A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures
Abstract
This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary investigation of growth patterns on M-CBM and CBM-Maze. The sample included 898 cases from 3rd through 5th grade over 2 academic years from one elementary school in the rural Midwest. All students participated in tri-annual benchmark assessments in which they were administered R-CBM, CBM-Maze, and M-CBM. Repeated measures analysis of variance was used to examine patterns of growth for all three measures. Students demonstrated greater R-CBM weekly growth during winter-to-spring than fall-to-winter across grade levels. Patterns for CBM-Maze and M-CBM were somewhat inconsistent across school years and grade levels. Results are discussed in terms of contextual variables that may impact within-year growth patterns and technical characteristics of CBM slopes.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
When quadratic models cannot be computed, a piecewise model of growth fits better than a linear model, with all slopes positive but negatively accelerated and decreasing as grade level increases.
“When quadratic models cannot be computed (because of the limited number of measurement occasions), a piecewise model of growth can be conducted and also fits better than a linear model, with all slopes being positive but negatively accelerated and decreasing as grade level increases [73].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [73]
A number of methodological problems are inherent in the use of decision rules: (a) the assumption of linear growth, which may not be accurate, (b) use of gain scores, and (c) difficulties in combining statistical and graphic representations of data.
“Furthermore, a number of methodological problems are inherent in their use: (a) as noted earlier, the assumption of linear growth, which may not be accurate [73,77], (b) use of gain scores [227], and (c) difficulties in combining statistical and graphic representations of data [192].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [73]
Growth is increasingly being documented as nonlinear, with more growth from fall to winter than from winter to spring.
“We also know, however, that growth is increasingly being documented as nonlinear, with more growth from fall to winter than from winter to spring [73,77].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [73]
Cites
Developments in Curriculum-Based Measurement
Deno, S. L. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030801 · Cited by 653 · see citing works
Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0503_4 · Cited by 545 · see citing works
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004) · Exceptional Children · doi:10.1177/001440290407100101 · Cited by 225 · see citing works
Ardoin, S. P., & Christ, T. J. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087912 · Cited by 72 · see citing works
Christ, T. J., & Vining, O. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087974 · Cited by 33 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
- Authors
- Graney, S. B., Missall, K. N., Martínez, R. S., & Bergstrom, M.
- Affiliations
- Rochester Institute of Technology (US)
- University of Kentucky (US)
- Indiana University (US)
- Southern Illinois University Carbondale (US)
- Corresponding author
- Martínez, Rebecca S.
- ORCID
- Missall, Kristen N.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2009-04
- Volume
- 47
- Issue
- 2
- Pages
- 121-142
- ISSN
- 0022-4405 (ISSN-L)
- OpenAlex
- W2017498041
- Cited by
- 48
- References
- 5
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 4 · 2019: 1 · 2018: 4 · 2017: 4 · 2016: 6 · 2015: 5 · 2014: 5 · 2013: 5 · 2012: 4
- FWCI
- 5.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- curriculum-based measurement, reading assessment, mathematics assessment, benchmark assessment, seasonal growth, elementary school students, grade level differences
- MeSH terms
- Adolescent, Child, Curriculum, Educational Measurement, Humans, Mathematics, Reading
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
