A limitation of school-based mentoring (SBM) is the lack of structured, evidence-based practices in mentoring sessionsSchool-based mentoring (SBM) is the most studied, most common, highest funded, and fastest growing form of mentoring program in the United States (Karcher, 2008). Despite enthusiasm for and the widespread use of SBM, research has not established SBM as an

Curriculum-Based Measurement (CBM) is a direct method of academic assessment used to screen and evaluate students’ skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated math curriculum-based measures (M-CBMs). In this study, we examined the test–retest reliability and alternate-form reliability of four parallel, randomly generated M-CBMs designed to assess multiple arithmetic skills (addition, subtraction, multiplication, and division). The participants (N = 283 sixth-grade students) completed each M-CBM worksheet twice during a semester. According to our results, these M-CBMs have moderate test–retest and alternate-form reliability. Applying the Spearman–Brown Prophecy Formula revealed that aggregating M-CBMs increases the reliability of these measures to acceptable levels for progress monitoring (i.e., above .80).

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