ERIC Number: EJ934213
Record Type: Journal
Publication Date: 2011-Jun
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-3830
EISSN: N/A
An Investigation of Gender, Income, and Special Education Status Bias on Curriculum-Based Measurement Slope in Reading
Yeo, Seungsoo; Fearrington, Jamie; Christ, Theodore J.
School Psychology Quarterly, v26 n2 p119-130 Jun 2011
This study investigated slope bias on student background variables for both Curriculum Based Measurement of Oral Reading (CBM-R) and Curriculum Based Measurement Maze Reading (Maze). Benchmark scores from 1,738 students in Grades 3 through 8 were used to examine potential slope bias in CBM-R and Maze. Latent growth modeling was used to both estimate growth rates and examine the extent to which demographic variables affected the estimated growth rates. Results indicate a significant CBM-R slope bias on special education status at Grade 3 and on gender at Grade 7. For Maze, slope bias on gender was associated with Maze slope estimates at Grades 5 and 7. Slope bias on various demographic variables was not consistent across CBM measures and grades. Results and implications are discussed. (Contains 1 figure and 4 tables.)
Descriptors: Curriculum Based Assessment, Oral Reading, Special Education, Investigations, Gender Bias, Income, Student Characteristics, Predictor Variables, Benchmarking, Response to Intervention, Error of Measurement, Statistical Bias, Reading Tests
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A