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ERIC Number: ED531922
Record Type: Non-Journal
Publication Date: 2011
Pages: 925
Abstractor: As Provided
Reference Count: 8
Diagnostic Efficiency of easyCBM Reading: Washington State. Technical Report #1107
Anderson, Daniel; Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from two districts in Washington state. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish "true" risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measure to correctly predict student classification (meeting/not meeting standards) on the Washington state test. Results are presented for both the full sample and for each of seven different subgroups, when n [greater than or equal] 50. (Contains 31 tables and 1 figure.)
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
Identifiers - Location: Washington