AI Article Synopsis
- The study analyzed growth patterns using curriculum-based measures (CBM) over two academic years for 3rd to 5th graders in one rural school.
- It aimed to confirm previous findings about R-CBM growth rates and explore growth patterns for M-CBM and CBM-Maze.
- Results indicated stronger winter-to-spring growth in R-CBM compared to fall-to-winter, while growth patterns for CBM-Maze and M-CBM varied, highlighting the effects of contextual variables on these trends.
Article 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.
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| http://dx.doi.org/10.1016/j.jsp.2008.12.001 | DOI Listing |
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