[17] This is a big problem for internal
validity because we are left with the result that parents who refused participation in the Abecedarian program were less willing or able to commit to a long - term early childhood intervention for their children than the
overall population
of families who were recruited into the
study.
Accordingly, even though their data for this part
of this
study come from one district, their findings are similar to others evidenced in the «Widget Effect» report; hence, there are still likely educational measurement (and
validity) issues on both ends (i.e., with using such observational rubrics as part
of America's reformed teacher evaluation systems and using survey methods to put into check these systems,
overall).
However, further
study should extend this examination
of concurrent
validity by looking at its association with other indicators
of wellbeing, such as
overall stress (Frone 2000), family cohesion (Bond et al. 1998) and so on.