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Key Findings:

• For most of the measures, findings from these analyses suggest that it is appropriate to report the AI/AN FACES 2015 preschool child outcomes scores, the exception being one of the two measures of executive function.
• All measures demonstrated acceptable reliability with alphas of 0.70 or above.
• The strength of correlations between measures is in an expected pattern. Correlations are stronger between measures of similar constructs (for example, receptive and expressive language) than between different constructs (for example, social behavior and language).
• Among six cognitive measures flagged across reviews, none warrant additional follow-up based on the DIF analyses. Most cognitive measures did not show evidence of performing differently across groups based on DIF analysis. Two cognitive measures (Peabody Picture Vocabulary Test-Fourth Edition and Expressive One-Word Picture Vocabulary Test-Fourth Edition) had items demonstrating DIF; however, the number of items with DIF was close to or less than the number we would expect by chance and item difficulties were balanced overall, with some easier for AI/AN children and others easier for White children.
• None of the teacher- and assessor-reported social-emotional measures exhibited performance concerns based on the current review.
• Examination of the executive function measures indicated that the pencil tapping task is an appropriate measure for this sample. However, a floor effect was found with the HTKS (the majority of children scored near the bottom). Therefore, the measure provided limited information to distinguish the children in this sample.