Katherine E Frye, Emily H Winkelman, Christopher J Anthony
{"title":"Evaluating the factor structure and measurement invariance of the Academic Competence Evaluation Scales-Short Form.","authors":"Katherine E Frye, Emily H Winkelman, Christopher J Anthony","doi":"10.1037/spq0000609","DOIUrl":null,"url":null,"abstract":"<p><p>The Academic Competence Evaluation Scales-Short Form (ACES-SF) is a brief measure of students' academic skills and academic enablers that is completed by K-12 teachers for screening and intervention planning purposes. This study examined the factor structure and measurement invariance of the ACES-SF using multigroup confirmatory factor analysis to support cross-group comparisons of students' academic competence across grade level, gender, and race/ethnicity. The sample included 512 certified K-8 teachers from across the United States who provided demographic information and ACES-SF ratings for 1,024 students (50% female). Results indicated good fit of a seven-factor structure and full scalar invariance across gender, grade level, and race/ethnicity. Implications and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"77-84"},"PeriodicalIF":0.0000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School psychology (Washington, D.C.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/spq0000609","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/12/14 0:00:00","PubModel":"Epub","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The Academic Competence Evaluation Scales-Short Form (ACES-SF) is a brief measure of students' academic skills and academic enablers that is completed by K-12 teachers for screening and intervention planning purposes. This study examined the factor structure and measurement invariance of the ACES-SF using multigroup confirmatory factor analysis to support cross-group comparisons of students' academic competence across grade level, gender, and race/ethnicity. The sample included 512 certified K-8 teachers from across the United States who provided demographic information and ACES-SF ratings for 1,024 students (50% female). Results indicated good fit of a seven-factor structure and full scalar invariance across gender, grade level, and race/ethnicity. Implications and future directions are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
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