Rock, D. A., Bennett, R. E., & Jirele, T. (1988). Factor structure of the Graduate Record Examinations general test in handicapped and nonhandicapped groups . Journal of Applied Psychology , 73 (3), 383–392. https://doi.org/10.1037/0021-9010.73.3.383

The tests in this study were taken in a variety of formats, including: Students with visual impairments taking the regular-type edition; Students with visual impairments taking large-type extended-time administration; Students with physical disabilities taking the regular-type edition in a timed, national administration.

A total of 447 students participated: 339 students with visual impairments; 108 students with physical disabilities. A reference group of 20,499 students took the regular-type edition under typical testing conditions.

The GRE General Test Form C-3DGR3 was used as the primary measure for both the modified and typical administration.

This study investigated the comparability of General Test Verbal, Quantitative, and Analytical scores for populations of students with and without disabilities. A simple three-factor model based on Verbal, Quantitative, and Analytical scale item parcels was posed. Analytical scale scores did not have the same meaning for these two groups of students with disabilities as they did for students without disabilities. The contribution of the factor scores in determining performance on the test's general factor deviated for the two groups mentioned above. Such differences suggest that the use of composite scores should be avoided. Some indications of lack of fit for the Quantitative scale were detected. Across several solutions, the group of students with visual impairments taking the large-type test exhibited considerably lower interrelations with the Verbal factor than did the remaining groups.