The assessment of writing proficiency has been a part of admissions requirements for undergraduate,
graduate, and professional programs for years. Research suggests the predictive validity of assessments
may be limited for undergraduate admissions, and cites the need for studies in graduate schools. The
current study addresses predictive validity of the writing portion of the Graduate Management
Admission Test®, used for graduate business programs worldwide, by meta-analytically combining
results across studies. Results suggest that average incremental validity, over other test scores and
previous grades, is similar to values observed in other studies. Evidence suggests that differences related to program type and diversity within programs relative to language and citizenship moderate the validity estimates for the writing scores.