Effects of curriculum-based monitoring on classroom instruction and math achievement

Richard Spicuzza, James E Ysseldyke, Amy Lemkuil, Stacey Kosciolek, Christopher J Boys, Ellen Teelucksingh

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


In recent years, concerns about the math achievement of U.S. students have been highlighted in the popular press, journal articles, major conference presentations, and official U.S. Department of Education (1998) reports. School personnel have responded to the issue of low math achievement by a) writing or rewriting standards, b) ratcheting up current standards, c) building accountability systems that include all students, d) developing programmatic interventions, e) extending the school year, and f) implementing effective instructional management systems. Research on teaching has linked instructional environment and achievement. Thus, this study was designed to determine whether the implementation of an instructional management system served to improve student math achievement and the classroom instructional environment. In addition, the study examined the extent to which adding a curriculum-based monitoring system to an ongoing math curriculum would result in positive changes in the classroom instructional environment and in achievement.

Original languageEnglish (US)
Pages (from-to)521-542
Number of pages22
JournalJournal of school psychology
Issue number6
StatePublished - 2001


  • Achievement
  • Curriculum-based monitoring
  • Instructional environment
  • Math


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