Predicting Proficiency on Statewide Assessments: A Comparison of Curriculum-Based Measures in Middle School

ABSTRACT

A key tool in multitiered systems of support is the use of curriculum-based measures to predict which students are at risk for academic failure. However, there are few studies that examine which measures are most suitable for students in middle school. The authors examine the reliability of predicting outcomes on state assessments for 3 commonly used curriculum-based measures at the middle school level. Data were collected from a middle school in the Midwest that regularly administers 3 different curriculum-based measures. Reading Curriculum-Based Measure (R-CBM), Maze, and Multiple-Choice Reading Comprehension (MCRC) were given to students in Grades 7 (n = 238) and 8 (n = 256). Logistic regression was used to examine each measure in predicting outcomes on the Michigan Education Assessment Program Reading assessment. Results indicated that MCRC more accurately predicted outcomes than R-CBM or maze (Grade 7 e^β = 1.75, Grade 8 e^β = 1.68). Limitations and recommendations for future research are discussed.

Keywords:

• assessment
• curriculum based measures
• middle school
• multitiered systems of support
• response to intervention

ACKNOWLEDGMENTS

The author wishes to thank Dr. Gary Troia for his support in completion of this study.

Additional information

Notes on contributors

Nathan A. Stevenson

Nathan A. Stevenson is a Data and Systems Support Coach for Ingham Intermediate School District and a doctoral candidate at Michigan State University. His research addresses multi-tiered systems of support, curriculum-based measurement, and positive behavior support.