Abstract
Many factors can influence a student's decision to withdraw from college. Intervention programs aimed at retention can benefit from understanding the factors related to such decisions, especially in underrepresented groups. The Institutional Integration Scale (IIS) has been suggested as a predictor of student persistence. Accurate prediction of persistence, especially across subgroups, in part, depends on the instrument's measurement properties being invariant or similar across those groups. Examination of item level invariance is one component of validity assessment to assist in ensuring scores on the IIS have similar meaning across groups. Ordinal logistic regression was used to examine differential item functioning by gender in a revised version of the IIS. Results suggest that the items do function similarly across men and women.
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