CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test

Robin S. Codding, Yaacov Petscher, Adrea Truckenmiller

Research output: Contribution to journalArticle

15 Scopus citations

Abstract

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

Original languageEnglish (US)
Pages (from-to)437-450
Number of pages14
JournalJournal of Educational Psychology
Volume107
Issue number2
DOIs
StatePublished - May 1 2015

Keywords

  • Curriculum-based measurement
  • Mathematics
  • Reading
  • Secondary
  • Writing

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