Abstract
The purpose of this synthesis was to examine the relationship between Curriculum-Based Measurement (CBM) and statewide achievement tests in reading. A multilevel meta-analysis was used to calculate the correlation coefficient of the population for 27 studies that met the inclusion criteria. Results showed an overall large correlation coefficient of .689, which was heterogeneous among studies. Study sample size, proportion of English language learners, proportion of students with disabilities, and difference in time from when CBM and statewide achievement tests were administered were statistically significant components affecting the relationship between CBM and state achievement tests. Limitations, educational implications, and directions for future research are presented.
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