Abstract
Instrumentation frequently occurs in evaluation; however, its potential consequences in educational evaluation (i.e., misappropriation of large sums of state-levied tax money, and delimiting of long-range educational and occupational opportunity for young children) are relatively serious. Several cautions are discussed for equating and interpreting test scores from two different measures of achievement, to circumvent spurious attribution of outcomes of the treatment, in an investigation of the impact of classroom functional/ability grouping on academic performance of special education students in elementary, middle, and high schools, Baseline findings of the 200.6 Evaluation (New York City Board of Education,1987) indicated reading gains were lower for classes grouped by achievement than for those not grouped by achievement.
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