The purpose of this study was to provide preliminary evidence of the criterion-related validity of curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students with intellectual and developmental disabilities (ID). The participants included 41 postsecondary students with ID enrolled in a 2-year certificate program at a large Midwestern university. CBMs were administered to participants using standardized procedures, and results were compared with performance on the Woodcock-Johnson Tests of Achievement. Descriptive statistics were calculated as were bivariate correlations between CBM measures and the content-appropriate criterion measure. Results are discussed in terms of the potential use of CBMs as indicators of academic performance for postsecondary students with ID.

The purpose of this study was to evaluate differences in mortality among adult burn patients over a 25-year period according to age. All patients admitted to a regional burn center between 1973 and 1997 were divided into three age groups (18-34, 35-54, and 55 and older), and mortality rates were compared over time. Between 1973 and 1997, the proportion of patients in each age group remained consistent, as did the type of burns. The average total body surface area burned declined steadily from 31.6% in the 1970s to 18.2% in the late 1990s. The absolute change in mortality was small (7.7%), moderate (16.3%), and large (30.2%) in the young, middle-aged, and old, respectively. However, the relative change demonstrated the opposite pattern. The results of this study suggest that declines in mortality among adult burn patients have occurred across the age spectrum over the past 25 years.

Replication is a foundation of the development of a knowledge base in an evidence-based field such as education. This study includes two direct replications of Hosp, Hensley, Huddle, and Ford which found evidence of criterion-related validity of curriculum-based measurement (CBM) for reading and mathematics with postsecondary students with developmental disabilities (DD). Participants included two cohorts of postsecondary students with DD enrolled in a 2-year certificate program at a large Midwestern university (n = 24 and 21). Using the same standardized procedures as Hosp et al., participants were administered CBMs for Oral Passage Reading (OPR), Maze, Math Computation, and Math Concepts and Applications. Descriptive statistics and bivariate correlations between CBMs and the content-appropriate Woodcock-Johnson Tests of Achievement-Third Edition were calculated. No significant differences in criterion-related validity coefficients between cohorts were found but differences between the correlations for Math Computation and Math Concepts and Applications identified in Hosp et al. were not found in either replication cohort.

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