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ERIC Number: EJ793279
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: Author
ISSN: ISSN-1534-5084
Determining Adequate Yearly Progress from Kindergarten through Grade 6 with Curriculum-Based Measurement
Fuchs, Lynn S.; Fuchs, Douglas
Assessment for Effective Intervention, v29 n4 p25-37 2004
Curriculum-based measurement (CBM) bridges traditional psychometric and classroom-based observational assessment paradigms to forge an innovative approach to measurement, with several advantages over traditional and other forms of classroom assessment. This article provides a framework for extending CBM in two ways. First, the authors explain how CBM may be used effectively and efficiently to fulfill the Adequate Yearly Progress (AYP) accountability requirement of No Child Left Behind and how such an approach may be linked to special education accountability. Second, with the goal of tracking AYP across the elementary school grades, the authors introduce a system of CBM indicators that extends the CBM passage reading fluency task down to the beginning of kindergarten and up through the end of sixth grade. Across these two extensions to CBM, the goal is to provide a seamless approach to progress monitoring in reading across the elementary grades and across general and special education. (Contains 1 figure and 2 tables.)
PRO-ED, Inc. Available from: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001