Examination of curriculum-based measurement as a predictor of state assessment proficiency levels.

Abstract

This study examined the utility of curriculum-based measures (CBM) of reading to predict proficiency levels on the Kansas Reading Assessments. The CBM reading probes were administered during the spring semester to third grade students. The Kansas Reading Assessments were administered to the same students during the spring semester of Grade 4 (n = 163). The utility of CBM mathematics to predict proficiency levels on the Kansas Mathematics Assessment was also investigated. The CBM mathematics probes were given in the spring semester to fourth grade students. A year later, these same students, now in Grade 5, received the Kansas Mathematics Assessment (n = 236). Statistical analyses were performed using Pearson Product Moment correlations as well as separate Z tests to investigate potential differences in the correlations between groups such as gender, race, and socio-economic status. Significant correlations were found between both CBM measures and both Kansas State Assessments; however, no significant differences in the CBM measures were found between gender, race, and socioeconomic status. The findings of the study indicate CBM reading and mathematics probes predict the proficiency levels on the Kansas Reading and Mathematics Assessment, respectively. CBM can be used as a predictive tool to determine students who are at risk of failing on high-stakes tests. The clinical utility of these CBM measures is discussed.