There has been a recent emphasis on improving the academic performance of students with emotional and behavioral disorders (EBD). Improving the academic performance of students with EBD is especially important in the current accountability era in which there is much emphasis placed on performance of standardized tests. The purpose of this study was to investigate the concurrent and predictive validity of curriculum-based measurement (CBM) with students with EBD. The Maze, Oral Reading Fluency (ORF), and Written Retell (W-Retell) were administered to fifty students' in grades 6th through 8th performance and performance on CBM measures examined with the State of Georgia's the Criterion Referenced Competency Test (CRCT). Results indicated significant correlations were found with the Maze and ORF reading measures and the students' performance scores on the CRCT. In addition, of the measures used, the Maze explained the most variance in the CRCT scores. Finally, limitations of the study, implications for practice, and future research are discussed. (Contains 3 tables.)