Score comparability of a state mathematics assessment across students withand without reading accommodations

This study investigated the factorial invariance of a fourth-grade state ma thematics assessment across groups of general education students and studen ts with learning disabilities with and without reading accommodations. Conf irmatory factor analysis was used to assess the fit of a 2-factor model to each of the 3 groups. In addition to the overall fit of this model, several levels of constraint were investigated. Invariance across the 3 groups was supported for factor loadings and intercepts. However, invariance of the f actor covariances across the general education group and the groups of stud ents with learning disabilities was not supported. Because of the implicati ons for aggregating reported scores, further research is needed into the re lationship between the factors in the different groups.