Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities
Abstract
The purpose of this article is to illustrate how one well-developed, technically strong measurement system, curriculum-based measurement (CBM), can be used to establish academic growth standards for students with learning disabilities in the area of reading. An introduction to CBM and to the basic concepts underlying the use of CBM in establishing growth standards is provided. Using an existing database accumulated over various localities under typical instructional conditions, the use of CBM to provide growth standards is illustrated. Next, normative growth rates under typical instructional conditions are contrasted with CBM growth rates derived from studies of effective practices. Finally, based on these two data sets, issues and conclusions about appropriate methods for establishing academic growth rates using CBM are discussed.
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Fuchs et al. documented weekly growth in words correct per minute of 1.5 and 2.0 in first and second grades, 1.0 and 1.5 in third grade, 0.85 and 1.1 in fourth grade, 0.5 and 0.8 in fifth grade, and 0.3 and 0.63 in sixth grade.
“They documented that weekly growth in words correct per minute was 1.5 and 2.0 in first and second grades, 1.0 and 1.5 in third grade, 0.85 and 1.1 in fourth grade, 0.5 and 0.8 in fifth grade, and 0.3 and 0.63 in sixth grade.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [69]
Fuchs et al. documented the average slope of students in grades one to six using a least-squares regression between scores and calendar days with slope converted to a weekly time frame.
“As noted earlier, Fuchs et al. [69] documented the average slope of students in grades one to six using a least-squares regression between scores and calendar days with slope converted to a weekly time frame.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [69]
For 103 special and general education students, the weekly growth in words correct per minute was 1.5 and 2.0 in first and second grades, 1.0 and 1.5 in third grade, 0.85 and 1.1 in fourth grade, 0.5 and 0.8 in fifth grade, and 0.3 and 0.63 in sixth grade.
“For the 103 special and general education students, respectively, the weekly growth in words correct per minute was 1.5 and 2.0 in first and second grades, 1.0 and 1.5 in third grade, 0.85 and 1.1 in fourth grade, 0.5 and 0.8 in fifth grade, and 0.3 and 0.63 in sixth grade.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [69]
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- Authors
- Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J.
- Affiliations
- University of Minnesota (US)
- Vanderbilt University (US)
- Minneapolis Public Schools (US)
- Sejong University (KR)
- Corresponding author
- Deno, Stanley L.
- ORCID
- Fuchs, Lynn S.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2001-12-01
- Volume
- 30
- Issue
- 4
- Pages
- 507-524
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1510822288
- Cited by
- 405
- References
- 1
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 8 · 2023: 5 · 2022: 8 · 2021: 15 · 2020: 49 · 2019: 13 · 2018: 15 · 2017: 13 · 2016: 20 · 2015: 22 · 2014: 22 · 2013: 21 · 2012: 22
- FWCI
- 16.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- curriculum-based measurement, growth standards, learning disabilities, reading achievement, student progress monitoring
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