80 11 10 12 12 11 10 8 6 5 3 *

60 17 18 19 19 18 17 14 13 11 8 *

40 25 28 28 27 27 26 24 22 20 17 12

20 36 38 39 38 38 37 36 35 34 32 28

Analytical 100 4 5 6 5 7 5 7 5 4 2 *

80 7 9 10 11 11 11 12 9 8 5 *

60 12 16 17 18 18 17 18 16 14 11 *

40 19 23 26 26 27 26 27 25 24 21 16

20 31 35 37 38 38 38 38 37 36 34 31

* Out of range.

NOTE: Conditional standard errors of measurement of the difference of scores were used to determine the values presented in this table.

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Table 8: Average Estimated Correlations of GRE General and Subject Test Scores and Undergraduate Grade Point Average with Graduate First-Year Grade Point Average for Departments by GRE Subject Test

GRE Number Number PredictorsSubject of of

Test Departments Examinees V Q A S U SU VQA VQAU VQASU

Biology 52 369 .24 .24 .22 .37 .33 .43 .27 .38 .45

Chemistry 26 298 .27 .25 .23 .51 .36 .58 .30 .43 .63

Economics 18 148 .22 .25 .26 .43 .31 .46 .26 .36 .51

Engineering 21 185 .25 .19 .27 .41 .39 .51 .28 .43 .54

Geology* 12 153 .14 .24 .18 .21 .25 .30 .20 .30 .48

Literature in English 20 238 .23 .29 .26 .32 .34 .47 .29 .41 .54

Physics 24 314 .19 .13 .18 .27 .28 .45 .20 .31 .49

Psychology 110 1,151 .29 .29 .28 .37 .37 .46 .33 .44 .50

V = GRE Verbal, Q = GRE Quantitative, A = GRE Analytical, S = GRE Subject Test, U = Undergraduate grade point average

* Correlations based on data f rom previous analyses.

The departments included in these analyses participated in the GRE Validity Study Service between 1986 and 1990. A minimum of 10 departments and 100 examinees in any departmentalgrouping were required for inclusion in the tables.

Table 7: Average Estimated Correlations of GRE General Test Scores andUndergraduate Grade Point Average with

Graduate First-Year Grade Point Average by Department Type

Type Number Number Predictorsof of of

Department Departments Examinees V Q A U VQA VQAU

All Departments 1,038 12,013 .30 .29 .28 .37 .34 .46

Natural Sciences 384 4,420 .28 .27 .26 .36 .31 .44

Engineering 87 1,066 .27 .22 .24 .38 .30 .44Social Sciences 352 4,211 .33 .32 .30 .38 .37 .48

Humanities & Arts 115 1,219 .30 .33 .27 .37 .34 .46

Education 86 901 .31 .30 .29 .35 .36 .47

Business 14 196 .28 .28 .25 .39 .31 .47

V = GRE Verbal, Q = GRE Quantitative, A = GRE Analytical, U = Undergraduate grade point average

The departments included in these analyses participated in the GRE Validity Study Service between 1986 and 1990. A minimum of 10 departments and

100 examinees in any departmental grouping were required for inclusion in the tables.

Note: The composites (i.e., VQA, VQAU, SU, and VQASU) presented in Tables 7 and 8 are not simple sums of predictor variables.

Instead, each predictor is multiplied (weighted) by a number (coefficient) that varies for each predictor and then added together. The

unique coefficients to be used for an individual department are obtained by conducting a validity study. Empirical Bayes regression is

used to determine the best combination of information from an individual department and from a larger pool of departments. The

resultant coefficients for a department provide a better estimate of the linear weighting of the predictor variables than can be obtained

from using only the department information. This is especially true for departmental data with only five examinees when traditional

analyses (e.g., least squares regression) are not at all appropriate.

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Although the GRE Writing Assessment contains two discrete essay-writing tasks, a single combined score is reported because it is morereliable than either task score alone. The score reported will represent the average of the scores for the two essays.

The statements below describe, for each score level, the examinee’s performance on the GRE Writing Assessment – that is, the overallquality of writing demonstrated across both the Issue and the Argument tasks. Because the GRE Writing Assessment assesses “analyticalwriting,” critical thinking skills (the ability to reason, assemble evidence to develop a position, and communicate complex ideas) weighmore heavily than the writer’s control of fine points of grammar or the mechanics of writing (e.g., spelling). (Note: The scoring guides forthe individual writing tasks are available at www.gre.org/writing.html.)

SCORE LEVELS 5.5 AND 6

Sustains extremely insightful, in-depth analysis of complex ideas; develops and supports main points with logically compelling reasonsand/or highly persuasive examples, is well focused and well organized; displays excellent use of language, with effective sentence varietyand precise vocabulary; demonstrates superior facility with sentence structure, grammar, usage, and mechanics with few, if any, errors.


Provides generally insightful analysis of complex ideas; develops and supports main points with logically sound reasons and/or well-chosen

examples, is generally focused and well organized; displays fluent use of language, with generally effective sentence variety and appropriatevocabulary; demonstrates good control of sentence structure, grammar, usage, and mechanics with few, if any, errors.


Provides competent analysis of complex ideas; develops and supports main points with relevant reasons and/or examples; is adequatelyorganized; displays sufficient control of language to convey meaning with reasonable clarity; demonstrates satisfactory control of sentencestructure, grammar, usage, and mechanics, but may have occasional minor errors.


Displays some competence in analytical writing skills, although the writing is flawed in at least one of the following ways: limited analysisdevelopment, or organization; weak control of language, sometimes resulting in vagueness or lack of clarity; or numerous errors in sentence

structure, grammar, usage, or mechanics.


Displays serious weaknesses in analytical writing skills. The writing is seriously flawed in at least one of the following ways: lack of analysis,development, or organization; serious and frequent problems in the use of language; or numerous intrusive errors in sentence structure,grammar, usage, or mechanics — that is, errors that seriously interfere with meaning.

SCORE LEVELS .5 AND 1

Displays fundamental deficiencies in analytical writing skills, resulting in incoherence. The writing is fundamentally flawed in at least oneof the following ways: content that is confused or mostly irrelevant to the assignments; little or no development; or severe and pervasive

errors — that is, errors that result in incoherence.

SCORE LEVEL 0

The examinee’s performance cannot be evaluated because the responses do not address any part of the assignments, are merely attempts tocopy the assignments, are in a foreign language, or display only indecipherable text or no text whatsoever.

GRE Writing Assessment Score Level Descriptions

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visit our Web site at

www.gre.org

F o r m o r e

i n f o r m at i o n

a b o ut G R E t ests

a nd s e r v i c es . ..

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Introducing a powerful new way to

enhance admissions decision making

Ⅲ Gives admissions committees importantevidence of competencies deemedessential for graduate school success

Ⅲ Serves as a reliable index of candidates’

ability to articulate their own ideasabout complex issues and argumentsrather than choose answers from amultiple-choice format

Ⅲ Provides a common yardstick forassessing graduate-level writing skills— an effective way to compare thequalifications of applicants fromdiverse educational programs

Ⅲ Contributes meaningful informationthat can help differentiate amongcandidates who present otherwisesimilar credentials

The GRE Writing Assessment is offered as a separate test,independent of the GRE General and Subject Tests. It is

available year-round at all ETS-authorized computer-based

testing (CBT) centers worldwide.

To learn more, visit the GRE Web site atwww.gre.org/writing.html

Writing Assessment

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2000-2001 GRE Testing Calendar

GRE Test DatesApproximate Score

Report Mailing Dates

November 4, 20001 December 15, 20003

December 9, 20002 January 12, 2001

April 28, 2001 June 8, 20013

1 The Economics, Engineering, and Geology Tests will not be administered on this date.

2 The Music Test will not be administered on this date.

3 Score reports for the Music Test will be mailed as soon as they are available after the approximate score

report mailing date for each test

Paper-Based Subject Test Dates

Visit GRE Online

w w w . g r e . o r g

2000-2001 GRE Testing Calendar

Computer-Based Testing

The computer-based General Test andWriting Assessment are administeredyear-round. Refer to the GRE Bulletin

for detailed information.

Score reports for a computer-based testing

administration are released approximately

10-15 days after the test date.

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