This study examined the relationship between two reading curriculum based measures (oral reading fluency and MAZE) and the reading and mathematics subsections of a high stakes test administered at the 5th and 6th grades. Bivariate correlations were conducted between each curriculum based measure and each subsection of the test. Results indicated that MAZE and oral reading fluency maybe equally suited in predicting student performance on the reading and mathematics subsections of high stakes tests. Support is provided for using curriculum-based measurement in reading to improve the educational outcomes of elementary school students.