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A Comparison of Two Adjustment Methods for Improving the Prediction of Law School Grades

Rutgers University

In this study, two statistical approaches for adjusting grades were tested on data obtained from four American law schools. These approaches were previously validated using data on undergraduates but have not been used in a study of postgraduate performance. Neither method yielded consistent improvements in the predictive validity of Law School Admission Test (LSAT) scores and undergraduate grades. The single exception was for School D, where a significant improvement in the correlation of test scores with law school grades was observed. It is hypothesized that the greater variability of LSAT scores in School D was the main reason for this result.

Educational and Psychological Measurement, Vol. 55, No. 4, 558-571 (1995)
DOI: 10.1177/0013164495055004004


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