Evaluating the Factor Structure and Measurement Invariance of the Academic Competence Evaluation Scales-Short Form

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.

Automated summary

The study examined the factor structure and measurement invariance of the ACES-SF, a measure of students' academic skills, across different groups. The results showed good fit of the seven-factor structure and full scalar invariance across gender, grade level, and race/ethnicity.