A causal analysis of the relationships among ongoing curriculum-based measurement and evaluation, the structure of instruction, and student achievement

Causal modeling techniques were used to examine the relationships among three constructs: (a) a curriculum-based measurement and evaluation system, (b) structure of instruction, and (c) achievement. Measures of the three constructs were collected for 117 elementary-level resource room students. All three constructs were stable over time. Teachers’ accuracy in setting up student performance measurement and silent reading were found to be related directly to achievement. Implications for teacher training are discussed.