Assessing differential prediction bias in the developing cognitive abilities test across gender, race/ethnicity, and socioeconomic groups

This study investigated the differential predictive validity of the Develop ing Cognitive Abilities Test (DCAT) in a heterogeneous sample of 863 sixth- grade students. Bias was assessed across gender, race/ethnicity, and socioe conomic dimensions. Level H of the DCAT was administered during the student s' sixth-grade year, and selected subtests from the Iowa Tests of Basic Ski lls (ITBS) were administered 8 months later during their seventh-grade year . Overall, results indicated a general lack of bias in the DCAT in predicti ng ITBS scores across gender, race/ethnicity, and socioeconomic groups.