The Gre Subject Test Performance of U.S. And NON‐U.S. Examinees, 1982–1984: A Comparative Analysis

ABSTRACT The Graduate Record Examinations (GRE) program at Educational Testing Service (ETS) offers tests of subject‐matter achievement (GRE Subject Tests) in 17 fields. During the period between June 1982 and September 1984, more than 19,000 non‐U.S. citizens and 78,000 U.S. citizens took one of the following Subject Tests, listed in descending order with respect to “quantitative vs verbal emphasis” in the corresponding fields of study: Engineering, Mathematics, Computer Science, Physics, Chemistry, Economics, Geology, Biology, Education, Psychology, Music, Political Science, Sociology, French, Spanish, History, and Literature in English. Substantial percentages of the Subject Test takers took the GRE General Test on the same testing date. The GRE General Test measures developed verbal (V), quantitative (Q), and analytical (A) abilities. This study was undertaken to provide information regarding the performance of U.S. and non‐U.S. citizens on the Subject Tests, and the relationship of selected English‐proficiency‐related background variables to the test performance of non‐U.S. citizens. It was also concerned with exploring the hypothesis that foreign ESL examinees (for whom English is a second language) are likely to be more proficient at processing the discipline‐specific content of GRE Subject Tests in their respective fields than in processing the more general verbal content of the GRE Verbal Test. Detailed profiles of U.S. and non‐U.S. Subject Test takers were developed to provide comparative information on self‐reported relative English proficiency (better communication in English or BCE status vs better communication in some other language) and other background characteristics: sex, age, educational level, undergraduate origin (U.S. vs other), and undergraduate major. Profiles of GRE Subject Test means were developed for U.S. and non‐U.S. examinees, generally, and in classifications that introduced some controls for differences in English language background linked to country of origin. Non‐U.S. examinees, generally, had higher means than U.S. examinees on Subject Tests in Spanish, French, Music, Psychology, Mathemtics, Computer Science, Chemistry, Physics, and Economics, and slightly lower means in Engineering and Sociology. U.S. citizens had clearly higher means in Geology, Biology, Education, Political Science, History, and Literature. Based on samples of Subject Test/General Test takers, foreign ESL examinees performed better, relative to U.S. examinees, on Subject Tests than on the GRE Verbal Test, supporting the hypothesis that they should be more proficient at processing discipline‐specific English language test content than at processing general English language test content. A major implication of the findings is that scores on the GRE Subject Tests appear to be useful for assessing relative levels of subject‐matter mastery for examinees differing widely in linguisti‐cultural‐educational background. Research is needed to determine the extent to which the comparative academic performance of U.S. students and foreign students is consistent with their comparative performance on the GRE Subject Tests.