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ERIC Number: EJ817300
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0279-6015
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics
Keller-Margulis, Milena A.; Shapiro, Edward S.; Hintze, John M.
School Psychology Review, v37 n3 p374-390 2008
This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were significantly and moderately correlated with performance on both achievement measures 1 and 2 years later. Rate of growth in first-grade reading was significantly and moderately related to third-grade statewide achievement performance, with the relation decreasing to nonsignificance by Grade 3. Math computation growth was also related to performance on the statewide achievement test. Curriculum-based measures provided adequate diagnostic accuracy for screening of performance on statewide and large scale achievement tests both 1 and 2 years later. These data suggest the importance of early identification of students who are at risk for developing academic problems in reading and math. (Contains 5 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: California Achievement Tests