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ERIC Number: ED435087
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
An Examination of Racial/Ethnic and Gender Bias on Curriculum-Based Measurement of Reading.
Kranzler, John H.; Miller, M. David
A study examined racial/ethnic and gender bias on curriculum-based measurement (CBM) of reading with African-American and Caucasian male and female regular education students across grades 2-5. Simultaneous multiple regression analyses were conducted by grade to examine group differences on CBM as an estimate of reading comprehension. Regression equations were estimated with CBM, gender, race/ethnicity, and the interactions of gender and race/ethnicity with CBM. Results indicated that CBM is a biased indicator of reading comprehension. Although no evidence of bias was found at the second and third grades, intercept bias was found for racial/ethnic groups at the fourth and fifth grades, and intercept and slope bias were found for gender at the fifth grade. Implications suggest that the meaning of CBM scores differs across race/ethnicity or gender, or both, at certain grade levels. CBM performance over-estimates the reading comprehension of African American students and under-estimates that of Caucasians; and at grade 5, CBM performance overestimates the reading comprehension of girls and under-estimates that of boys. Mean differences between boys and girls were also much greater at lower levels of CBM performance than at higher levels. These findings raise issues concerning the use of CBM as a screening measure and in determining eligibility for and termination of special education and related services. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A