Testing for Heterogeneous Factor Loadings Using Mixtures of Confirmatory Factor Analysis Models

The current study assessed the viability of mixture confirmatory factor analysis (CFA) for measurement invariance testing by evaluating the ability of mixture CFA models to identify differences in factor loadings across populations with identical mean structures. Using simulated data from a model with known parameters, convergence rates, parameter recovery, and the power of the likelihood-ratio test were investigated as impacted by sample size, latent class proportions, magnitude of factor loading differences, percentage of non-invariant factor loadings, and pattern of non-invariant factor loadings. Results suggest that mixture CFA models may be a viable option for testing the invariance of factor loadings; however, without differences in latent means and measurement intercepts, results suggest that larger sample sizes, more non-invariant factor loadings, and larger amounts of heterogeneity are needed to successfully estimate parameters and detect differences across latent classes

The Association of Participation in a Summer Prelaw Training Program and First-Year Law School Students’ Grades

This study estimates the association of participation in a nine-week online educational program to prepare students for post-graduate (juris doctorate) education and law school grades. We collected registrar data from 17 U.S. law schools for participants and non-participants from the same year and a prior year. We compared first-semester law school grades between participating and non-participating students weighted by propensity scores. Course participation was associated with improved first-semester grades in a keyed course (Contracts Law) and overall grade point average. According to pre- and post-survey responses, a substantial portion of those who completed the program reported feeling more prepared for law school

Including Students With Disabilities and English Learners in Measures of Educator Effectiveness

The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. We then suggest recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students. Finally, we provide researchers with a set of recommendations for improving the evidence base surrounding the validity of teacher evaluation measures with regard to SWDs and ELs. </jats:p

The Association of Participating in a Summer Prelaw Training Program and First-Year Law School Students’ Grades

This study estimates the association of participation in a nine-week online educational program to prepare students for post-graduate (juris doctorate) education and law school grades. We collected registrar data from 17 U.S. law schools for participants and non-participants from the same year and a prior year. We compared first-semester law school grades between participating and non-participating students weighted by propensity scores. Course participation was associated with improved first-semester grades in a keyed course (Contracts Law) and overall grade point average. According to pre- and post-survey responses, a substantial portion of those who completed the program reported feeling more prepared for law school