Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV - ScienceDirect

COI …I have a financial interest in the WJ IV as one of its authors.  Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV - ScienceDirect  https://www.sciencedirect.com/science/article/pii/S0022440522000462There has been little research investigating the predictive validity of modern intelligence tests for racially and ethnically diverse students. The validity of test score interpretation within educational and psychological assessment assumes that test scores predict educationally relevant phenomena equally well for individuals, regardless of group membership (American Educational Research Association et al., 2014; Messick, 1995; Warne et al., 2014). We used multiple group latent variable structural equation modeling (SEM) to investigate Cattell-Horn-Carroll general (g) and broad cognitive abilities on reading and mathematics achievement and whether these differed between racial (African American, Asian, and Caucasian) and ethnic (Hispanic, non-Hispanic) children and adolescents within the Woodcock-Johnson IV norming sample (N = 3127). After establishing construct equivalence across racial and ethnic groups, supporting the consistent calculation of composite scores regardless of group membership, we then examined the predictive validity of intelligence on achievement. After controlling for parent education, findings suggested two instances of diffe...
Source: Intelligent Insights on Intelligence Theories and Tests (aka IQ's Corner) - Category: Neuroscience Source Type: blogs