Psychometric Evidence and Measurement Invariance for Georgia Brief School Climate Inventory Scores From a Predominately Hispanic Rurally-Located Sample

Abstract

The current study examined the measurement invariance (MI) of the Georgia Brief School Climate Inventory (GaBSCI) with a rural and predominately Hispanic sample (N = 413). The results present support for the one-factor structure and MI of the GaBSCI across genders and Spanish-speaking groups, but only partially for different school levels.

Keywords:

• School climate
• measurement invariance
• validity
• reliability
• Hispanic
• rural

Disclosure Statement

The authors have no conflict of interest.

Notes on Contributors

A. Stephen Lenz, PhD, LPC, is a Professor and Chair in the Department of Counseling, Health and Kinesiology at Texas A&M University-San Antonio who specializes in community mental health promotion and participatory approaches to community development. His scholarly interests include outcome research and program evaluation, measurement development and evaluation, and holistic approaches to student and workforce development.

Melanie Burgess, PhD, is an Assistant Professor in the Department of Counseling, Educational Psychology and Research at The University of Memphis who specializes in school counselor preparation and supervision. Her scholarly interests include evidence-based practices in PK-12 settings, and assessment.

Chi Li, PhD, NCC, is an Assistant Professor in the Department of Counseling, Educational Psychology and Research at The University of Memphis who specializes in Integrated Behavioral Healthcare settings. Her scholarly interests include are primarily concerned with clinical supervision including supervisee disclosure and measure development.