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Psychometric Characteristics of Chicano and Non-Hispanic White Children's Performance on the Preschool Inventory

Laosa, Luis M.
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
Administration for Children, Youth, and Families, HEW, Ethnic Groups, Mexican Americans, Preschool Tests, Spanish Speaking, Test Bias, Test Validity, Validity Studies


Two studies are reported that independently examined the psychometric characteristics of children's performance on the Preschool Inventory. The sample in study I consisted of 100 Chicano children tested longitudinally at ages 3 1/2 and 4 years. The sample in study II consisted of 200 Chicano and non-Hispanic White children matched on mothers' schooling level in a crosssectional design involving two age levels—prekindergarten-age children and children enrolled in kindergarten. Comparisons were made by ethnic group, sex, and age level with regard to item characteristics, internal-consistency reliabilities, test-retest stability, standard errors of measurement, validity, and performance level. Comparisons also were made between the psychometric characteristics of the Chicano children's performance on the Preschool Inventory and the psychometric characteristics reported by other investigators for the same instrument administered to children of other ethnic, socioeconomic, and sociolinguistic backgrounds. The results provide impressive evidence of the Preschool Inventory's psychometric strengths and demonstrate that the examined psychometric characteristics of the Preschool Inventory are as exemplary when the test is administered to Chicano children as they are exemplary when it is administered to children of other ethnic backgrounds. Certain limitations of the Preschool Inventory are identified. Recommendations are made regarding possible avenues for future test development efforts. (59pp.)

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