| dc.description.abstract |
This quantitative study included third, fourth, and fifth grade students from theNorth Kansas City Schools, a school district in suburban Kansas City, Missouri. Thepurpose of this study was to determine if Curriculum Based Measurement (CBM) scoresin reading and math and demographic variables of gender, race, and socioeconomic status(SES), were predictors of student scores on the Missouri Assessment Program (MAP)assessments in communication arts and math. The stepwise multiple regression modelsrevealed that CBM scores were strong predictors of MAP scores. However, thedemographic variables gender and race were only included in models as predictors ofcommunication arts MAP scores for third grade. SES was a predictor across all gradelevels and in both subject areas, except for MAP math scores for fifth grade. It isrecommended to utilize CBM as a formative assessment to provide teachers with data toguide their instruction. |
en_US |