 Evaluating Measurement Invariance in the Measurement of Developmental Assets in Latino English Language Groups Across Developmental StagesOkan Bulut, Jose Palma, Michael C. Rodriguez and Luke Stanke SAGE Open, 2015, vol. 5, issue 2, 2158244015586238 Abstract: Noncognitive characteristics are gaining importance in addressing the persistent challenges facing youth in diverse settings. Measurement invariance of two youth developmental assets, Support and Positive Identity, is evaluated across grade levels and English language learner (ELL) subgroups of Latino students in 6th through 12th grade. Explanatory item response modeling is used to evaluate measurement invariance. The measurement of Latino students’ sense of support and positive identity varies depending on their developmental stage and language status. Students at later grade levels tend to require higher levels of Support to endorse items in the Support measure. There is a nonlinear relation between students’ grade level and item functioning for Positive Identity; students’ transition from middle to high school may influence the way they respond to Positive Identity items. This has implications for the measurement of assets with diverse Latino youth and for Latino youth development. Keywords: measurement invariance; English language learners; validity; item response theory (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015586238 Access Statistics for this article More articles in SAGE Open |
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