First Advisor

Hanoch Livneh

Date of Publication


Document Type


Degree Name

Master of Science in Education (MSEd)




Portland State University -- Admission, Portland State University. Counselor Education Program, Prediction of scholastic success -- Oregon -- Portland, Counseling -- Study and teaching (Graduate) -- Oregon -- Portland



Physical Description

1 online resource (2, iv, 53 p.)


The Counselor Education Program at Portland State University currently uses five admission criteria to determine the acceptance or rejection of applicants. These criteria include letters of reference, a panel interview, a writing sample, the applicant's undergraduate GPA (UGPA), and the applicant's score on either the MAT or the GRE. Scores on these measures are adjusted and combined to create a single total score upon which admission decisions are based. The present study attempts to evaluate the validity of these admission criteria in predicting success in the Counselor Education Program at Portland State University. For the purpose of this study, student success was defined in terms of both the GPA upon graduation from the program and ratings of student clinical counseling skills by program faculty. The subjects were graduates of the program who had been admitted between the years 1988 and 1991. Information collected for analysis included scores on the admission criteria and GPA upon graduation, age at admission, counseling specialization, and gender. A questionnaire was then developed which asked the program faculty to rate the students' clinical counseling skills. An analysis of the correlation between scores on the admission criteria and scores on the outcome criteria (graduate GPA and clinical skills score) was performed using the SPSS Statistical Package. Regression analysis showed that among the admission criteria only the MAT score significantly determined success on the outcome criteria. Gender was inversely predictive of graduate GPA (i.e., being female correlated with higher graduate GPA). Further research, using alternative measures of counseling skill, is indicated. These results suggest the need for such research, and for further evaluation of the current admission criteria.


If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to and include clear identification of the work, preferably with URL

Persistent Identifier

Included in

Education Commons