Abstract
Truancy can have a detrimental impact on student outcomes. Risk assessments are used to identify behavioral and emotional problems associated with school truancy. Although imperative for informing decisions about student’s welfare, risk assessments generally lack substantial validity evidence. Specifically, supporting score interpretation across cultural groups through measurement invariance (MI) is needed for such assessments. This study examined MI, specifically factor invariance (FI), of the Washington Assessment of the Risks and Needs of Students (WARNS) across African American, Latinx, and Caucasian students using confirmatory factor analysis with traditional FI criteria and the equivalence testing (ET) procedure. Results from traditional criteria suggested that the factor structure is similar across groups. The ET procedure demonstrated minor model misspecifications.
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