Factors Affecting Academic Achievement in Graduate Management Education

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Abstract
This article describes a model developed to explain the variation in academic achievement among students in a graduate management education program. Results of its application show that the model explained 49% of the variation in academic performance. Results also show that the Graduate Management Admissions Test score was a more significant predictor of graduate academic performance than was undergraduate performance, and that the relationship between graduate academic performance and the Graduate Management Admissions Test score was different for Black and White students.