Predictive and Incremental Validity of Kindergarten and First-Grade Curriculum Based Measures on a Statewide Achievement Exam

• In Event: Poster Session 5
  In Poster Session: Division H Section 3: Assessment in the Schools Poster Session 1

Abstract

Increased pressure has been placed on educators and school districts to identify and monitor students at risk for failing statewide achievement exams. As a result, curriculum-based measure (CBM) techniques are often employed to help with these procedures. Yet, little is known about the success of these measures in determining eligibility for services as well as students’ progress once interventions are in place. Therefore, one focus of the project was to examine the validity of kindergarten and first grade CBM reading subtest scores in predicting performance on a statewide third grade reading achievement exam. A secondary focus was to investigate the extent to which these measures provide useful information along with other assessment data already collected within a district.

Authors

• Ryan A. Allen, John Carroll University

• Annie M. Moses, John Carroll University

• Emily Gray, John Carroll University

• Erin L. Buchholz, Ashland City Schools