An analysis of Grade Point Average (GPA), Graduate Record Examination (GRE) scores, Practice Test scores and the Principal Certification Examination

The focus on standards and accountability are impacting all aspects of educational organization. Behind any great organization is a great leader, and schools are no exception. Like teachers, principals must fill many roles.;An aspiring administrator must also meet certain standards. In the state of Texas, as in many other states, there is a rigorous certification examination that potential administrators must pass before they are eligible for certification. There is tremendous pressure on future leaders to pass the Texas Examination of Educator Standards (TExES), formerly called the Examination for the Certification of Educators in Texas (ExCET).;For many years, and often with substantial frustration, higher education institutions have worked with graduate students who have repeatedly failed to pass the states' certification test. If certain percentages of students fail to pass the tests over a period of time, then institutions may lose their certification role.;Therefore, a study needed to be undertaken so that the findings can assist in identifying predictive variables to determine success on the Principal Certification Examination, and ultimately, success as a principal. This study examined the certification test results of graduate students attending an urban higher education institution in Southeast Texas. The target population consisted of 115 students who completed a Certification Administrator Preparation Program between December 1999 and May 2004.;An Ex Post Facto research design was employed in this study to collect and analyze the data. Four instruments were used to collect the data for this study. They included: independent variables, Grade Point Average (GPA), Graduate Record Examination (GRE), verbal and quantitative scores, and Practice Tests. The dependent variable was the Principal Certification Examination---TExES (ExCET).;Correlational Statistics and Standard Multiple Regression Analysis were utilized to treat the hypotheses stated in this study. The following findings were observed: (1) A linear relationship did not exist between the independent variables combined and the dependent variable, the School Community Leadership section of the TExES (ExCET). (2) A linear relationship did not exist between the independent variables combined and the dependent variable, the Instructional Leadership section of the TExES (ExCET). (3) A linear relationship did not exist between the independent variables combined and the dependent variable, the Administrative Leadership section of the TExES (ExCET). (4) A linear relationship did not exist between the independent variables combined and the dependent variable, the Total Score of the TExES (ExCET). (5) An independent bivariate relationship did exist between the Practice Test and all four dependent variables.