The purpose of the current study is to use secondary data to examine the extent to which the ECERS-3, specifically the factor structure, is equivalent across Black and Latine/Hispanic teachers, racial and ethnic classroom composition, and race/ethnicity of students. Data were drawn from a large-scale 2015-16 validation study of the ECERS-3 in three states (Georgia, Pennsylvania, and Washington) that were using the ECERS-3 as part of their quality rating and improvement systems (QRIS). Approximately 1,063 classrooms serving children between the ages of 3 and 5 were included in the final sample, and about 69 percent of the teachers identified as White. Findings revealed that the basic factor structure of the ECERS-3 was similar in the sample of classrooms when compared across lead teacher race, classroom racial composition, and lead teacher-child match; however, some differences were found in factor loadings and item thresholds. These findings have implications for ensuring that measures to assess global quality consider differential effects of race of the teacher, child, and classroom composition.

中文翻译：

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ECERS-3 分数在不同种族群体中的含义相同吗？教师和课堂竞赛的测量不变性测试


本研究的目的是利用二手数据来检验 ECERS-3（特别是因素结构）在黑人和拉丁裔/西班牙裔教师、种族和民族课堂构成以及学生的种族/族裔中的等效程度。数据取自 2015-16 年在三个州（乔治亚州、宾夕法尼亚州和华盛顿州）对 ECERS-3 进行的大规模验证研究，这些州使用 ECERS-3 作为其质量评级和改进系统 (QRIS) 的一部分。最终样本中包括大约 1,063 个为 3 岁至 5 岁儿童提供服务的教室，其中约 69% 的教师为白人。研究结果显示，在主要教师种族、课堂种族构成和主要师生匹配方面进行比较时，ECERS-3 的基本因素结构在教室样本中是相似的；然而，在因子负荷和项目阈值方面发现了一些差异。这些发现对于确保评估全球质量的措施考虑教师、儿童和课堂构成的种族差异影响具有重要意义。