“No Help, No Violation/YB”1. In this assimilation design, examinees were randomly assigned to take the old and new forms of the test. Kin and Kolen (2010) pointed out that population invariance was used to ensure that the scale was fixed across all forms of testing. However, using the non-equivalent groups model with common items would be more appropriate since non-repeaters and repeaters differ in their abilities. The use of common or anchor items will indicate the performance of non-repeaters compared to repeaters (Kolen and Brennan, 2004).2. According to Livingston (2004), the Unsmoothed Percentile Equation (USEE) is generally used when the sample size is large. Kim and Kolen (2010) indicated that non-repeaters are more capable than repeaters; this can create irregularities in the data. Kim and Kolen (2010) pointed out that the unsmoothed method is most appropriate in the study in order to avoid the influence of the smoothed equipercentile method (used to remove irregularities) on population invariance. For example, smoothing could produce lower standard errors than USEE Kolen and Brennan (2004). Accordingly, an equipercentile equivalence method without smoothing was used.3. Equally weighted expected squared difference (ewREMSD) was used in the study to give equal weight to all score points and to examine the impact of subgroups on examinees' pass or fail designations. The standardized root square difference (RSD) was used to determine the equivalence difference between subgroups, where the RSD index compares the equivalence functions for non-repeaters and repeaters to the group total. The RWSD compared the subgroups by matching them and assigning them an index and to detect...... middle of paper ......ed 51.8% (n = 2905) of the study, while 42% are from high SES (n = 2,699). Table 1 also shows that 51.9% of students are women. Racial/ethnic groups were separated into six categories (White, African American, Hispanic, American Indian, Asian or Pacific Islander, and other races). Whites represent 50.7% (n=2,844), while African Americans represent 28% (n=1,622). The results revealed that the principal has a high school completion rate of 91.3% and an arrest rate of 6.0% for students under 18 years old. Logistic regression clarified that there were several factors that contributed to students' high school completion and number of underage arrests. 18. The results are presented in Tables 3 and 4. Only significant variables were included in the analysis. The Hosmer Lemeshow test for high school completion indicated an acceptable fit for the data