Instrumentation frequently
occurs in evaluation; however, its potential consequences in
educational evaluation (i.e., misappropriation of large sums of state-levied tax money,
and delimiting of long-range educational and occupational opportunity for young
children) are relatively serious. Several cautions are discussed for equating and
interpreting test scores from two different measures of achievement, to circumvent
spurious attribution of outcomes of the treatment, in an investigation of the impact of
classroom functional/ability grouping on academic performance of special education
students in elementary, middle, and high schools, Baseline findings of the 200.6
Evaluation (New York City Board of Education,1987) indicated reading gains were lower
for classes grouped by achievement than for those not grouped by achievement.
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