Determining the Relationship Between State Achievement Scores and CurriculumBased Measurement Scores

Abstract

The purpose of this study was to identify whether there was a relationshipbetween student performance on the Reading Curriculum-Based Measurement(CBM), and maze CBM, to student performance on the reading portion of theKansas state assessment for third grade students. Additionally, the studyexamined how gender, ethnicity, and socioeconomic status affected therelationships between R-CBM and the reading portion of the Kansas stateassessment, and the maze CBM and the reading portion of the Kansas stateassessment. A quantitative inferential research study was conducted that includedapproximately 289 third grade students. The study used the data that wascollected from a Northeast Central Kansas school district over one school year,from August 2012 to May 2013. After the data analysis the researcher concludedthat performances on the R-CBM and maze CBM had a moderately strongrelationship to performance on the reading portion of the Kansas state assessmentfor third grade students for the 2012-2013 school year