Volume 37, Issue 3 (2008)
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics
Milena A. Keller-Margulis, Edward S. Shapiro, John M. Hintze
Abstract. This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were significantly and moderately correlated with performance on both achievement measures 1 and 2 years later. Rate of growth in first-grade reading was significantly and moderately related to third-grade statewide achievement performance, with the relation decreasing to nonsignificance by Grade 3. Math computation growth was also related to performance on the statewide achievement test. Curriculum-based measures provided adequate diagnostic accuracy for screening of performance on statewide and large-scale achievement tests both 1 and 2 years later. These data suggest the importance of early identification of students who are at risk for developing academic problems in reading and math.
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