Abstract
This study is fourth in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national education surveys can enhance test validity and usefulness. It carries the analysis of the NELS:88 science test through to the 12th grade. The test was subjected to full information item factor analysis. Factors reflecting quantitative science, spatial-mechanical reasoning, and basic knowledge and reasoning were obtained. When compared with previous 8th- and 10th-grade analyses, the factor structure appeared to simplify and stabilize in high school, probably because of greater curriculum standardization in high school as well as changes in the test. Regression analyses showed that different patterns of prior achievement and course taking were associated with each 12th-grade science factor. Being in an advanced track was related to quantitative science. Spatial-mechanical reasoning showed the strongest gender and ethnic effects. Asian-American students on average showed an advantage on quantitative science but a disadvantage on spatial-mechanical reasoning scores. It is recommended that multidimensional achievement scores be used to capture educational effects that total scores used alone miss.
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