Doctoral education is an expensive and difficult endeavor. Program faculty are interested in finding students who will be successful in completing their courses and obtaining employment. The Graduate Record Examination (GRE) is often used to assess a student's readiness for the rigors of graduate education. A student's readiness for doctoral education can be assessed through analyzing the predictive validity of the GRE with various outcomes such as grade point average, scholarly output, and time to completion. However, this measure may not predict success for all students with potential bias towards students who are international and linguistically diverse. A total of 81 participants who completed a doctoral program were included in the present study, with a focus on international as well as domestic students who identified as culturally and linguistically diverse. The results suggested that GRE scores (when combined with Admissions GPA) accounted for a statistically significant amount of variance in Graduate GPA, but only for domestic diverse students. No statistically significant variance was explained in other outcome variables of interest, such as scholarly output and time to completion. Implications and the usage of the GRE in the admissions process are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]