The factorial invariance of a test of reading comprehension across groups of limited English proficient students

In this study we investigated the factorial invariance of a 7th-grade state reading assessment across groups of general education and limited English proficient students. Confirmatory factor analysis was used to assess the ti t of a 2-factor model with correlated error variances to each of 5 groups. In addition to overall fit of this model, several levels of constraints wer e also investigated. The fit statistics generally supported invariance acro ss all groups for factor loadings and intercepts. However, invariance was n ot supported for the error variances. Follow-up testing indicated that this misfit was primarily associated with the error variances for the narrative items. The implications of the results for assessment and further research are discussed.