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Noncognitive characteristics are gaining importance in addressingthe persistent challenges facing youth in diverse settings. Measurement invariance oftwo youth developmental assets, Support and Positive Identity, is evaluated across gradelevels and English language learner (ELL) subgroups of Latino students in 6th through12th grade. Explanatory item response modeling is used to evaluate measurementinvariance. The measurement of Latino students’ sense of support and positive identityvaries depending on their developmental stage and language status. Students at latergrade levels tend to require higher levels of Support to endorse items in the Supportmeasure. There is a nonlinear relation between students’ grade level and itemfunctioning for Positive Identity; students’ transition from middle to high school mayinfluence the way they respond to Positive Identity items. This has implications for themeasurement of assets with diverse Latino youth and for Latino youthdevelopment

Evaluating Measurement Invariance in the Measurement of Developmental Assets in Latino English Language Groups Across Developmental Stages