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ERIC Number: ED558460
Record Type: Non-Journal
Publication Date: 2013-Jun
Pages: 34
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: N/A
Testing the Assumption of Cross-Level Measurement Invariance in Multilevel Models: Evidence from School and Classroom Environment Surveys. CRESST Report 829
Schweig, Jonathan
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Measures of classroom and school environments are a central component of policy efforts that assess school and teacher quality. These measures are often formed by aggregating individual survey responses to form group-level measures, and assume an invariant measurement model holds at both the individual and group level. This paper explores the tenability of this assumption by applying multilevel factor analysis to two well-known surveys: the Working Conditions Survey, which assesses school environments, and the Tripod Classroom Environment Survey. The examples illustrate the consequences of using common factor analytic methods that assume cross-level invariance. Importantly, distorted perceptions of factorial structure can obscure the assessment of intervention effectiveness on key classroom outcomes, or the role of classrooms as mediators of educational interventions.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California; North Carolina
IES Funded: Yes
Grant or Contract Numbers: 52306; R305B080016