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Abstract

This study examined whether professionals rate students with disabilities (SWD) from different racial groups (White, Black, and American Indian/Alaska Native [AI/AN]) similarly on the Transition Assessment and Goal Generator–High School-Professional Version (TAGG-HS-P) subscales. Using a matched sample (n = 1,812), multigroup confirmatory factor analysis (CFA) confirmed configural, threshold, metric, latent parameter, and scalar invariance across groups. Investigation of latent means revealed significant rating differences among racial groups on Strengths and Limitations, Disability Awareness, Persistence, and Student Involvement in the Individualized Education Plan (IEP). No differences emerged based on the racial match between teachers and students. These findings suggest cultural factors may influence professionals’ ratings; however, it remains unclear whether disparities reflect actual differences in student experiences or educator bias. Further research is needed to determine whether differences reflect actual disparities or educator bias.

Keywords

transition assessment indigenous students with disabilities measurement invariance culturally appropriate assessment

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Measurement Invariance and Differences in Professionals’ Ratings Across Racial Categories on the TAGG-HS

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