TY - JOUR
T1 - Relationship of reading fluency assessment data with state accountability test scores
T2 - A longitudinal comparison of grade levels
AU - Silberglitt, Benjamin
AU - Burns, Matthew K.
AU - Madyun, Na'im H.
AU - Lail, Kathryn E.
PY - 2006/5
Y1 - 2006/5
N2 - The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R-CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from. 51 (eighth graders) to. 71 (third graders) for R-CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R-CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R-CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included.
AB - The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R-CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from. 51 (eighth graders) to. 71 (third graders) for R-CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R-CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R-CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included.
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U2 - 10.1002/pits.20175
DO - 10.1002/pits.20175
M3 - Article
AN - SCOPUS:33646671681
SN - 0033-3085
VL - 43
SP - 527
EP - 535
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 5
ER -