CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Abstract

A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

“…Although we found correlations between M‐CBM computation and NC‐EOG‐M that were statistically significant, the magnitude of the relationships were much weaker than those found in previous studies, including most studies that were conducted with secondary students (Foegen, ; Foegen & Deno, ; Helwig, Anderson, & Tindal, ; Helwig & Tindal, ). Only one recent study reported similar findings in regard to M‐CBM computation (Codding et al., ). Using structural equation modeling, researchers found that while computation M‐CBM probes were moderately correlated with math outcomes on a high‐stakes test, M‐CBM did not contribute significant unique prediction beyond the contribution of R‐CBM scores.…”

“…Although these correlations were significant, MAZE alone only explained 9–11% of the variance in EOG scores. In contrast, previous studies that have examined the relationship between MAZE scores and math outcomes have found that reading comprehension as measured by MAZE was a significant predictor of math performance (Codding et al., ; Rutherford‐Becker & Vanderwood, ; Thurber et al., ).…”

“…More recently, researchers used latent factor analysis to examine the predictive validity of several CBM measures to a high‐stakes state test. Results revealed that computation M‐CBM was moderately related to the math portion of the state test (Codding et al., ).…”

“…Although secondary curricula consist of content and skills that are more complex, students must have a strong foundation of basic skills to succeed. Because of the hierarchical nature of learning, the importance of finding valid screening tools to identify gaps in foundational knowledge at the secondary level is not diminished (Codding, Petscher, & Truckenmiller, ; Espin & Foegen, ).…”

“…Finally, Codding et al. () used latent factor analysis to examine the predictive validity of reading, writing, and math computation CBM to a high‐stakes test in a sample of seventh‐grade students. They found that R‐CBM predicted most of the variance in math outcomes and that computation M‐CBM did not add unique prediction information beyond reading.…”