NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ934213
Record Type: Journal
Publication Date: 2011-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1045-3830
An Investigation of Gender, Income, and Special Education Status Bias on Curriculum-Based Measurement Slope in Reading
Yeo, Seungsoo; Fearrington, Jamie; Christ, Theodore J.
School Psychology Quarterly, v26 n2 p119-130 Jun 2011
This study investigated slope bias on student background variables for both Curriculum Based Measurement of Oral Reading (CBM-R) and Curriculum Based Measurement Maze Reading (Maze). Benchmark scores from 1,738 students in Grades 3 through 8 were used to examine potential slope bias in CBM-R and Maze. Latent growth modeling was used to both estimate growth rates and examine the extent to which demographic variables affected the estimated growth rates. Results indicate a significant CBM-R slope bias on special education status at Grade 3 and on gender at Grade 7. For Maze, slope bias on gender was associated with Maze slope estimates at Grades 5 and 7. Slope bias on various demographic variables was not consistent across CBM measures and grades. Results and implications are discussed. (Contains 1 figure and 4 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A