Construct Validity of the WISC-III for White and Black Students from the WISC-III Standardization Sample and for Black Students Referred for Psychological Evaluation

This study used both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the expected Verbal and Performance components across all three groups. Empirical support for the Freedom from Distractibility dimension was provided only from the confirmatory factor analyses. Although the four factor confirmatory model exhibited the best overall statistical fit, inspection of specific factor loadings revealed anomalies with the third and fourth factors, especially for the Referred Black sample. Implications for school psychologists are presented and recommendations for future research are provided.