Similarly, Smaby, Maddux, Richmond, Lepkowski, & Packman, (2005)
investigated whether the GRE and undergraduate grade point average could be used to
predict counseling knowledge, personal development, and counseling skills. Although
these variables may be predictors for the acquisition of knowledge and skills, it was the
conclusion of the researchers that these variables alone could not predict the personal
development factors necessary for the counseling profession. Therefore, used as a
selection instrument, the GRE only gives a modest amount of information on an applicant
and, therefore, is inadequate as a stand-alone instrument (Sternberg & Williams, 1997).
A further criticism of the GRE has been raised with respect to a student’s age. It
has been argued that the GRE overpredicts the graduate grade point average of younger
students and underpredicts the graduate grade point average of older students (House,
1989). Therefore, when considered for admission into graduate programs, the age of the
applicant is also an important factor to consider in the selection process (House 1998).
The interview has also been used to determine the candidacy of students for
counselor education programs (Hosford, Johnson, & Atkinson, 1984; Perusse et al. 2001).
Leverett-Main (2004) surveyed 157 institutions across the United States in an effort to
identify how CACREP programs assessed their applicants prior to admission and how
these programs measured the success of students who were enrolled. It was found that
program directors valued the personal interview as the most effective screening measure,
and that the practicum/internship experience was the best indicator of student success.