This study was designed to explore the effect of selected test and background variables on the pooled within-school relationship between Graduate Management Admission Test (GMAT) scores and first year grade average (FYA), and to assess the potential role of selected Test of English as a Foreign Language-related variables as supplemental predictors of FYA for foreign students. Data were supplied by 59 United States schools of management for 1,762 foreign non-native speakers (English second language) and 157 foreign native speakers (English primary language). Continuous variables were standardized by school--that is, expressed as deviations from school means in school standard deviation units--and then pooled for analysis. It was found that the mean relative standing of various country-contingents in terms of first year grades tended to correspond more closely with relative standing on the less valid verbal measure than with standing on the more valid quantitative measure. One conclusion was that for these samples of non-native speakers of English, differences in English-language background affected (artificially depressed) both performance on the GMAT verbal measure and first-year performance in the Masters of Business Administration programs. Appendices provide numerous figures, scatterplots, and an interim report dated March 1984. (PN)