Measurement Invariance and Differences in Professional’s Ratings Across Racial Categories on the TAGG-HS

• In Event: Equity and Inclusion in Special Education: Exploring Bias, Disparities, and Transformative Research

Abstract

The purpose of this study is to determine whether professionals rate students of different racial groups (e.g., White, Black, AI/AN) similarly on the TAGG-HS-P subscale scores. A matched sample of 625 White, Black, and AI/AN students (n = 1875) was assembled. We first tested the extent to which scores on the TAGG-HS-P exhibited measurement invariance. Results from multigroup CFA show that the TAGG HS-P had favorable model-data fit showing configural, metric, and scalar invariance across racial groups. MANOVA results show statistically significant differences across groups (White, Black, AI/AN) in how professionals rated students. There were significant differences in how professionals rated students on the sub-scales Strengths and Limitations, Disability Awareness, Persistence, and Student Involvement in the IEP. Implications are forwarded.

Authors

• Courtney Tennell, Oklahoma State University

• Maeghan N. Hennessey, University of Oklahoma

• Fanee R. Webster, Guthrie Public Schools