The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock-Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from 0.77 to 0.89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock-Johnson III from pre- to posttest.