Predictive Validity of No Child Left Behind Tests and Course Grades for Language Minority Students

• In Event: Topics in Test Validity: Theory and Practice

Abstract

One indicator of test comparability is the relationship of a test’s scores with other measures of students’ performance such as course grades or test scores in later grades. This study investigated whether there is differential predictive validity of NCLB test scores and course grades for students in different English proficiency classifications. Using longitudinal data from a large school district, we created covariance and correlation matrices by subject using California Standards Tests scores and course grades for several cohorts of students. SEM was used to test whether the matrices are invariant across groups. In addition, we conducted regression analyses to determine if there is differential predictive validity across language groups in predicting test scores and course grades from prior test scores.

Authors

• John W. Young, ETS

• Steven L. Holtzman, ETS

• Chen Li, ETS