Abstract
.This study examined the relation between benchmark data and rate of growth across the year for reading, math computation, and math concepts and applications curriculum-based measures, and a statewide and large-scale achievement test. Results showed that reading and math benchmarks were significantly and moderately correlated with performance on both achievement measures 1 and 2 years later. Rate of growth in first-grade reading was significantly and moderately related to third-grade statewide achievement performance, with the relation decreasing to nonsignificance by Grade 3. Math computation growth was also related to performance on the statewide achievement test. Curriculum-based measures provided adequate diagnostic accuracy for screening of performance on statewide and large-scale achievement tests both 1 and 2 years later. These data suggest the importance of early identification of students who are at risk for developing academic problems in reading and math.
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