The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level. Encouragingly, a few CBM mathematics studies are beginning to emerge at the early (preschool through 1st grades) and middle school levels (6th through 8th grades); however, only one study exists on the use of CBM as an assessment tool for secondary-level mathematics courses. First, the author discusses the current mathematics predicament of secondary students with and without disabilities and their teachers. She then, within the different educational settings (general education, inclusion, resource, self-contained) available at the secondary level, discusses the types of CBM research (technical adequacy, instructional utility) needed.