School-based evidence for the validity of curriculum-based measurement norms in School District #57

This study examines the relationship between local Curriculum-Based Measurement (CBM) scores and later academic performance. It adds school-based validity evidence to the body of research literature that has demonstrated CBM to be valid and reliable for a number of assessment purposes. CBM reading and written expression scores for 678 Grade 6 and 7 students were compared to their year-end English and Social Studies marks received in Grades 8, 9 and 10. Correlational and regression analyses confirmed the predictive validity of CBM scores. Data on the academic programming of the students in secondary school allowed for discriminant analysis procedures that demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, findings support the appropriateness of the use of CBM norms for local assessment applications, including the use of CBM as an indicator of academic performance when making special education eligibility decisions.