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Thanks for the A2A.Good question! You've probably seen plenty of people answering the opposite question.Here are my thoughts on things Harvard is not necessarily looking for (i.e. these are neutral or negative points on your application):Harvard does not look for people who only do things because they think it will get them into Harvard or any other top school. In that regard, they don't look for students with MOOC certifications and/or student who took summer school courses per se.Harvard does not look for a long checklist of extracurricularsHarvard does not look for students who blow off their senior year classes thinking it doesn't matter since colleges don't see those grades (I actually get asked this question a lot)Harvard does not look for students who do not show any self initiative. For example, not spending a few minutes searching the internet to do basic research about the admissions process such that they don't know basic details about application requirements, submission deadlines, etc.Harvard does not look for people who think Harvard is some type of golden ticket to life.Update: I forget that people don't read the dozens of other answers that I've posted (which in my mind I've already said). So I'm going to add some thoughts on the flipside of the above points.1. Harvard DOES look for people who search and strive to learn and gain as much knowledge as they can. This can include MOOC and summer school class, but it is more the intent than the manifestation that is important.Arvin Chang's answer to Is it worth to spend money on summer courses at top universities such as Harvard? How valuable would it be for my CV?2. Harvard does look for the few extracurriculars that you are so interested and engaged in, that you excel and achieve things with it in ways few other students have.Arvin Chang's answer to Is it good to have fewer, but more meaningful extracurriculars for college?Arvin Chang's answer to Regarding extracurriculars & applying to selective universities: what’s more important – the actual thing you do or the passion with which you do it?Arvin Chang's answer to What's the typical profile of a Ivy League applicant? Some examplesThere are many students at Harvard who have self-doubt about their abilities. This is known as the imposter syndrome (at Stanford it is called the duck syndrome - Why does the duck stop here?)My key point is that asking for strangers on the internet of your chances of admission is not a super useful endeavor in the grand scheme of things. Sure you might get some encouragement and ego boosting, but that doesn't last very long and you need more internal drive to succeed in life than a few "likes" and "wows" on social media.4. I think this is self-explanatory... and if I have some time I will search for most instances, but I get a lot of Quora questions about people who didn't "plan on applying" to top US schools and so they either didn't student their 11th grade schools from other nations only look at scores from the 12th grade). Or students who blew off their senior fall semester after they sent out their applications. While the later is less damaging (a B or two isn't going to make a school withdraw their acceptance), it still show what I think is the wrong mindset to life. That "it only matters" if someone is looking. Studies in psychology and behavioral economics show humans are actually really bad are judging themselves. We actually use our own actions and sensations to judge our own emotions and values (backwards I know). Students who are given what they are "told" are fake designer sunglasses are more likely to cheat than ones who are told they are given "genuine" design. sunglasses. Note that BOTH groups actually are given genuine designer sunglasses, just some "think" they are wearing fakes.Why Wearing Fakes Makes Us Cheat More [Excerpt]So here we can see that we change our behavior based on our perceived past behavior, even when that initial seed behavior WASN'T our own decision, and not actually true.5. I know this one comes off a bit rough, but everyone writing answers here on Quora is volunteering a bit of their time out of their life to contribute to the community. I get a lot of questions that are basically asking someone else to do the work for them. (I will add some examples shortly). The key thing is that Harvard does look for applicants who show a initiative in "creating" their own opportunities in life and asking someone for a basic piece of information (like when is the application submission deadline) that you can literally find the answer to in 5 mins of searching on the internet shows a distinct lack of initiative in my opinion.6. Finally, this last point is something that I feel strongly about. I think few if any students or alumni from a top US school believe that admittance to undergraduate studies at a top institution is the sole reason for success in their life. On the flipside, I feel the frenzy over college admissions has intensified as society in general has more angst/doubt over the future and seeks to get some type of "guarantee" in life.From Arvin Chang's answer to Why do so many people want to go to Harvard? What can Harvard offer that other universities cannot?There are two Harvards... the one that exists in the global psyche and the actual university.The first is a near mythical Hogwarts like bastion of learning and excellence where the streets are paved with gold and people who are accepted there are guaranteed success because of the Harvard name that will open opportunities and doorways closed off to regular Muggles*. I'm sorry to say you are not Harry Potter, you won't be whisked from your drab life living under a stairwell to a land of wonder and mystery, find you are the chosen one, and the hero of the Quidditch team.The actual Harvard University is a more complex a place. There are definitely unique opportunities, however I think one can find similar possibilities at the other top schools such as Yale, Princeton, Stanford, MIT, etc. One thing no one mentions is that the opportunities are not always available to everyone - and now you are competing against other Harvard students for that summer research position, that internship, that Rhodes scholarship. The Harvard name will get you an interview you at any company... but it will NOT guarantee you actually getting a job offer - you have to do that yourself.People want to go to Harvard for the same reason people want to go to "the big cities" like New York, Tokyo, Los Angeles, London. Harvard is a place where "stuff happens" and "people of unique abilities often end up" and the place "people achieve their dream."In reality, students attending Harvard get a pretty good education, good post-graduate academic and career opportunities, a great alumni network and a nice looking diploma. Harvard graduates succeed because they were already some of the top minds in the world before they were even accepted. Brought together, given more opportunities to collaborate and learn, and it's not surprising that many do well after school.My key point here is about agency... going to Harvard doesn't bring success in life. YOU use your time at Harvard (or any good college) as a tool to create your own success.Hope this helps!

#1 Become the valedictorian of Stanford’s Online High School and tell Harvard’s admissions team that you’ve had a change of heart. You’ve realized you should have went to Harvard’s Online High School. And since there is no such thing, Harvard Undergrad would be a fine substitute.#2 Get your parents to donate $400 million and 1 dollars to Harvard edging out A Billionaire Hedge Fund Manager Made Harvard's Biggest Donation Ever. I’m thinking the admissions committee “might” give you a stronger look at your application. Ridiculous? Quite possibly. However, the typical 5% chance most people are faced won’t be the same for this future donor most likely.Further support for this point comes from an edit on 8/26/2019:Peter Malkin graduated from Harvard Law School in 1958. He became a very wealthy real estate businessman, and huge donor. In 1985, the university’s indoor athletic facility was renamed the Malkin Athletic Center in his honor. All three of Malkin’s children went to Harvard. By 2009, five of his six college-age grandchildren had followed suit. (One brave boy dared to go to Stanford instead.)Or how about Jared Kushner, Donald Trump’s son-in-law? Kushner was accepted into Harvard shortly after his father donated $2.5m. An official at Kushner’s high school said there was “no way anybody in the administrative office of the school thought he would, on the merits, get into Harvard. His GPA did not warrant it, his SAT scores did not warrant it.”Source#3 Start a dotcom unicorn before you hit 18 and beat out Mark Zuckerberg, Bill Gates and every other famous Harvard drop out in their efforts to build what they did “after” they left. Your story will be much more compelling.#4 Read every post on College Confidential & apply the advice. Sign up for a premium subscription to AdmitSee and leverage everything you can from their service. And literally scour every single resource on the Internet including the site you’re on or Reddit. Leverage all the wonderful advice to increase your chances.#5 Frankly, download and study the app(lication) as early as possible and do your best to fill out each part of the document to outshine every possible future candidate. The admissions page on how to apply gives you the tips in a very straightforward manner. Start your personal statement and revise it every year. The questions don’t really change much. And whatever you start when you’re younger will most likely be malleable for whatever you end up submitting.#6 As early as possible, learn what Jake Marcionette did as a 12 year old. As he mentioned about his mom, he was “forced to write” in his elementary school years. As a result of his parent’s “wicked plot,” he was able to not only publish a book by this 12th birthday, but he became a New York Times best seller. I’m thinking he’s on a path that will possibly give him a chance to get accepted by Harvard. Do something similar with writing in your early days. It might also help you crush records and give you a talent that makes you pointy enough for Harvard.#7 One of my students in Shanghai used to read 3 books a day. Yes, 3 full texts! If she could do it, I’m thinking you can as well. Remember, this is a girl who’s native country is China and she’s reading 3 English novels a day or the like. She was in 7th grade when I first taught her. I’ll bet if you read 3 books a day or even 2 and apply that reading to all your other subjects, you’ll set yourself again for a path for many great colleges — and one of them could be Harvard.#8 If you haven’t heard of these yet, look into them NOW! Intel International Science and Engineering Fair (Intel ISEF), The World Scholar's Cup, or any of these 50 Competitions Every Student Needs To Know About . Participate. Excel. And ideally, win these. Add these to your application and again, you’ll be setting yourself up for admissions for Harvard.#9 Learn a new language. After you do, learn another. After that, learn even another language.Just over half of Europeans (54%) are able to hold a conversation in at least one additional language, a quarter (25%) are able to speak at least two additional languages and one in ten (10%) are conversant in at least three.Source.Personally, I feel multi-lingual individuals in our world have a deeper ability to understand, communicate and excel in more situations than people who fail to challenge themselves beyond their native tongue. This deeper linguistic capability may propel you into ways of expressing yourself in ways that will impress the admissions committee the year you apply.#10 Apply every single year until you get accepted. Don’t start another University, but instead keep at it with a better and better application every year. Harvard can’t be that cruel they deny you 50 or 60 times. By the 50th or so attempt, I’m thinking they’ll grant you admissions simply due to your tenacity.What you’ll prove to Harvard is you have tenacity second to none. It’s similar to how Linda Nicola’s daughter proved to the school well before she could even apply that she wasn’t giving up on a goal (regardless of the outcome).The underlying theme of all the previous points if you haven’t figured out is to be “pointy” and stand out from all the other applicants. You need to be uniquely “superior” than other candidates. You also need to score well on standard elements like the SAT or ACT, your GPA, take multiple AP or Subject exams and write a phenomenal personal statement (or other supplementary essays).These days given that it’s more competitive than ever (yes, Darwin was right!), you may need to be EXTREMELY pointy and do things like win the http://www.firefighterchampionships.com/ as a teenager. You might reply, “but I’m not a firefighter.” Well, overcoming this may be why you can get into Harvard.And again, as mentioned earlier, several websites give you ideas including Harvard University, College Admissions Counseling from Real Students, College Application Help Including Essays | AdmitSee & College Data. You can also hire a college consultant.Best of luck! (because unfortunately, you might need it)p.s. If you’re interested in more effective strategies, we’ve gathered more from the Dean of Admissions at Harvard and other respectable sources here.

It should just be a matter of time.The University of Chicago just dropped requirements for SAT or ACT scores for undergraduate admission. And the GRE correlates less to grades than the SAT does.So let’s be clear. The GRE does not actually measure the ability of a student to complete graduate school work. Look at the data:In one ETS study (ETS is the company that actually administers the test) of 12,000 test takers, the exam accounted for a mere 9% of the differences (or variation) among students' first-year grades. Undergraduate grades proved to be a stronger predictor of academic success, explaining 14% of the variation in graduate school grades (ETS, 1998). YES, THIS WAS ACTUALLY FUNDED BY ETS, AND YES, THEY ARE UPFRONT ABOUT IT.An independent non-ETS study found an even weaker relationship between test scores and academic achievement - just 6% of the variation in grades could be predicted by GRE scores (Morrison, T. & Morrison, M. (1995).Wish as we may, numerous academic studies show little - if any - meaningful predictive validity of GRE scores for graduate school achievement. See the exhaustive list of references below.So the perfectly logical question one then might ask is: why are we using a test that has low-to-little validity in predicting one’s ability to successfully complete a graduate degree? Isn’t that what we’re supposed to be teaching these students not to do?Some admissions people at this point will say that “ … but the scores add at least some information to the applicant profile.” Of course. Yet adding any variable to the application might do a better job at this. A physics grade. A math grade. Someone’s ethnic background. The make of one’s car. The care one gives to their ailing grandparent. The length they throw a football.If this test was so clearly adding information, we should be able to clearly articulate what information it’s actually adding, particularly if it’s been shown to have no validity in predicting graduate degree outcomes.In other words, the question shouldn’t be whether it adds “information” to an applicant, because any bit of information accomplishes that. Instead, perhaps admissions committees should ask: are the metrics we’re demanding our candidates actually adding meaning to our understanding of this applicant?Or even more directly, is the GRE a useful construct in adding understanding to applicants? Or, even less direct, is this effort we’re asking applicants to master potentially adding meaning to society, at the very least? And the short answer to this all is: no.Think about it. Would we better off if we asked these students to volunteer 100 hours to solving our nation’s worsening homeless problem, rather than wasting 100 hours and thousands of dollars preparing for these tests? What are we telling our youth? That dumping $3,000 into test prep knowledge - very expensive knowledge which instantly becomes worthless to the individual and society immediately upon leaving the test center - is more important than people suffering in our society?Certainly some subject-related tests like the MCAT focusing around subject matter, so might be more relevant there. TOEFL or other language tests certainly measure something, so I’m not advocating getting rid of those. But let’s be clear of the facts presented so far: the tests themselves have not been proven to reflect meaningful aggregate aptitude. Not at all.So why do graduate schools still use them?A few hunches will follow (note I’m perfectly willing to hear contrary views on this):Perpetuate existing racial or income-related biases. This is obviously very controversial, but look at the facts: whites and Asians tend to be the highest earners in the U.S (American Median Incomes By Race Since 1967 [CHART]). And most educational institutions want money. So which money trough will these thirsty educational institutions look first? Some schools are “need-blind”, others are “need-aware”, but regardless of what type of school you are, there are positive incentives for any institution in these cash-strapped days to get good access to rich students with fat checkbooks. However, at the same time, these colleges can’t blatantly use “race” or “income” as a variable for acceptance, right? That would be too … well … racist. So colleges then scratch their head and say: how can we “filter” based on race without actually coming out and saying we’re filtering based on race? Is there any metric that we use that actually predicts incomes and race - but obfuscates this fact behind it’s stated public intention of measuring so-called “aptitude”? The GRE seems to be the perfect tool to hide behind. It doesn’t predict your first year grades, but it actually does do a pretty good job predicting how rich you are, and therefore which race you come from. As author of “Schools on Trial” Nikhil Goyal said, “If you had to design a system that would give rich, white kids the best odds of getting into prestigious colleges and universities, look no further than the current system.” And implicitly doing nothing to change the current system has those schools implicitly supporting those same biases: rich white kids.Applicant narrowing. These tests clearly help overwhelmed admissions committees divide the huge number of applicants into pools for assessment. Having been on one of these committees, I understand this need. But as the studies below suggest, the predictive validity of the GRE is about the same as the distance of one’s ability to throw a tennis ball. Schools and departments misuse this data routinely, causing many good candidates to get filtered out. If it’s not a valid measure, then it shouldn’t be used. Period.Profits for the industry. The test-making oligopoly are currently the only game in town dominating the U.S. standardized test market, a market worth $2 billion. These companies have ample incentive in supporting the current test-centered status quo for the simple reason it keeps them in business, and offering lucrative rewards for doing so.To keep out minorities, women, and essentially anyone else beyond white males from achieving anything significant in math or science. One startling concept that has come out of social psychology over the last 20 years is the concept of stereotype threat. This is the phenomenon that anything that reminds women or minorities of their stigmatized identity can itself reduce their performance on a stereotype-relevant task. Simply knowing that a test is meant to be diagnostic of one’s abilities in a stereotype-relevant domain is often enough to trigger this threat (Steele and Aronson, 1995). It also reduces motivation to achieve in stereotype-relevant domains (Davies, Spencer, Quinn, and Gerhardstein, 2002). And since the ETS has marketed itself to universities as the paramount, all-knowing test for which graduates must endure, it’s no wonder that minorities and women decide not to go into certain domains because a graduate school has “floors” for GRE quantitative sections.As evidence of this, the large test making corporations - Pearson Education, ETS (Educational Testing Service), Houghton Mifflin Harcourt, and McGraw-Hill — collectively spent more than $20 million on lobbying bills in U.S. states and on Capitol Hill from 2009 to 2014 (Strauss, 2015). Admittedly, this is pocket change compared to the sums being spent by roughly pharma, finance, and utility companies. But if the evidence was so conclusive that standardized tests accurately reflect aptitude for nearly all of graduate programs, what’s the purpose of spending so much on lobbying? Should test-makers really hijack our nation’s education system with such control? Does that seem fair to you in our democracy?“As of 2011, Gaston Caperton, the president of the College Board, nonprofit owner of SAT, was paid $1.3 million. Richard Ferguson, former executive officer of ACT Inc., made roughly $1.1 million. Meanwhile, The National Board on Educational Testing and Public Policy at Boston College reported that the value of the standardized testing market was anywhere between $400 million and $700 million.” (Rainesford, 2016)The test makers know this, but they’ve also learned how to play the game well. They have successfully fooled the world (not just in America - dozens of top schools in Britain, Canada, France and others use it too) that this test is absolutely critical in adding information to your applicant, so you must use it as a standard. And yet it’s a farce. Make no mistake. Big bucks are being made off of the sweat, tears, and anxiety of the world’s youth. All while these companies get big payouts. Profits and compensation levels of this nature are so obscene that it reflects a monopoly, and both the testing companies and the prep companies are the benefactors of it.It’s an outdated institution who’s usefulness was better suited for perpetuating racial biases in the 1949 post-WWII era (which it did magnificently well as shown in the chart above - black and Hispanic incomes have stagnated relative to whites over the five decades). It’s also very good at extracting wealth potential from our nation’s youth to the benefit of anyone who earns a salary at a college. If I were a youth right now, I’d take to the Twitter, Facebook, LinkedIn - heck even go to the streets - and protest to the gills.And is it any wonder that employers are constantly complaining about students they hire? It’s because the schools themselves are not selecting the right students from the beginning. The hardest working students are likely the ones most apt to do poorly on standardized tests in the first place. Instead of attending $3K test-prep courses, the best students/workers are the guys and girls working double-shift at Walmart to support their sick uncle or grandparent because the family can’t afford healthcare. You think they have time to study for a test?So why am I optimistic? As barriers get broken down around different industries, I can envision a day where alternative tests or projects might be used for acceptance.Alternative systems are already popping up. MIT, one of the world’s top universities, has created the concept of a micro-masters degree. The idea behind it is instead of going through a lengthy and tedious application process, instead you just take the first semester of a masters degree online. This “micro” degree can be used as a professional certificate, OR - if you do well - you can use it to gain admission towards their more academic-oriented masters degree in that field.Not sure if they require the GRE still, but it’s a good step towards a better solution that reduces bias. In other words, admit students on a provisional basis, and if they do well, then let them complete the masters. That way, you don’t bias promising students who might have not had a good start earlier in life.Another creative possibility is to assess student’s based on scenarios that they need to work out like this company Imbellus is doing. Using computing power and AI, give students scenarios that they need to work through and allow them full scope - rather than a limited series of answers - to answer.The fact these tests still perpetuate the system is a reflection of something deeply wrong with American society. And the rest of the Anglo world for following it. The unfortunate reality for today is that colleges’ inaction on this policy is a reflection of their values. Alternative systems exist out there, and it’s high time schools start adopting them to reduce biased in their application process.It’s just a matter of time.Articles and Academic ResearchBoldt, Robert F. (1986). Generalization of GRE General Test Validity across Departments. ERIC Document No. 281 865.Bornheimer, D.G. (1984). Predicting Success in Graduate School Using GRE and PAEG Aptitude Test Scores. College and University, v. 60 (no. 1) pp. 54-62.Braun, Henry I. & Jones, Douglas H. (1985). Use of Empirical Bayes Methods in the Study of the Validity of Academic Predictors of Graduate School Performance. 
ERIC Document No. 255 545.Clark, Mary Joe. (1986). Test Scores and the Graduate Admission of Older Students. ERIC Document No. 271 498.Davies, P. G., Spencer, S. J., Quinn, D. M., & Gerhardstein, R. (2002). Consuming images: How television commercials that elicit stereotype threat can restrain women academically and professionally. Personality and Social Psychology Bulletin, 28(12), 1615–1628. https://doi.org/10.1177/014616702237644Enright, M. K. & Gitorner, D. (1989). Toward a description of successful graduate students.Princeton, NJ: Educational Testing Service.Educational Testing Service. (1998). GRE Guide to the Use of Scores, 1998-1999. Princeton, NJ.Educational Testing Service. (1989). Toward a Description of Successful Graduate Students.Princeton, NJ.Educational Testing Service. (1998). GRE Guide to the Use of Scores, 1998-1999. Princeton, NJ.Fairtest (2001). Examining the GRE: Myths, Misuses, and http://Alternatives.www.fairtest.org/facts/gre.htmGRE Validity Study Service (1990). Validity of the GRE: 1988-1989 Summary Report. Educational Testing Service, The GRE Tests.Goldberg, Edith L. & Alliger, George M. (1992). Assessing the Validity of the GRE for Students in Psychology. Educational and Psychological Measurement. v52, n4, p1019-27, Win 1992.Harvancik, Mark J. & Golsan, Gordon. (1986). Graduate Record Exam Scores and Grade Point Average: Is There a Relationship? 
ERIC Document No. 270 682.Hartnett, R. & Payton, B.F. (1977). Minority Admissions and Performance in Graduate Study: Preliminary Study of Fellowship Programs of the Ford and Danforth Foundations. New York: Ford Foundation.Hebert, David J & Holmes, Alan F. (1979). Graduate Record Examinations Aptitude Test Scores as a Predictor of Graduate Grade Point Average. Educational and Psychological Measurement, v39, n2, p415-20, Sum 1979.Jacobson, R. L. (1993). Critics Say Graduate Record Exam does not measure qualities needed for success and is often misused. The Chronicle of Higher Education, March, pp. 27-28.Kaiser, Javaid. (1982). The Predictive Validity of GRE Aptitude Test. ERIC Document No. 227 174, abstract.Kingston, Neal M. (1985). The Incremental Validity of the GRE Analytical Measure for Predicting Graduate First-Year Grade-Point Average. 
ERIC Document No. 226 021.Kuncel, Nathan R.; Hezlett, Sarah A., & Ones, Deniz S. (2001). A Comprehensive Meta-Analysis of the Predictive Validity of the Graduate Record Examinations: Implications for Graduate Student Selection and Performance. Psychological Bulletin 127 (1), 162-181.Milner, M., McNeil, J. & King, S.W. (1984). The GRE: A Question of Validity in Predicting Performance in Professional Schools of Social Work. Educational and Psychological Measurement, vol. 44, pp. 945-950.Monahan, Thomas C. (1991). Using Graduate Record Examination Scores in the Graduate Admissions Process at Glassboro State College. 
ERIC Document No. 329 183.Morrison, T. & Morrison, M. (1995). A Meta-Analytic Assessment of the Predictive Validity of the Quantitative and Verbal Components of the Graduate Record Examination with Graduate Grade Point Averages Representing the Criterion of Graduate Success. Educational and Psychological Measurement, v. 55 (no. 2) pp. 309-316.National Association of Scholars, (2002). The Validity of GRE Subject http://Tests.www.nas.org/publications/sci_newslist/6_5/c_gre_predicts.htmNelson, Jacquelyn & Nelson, C. Van. (1995). Predictors of Success for Students Entering Graduate School on a Probationary Basis. 
ERIC Document No. 388 206.Onasch, C. (1994). Undergraduate Grade Point Average and Graduate Record Exam Scores as Predictors of Length of Enrollment in Completing a Mater of Science Degree. ERIC Document No. 375 739.Oltman, P.K. & Harnett, R.T. (1984). The Role of the GRE General and Subject Test Scores in Graduate Program Admission. Princeton, NJ: Educational Testing Service.Penncock-Roman, M. (1994). Background Characteristics and Futures Plans of High-Scoring GRE General Test Examinees. Research report ETS-RR9412 submitted to EXXON Education Foundation, Princeton, NJ: Educational Testing Service.Scott, R.R. & Shaw, M.E. (1985). Black and White Performance in Graduate School and Policy Implications For Using GRE Scores in Admission. Journal of Negro Education, v. 54, no.1, pp.14-23.Sternberg, R. & Williams, W. (1997). Does the Graduate Record Examination Predict Meaningful Success in the Graduate Training of Psychologists? American Psychologist, v. 52 (no. 6), pp. 630-641.Steele, C.M., and Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797–811.Strauss, Valerie. (2015). Report: Big education firms spend millions lobbying for pro-testing policies. The Washington Post, 3/13/15.Swinton, Spencer S. (1987). The Predictive Ability of the Restructured GRE with Particular Attention to Older Students. ETS Research Report 87-22.Thornell, John G & McCoy, Anthony. (1985) The Predictive Validity of the Graduate Record Examinations for Subgroups of Students in Different Academic Disciplines. Educational and Psychological Measurement, v45, n2, p415-19, Sum 1985.Wesche, Lilburn, E., et al. (1984). A Study of the MAT and GRE as Predictors of Success in M.Ed. Programs. 
ERIC Document No. 310 150.Wilson, Kenneth M. (1986). The Relationship of GRE General Test Scores to First-Year Grades for Foreign Graduate Students: Report of a Cooperative Study. ERIC Document No. 281 862.Wilson, Kenneth M (1982). A Study of the Validity of the Restructured GRE Aptitude Test for Predicting First-Year Performance in Graduate Study. 
ERIC Document No. 240 122.Rainesford, A. (2016). The Business of Standardized Testing. The Huffington Post. The Business of Standardized Testing