Appropriacy of a nationally standardized test normed on English speakers but used with non-English speaking students is examined. Data from the 1988-89 school year in Illinois are analysed via reliability comparison, exploratory factor analysis (for comparison of dimensionality via principal components analysis) and comparison of variances. Generally, it appears that the use of this test was statistically defensible. This finding does not, however, speak to the need for additional measures.
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