A Factor Analysis of the Rucker-Gable Educational Programming Scale

Abstract

The Rucker-Gable Educational Programming Scale (RGEPS) was designed to measure a respondent's attitude toward and knowledge of appropriate program placement for handicapped students. In the present study, 205 regular classroom teachers were administered the RGEPS and their responses were examined via a series of factor analyses. Results indicated that the instrument appears to measure four dimensions. These four dimensions accounted for only 42 percent of the total variance. Moreover, the observed factor solution did not validate the various scores and subscores specified in the RGEPS Manual. Estimates of internal consistency for the scores and subscores of the RGEPS were also modest.