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Direct linkVan Norman, Ethan R. – School Psychology Quarterly, 2016
Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R…
Descriptors: Oral Reading, Curriculum Based Assessment, Investigations, Progress Monitoring
Thornblad, Shannon C.; Christ, Theodore J. – School Psychology Review, 2014
Curriculum-based measurement of reading (CBM-R) is used in research and practice to estimate the level and trend of student achievement. Although there is limited empirical or psychometric support to guide CBM-R progress monitoring practices, derived trend estimates are used to inform a variety of educational decisions including evaluations of…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Program Evaluation, Reading
Zamarro, Gema; Engberg, John; Saavedra, Juan Esteban; Steele, Jennifer – Journal of Research on Educational Effectiveness, 2015
This article investigates the use of teacher value-added estimates to assess the distribution of effective teaching across students of varying socioeconomic disadvantage in the presence of classroom composition effects. We examine, via simulations, how accurately commonly used teacher value-added estimators recover the rank correlation between…
Descriptors: Teacher Effectiveness, Disadvantaged Youth, Socioeconomic Influences, Socioeconomic Status
