Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.