THE INTERNAL CONSTRUCT VALIDITY OF THE SAT ACROSS HANDICAPPED AND NONHANDICAPPED POPULATIONS

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Abstract
This study investigated the comparability of SAT Verbal and Mathematical scores for one nonhandicapped and nine handicapped populations. A simple two‐factor model based on Verbal and Mathematical item parcels was posed and tested for invariance across populations with respect to: (1) the number and intercorrelation of factors, (2) the pattern of factor loadings, and (3) the equality of scale units.The two common‐factor model provided a reasonable fit in all populations, with the mathematical reasoning factor generally showing a better fit to the population data than the verbal reasoning factor. Compared with the nonhandicapped population, these factors tended to be less correlated in most of the handicapped groups. This somewhat greater specificity implies the increased likelihood of achievement growth in one area independent of the other, suggesting that the two scores be interpreted separately rather than as an SAT composite.With respect to the pattern of factor loadings, some indication of the presence of two verbal method factors was discovered. Antonym items and, to a lesser extent, reading comprehension items formed such factors. While present to a certain extent for all groups, the method variance seemed to be somewhat greater for the learning disabled populations.Finally, there was evidence that multiple‐choice Mathematical items led to different observed score scale units for the learning disabled students taking a cassette administration. Because of the small sample sizes on which this finding is based, it should be treated with caution. However, if dependable, the finding suggests that Mathematical scores may underestimate the reasoning ability of these students.

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