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.