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Abstract
This 20-year follow-up study examined elementary special educators’ use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used primarily for progress monitoring and prereferral. The need for professional development and district leadership in the area of CBM is persistent over the 20-year time frame. In addition, time continues to be reported as a barrier for CBM implementation.
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Notes on contributors
Kristine D. Swain
Kristine D. Swain is a professor and department chair at the University of Nebraska at Omaha. Her primary research interests include assessment, interventions, and teacher preparation.
Jessica L. Hagaman
Jessica L. Hagaman is an associate professor at the University of Nebraska at Omaha. Her current research interests are reading comprehension, academic interventions, cognitive strategy instruction, teacher preparation, and data-based decision-making.