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Remedial and Special Education
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An Analysis of Early Numeracy Curriculum-Based Measurement

Examining the Role of Growth in Student Outcomes

Ben Clarke

Pacific Institutes for Research, Eugene, Oregon, clarkeb{at}uoregon.edu

Scott Baker

Pacific Institutes for Research, Eugene, Oregon

Keith Smolkowski

Oregon Research Institute, and Abacus Research, LLC, Eugene, Oregon

David J. Chard

Southern Methodist University, Dallas, Texas

Three important features to examine for measures used to systematically monitor progress over time are (a) technical features of static scores, (b) technical features of slope, and (c) instructional utility. The purpose of this study was to investigate the technical features of slope of four early numeracy curriculum-based measures administered to kindergarten students. Approximately 200 students were assessed at the beginning and end of the school year, and a subset of students (n = 55) was assessed three additional times during the year. Growth curve analysis was used to model growth over time. The contribution of slope to explaining variance on a criterion measure was examined for the curriculum-based measures that fit a linear growth pattern. Implications are discussed regarding monitoring progress in early mathematics.

Key Words: mathematics–assessment and instruction • screening • early numeracy • progress monitoring

Remedial and Special Education, Vol. 29, No. 1, 46-57 (2008)
DOI: 10.1177/0741932507309694
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