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To permit valid group comparisons on translated tests, the construct measured by these tests must be equivalent across language groups. The purpose of this study was to empirically assess the construct equivalence of translated achievement tests in mathematics and social studies. These tests were administered to three groups of Grade 6 examinees in Canada: English, French Immersion, and Francophone students. Results from a principal components and confirmatory factor analysis supported thedoi:10.2307/1585851 fatcat:jqz5b27slreuxhibsmdeqmk2ga