Fluency and rate-based assessments, such as curriculum-based measurement, are frequently used to screen and evaluate student progress. The application of such measures are especially prevalent within special education and response to intervention models of prevention and early intervention. Although there is an extensive research and professional literature on the development and evaluation of such measures, there is much left to learn with ongoing and future research. This special series presents a series of papers that explore newer topics and plant the seeds for future innovations.