An examination of racial/ethnic and gender bias on curriculum-based measurement of reading.

Abstract

A study examined racial/ethnic and gender bias on curriculum-based measurement (CBM) of reading with African-American and Caucasian male and female regular education students across grades 2-5. Simultaneous multiple regression analyses were conducted by grade to examine group differences on CBM as an estimate of reading comprehension. Regression equations were estimated with CBM, gender, race/ethnicity, and the interactions of gender and race/ethnicity with CBM. Results indicated that CBM is a biased indicator of reading comprehension. Although no evidence of bias was found at the second and third grades, intercept bias was found for racial/ethnic groups at the fourth and fifth grades, and intercept and slope bias were found for gender at the fifth grade. Implications suggest that the meaning of CBM scores differs across race/ethnicity or gender, or both, at certain grade levels. CBM performance over-estimates the reading comprehension of African American students and under-estimates that of Caucasians; and at grade 5, CBM performance overestimates the reading comprehension of girls and under-estimates that of boys. Mean differences between boys and girls were also much greater at lower levels of CBM performance than at higher levels. These findings raise issues concerning the use of CBM as a screening measure and in determining eligibility for and termination of special education and related services. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. An Examination of Racial/Ethnic and Gender Bias on Curriculum-Based Measurement of Reading John H. Kranz ler, M. David Miller, & Lu Ann Jordan University of Florida U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INYThis document has been reproduced as received from the person or organization originating it. If) Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this CD) document do not necessarily represent official OERI position or policy. C/1 BEST COPY AVAILABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY