This study investigated the technical features of six potential progress-monitoring measures in mathematics appropriate for use at the middle school level, including two commercially available measures for sixth-grade mathematics, two measures used in previous middle school studies, and two new measures of numeracy concepts. Five hundred sixty-three students in Grades 6, 7, and 8 completed multiple forms of the measures on four occasions during the school year. Criterion variables included teacher ratings, mathematics grades, and standardized test scores. Results are reported for alternate form and test-retest reliability, concurrent and predictive criterion validity, and changes in student performance over time. Two of the measures demonstrated acceptable technical characteristics across grade levels. Recommendations for future research and implications for practitioners are discussed. (Contains 7 tables.)