We are not able to resolve this OAI Identifier to the repository landing page. If you are the repository manager for this record, please head to the Dashboard and adjust the settings.
The purpose of this study was to examine the predicative validity of computation curriculumbased measurement (CBM) on mathematics Smarter Balanced Assessment Consortium scores (SBAC). This study looked at one cohort consisting of 2,741 participants in third, fourth, and fifth grade during the 2017-2018 school year in one school district in Oregon. This study used a hierarchical multiple regression to examine the relationship between CBM and mathematics SBAC. Additionally, this study looked at the extent to which gender, ethnicity, special education status (SPED) and English language learner (ELL) status interacted with CBM scores to predict end-of-year mathematics SBAC scores. The findings of this study indicate that CBM scores predict math SBAC scores in third, fourth, and fifth grade to a modest extent. The findings also indicate that taken together, CBM scores, gender, ethnicity, special education status, and English language learner status predict math SBAC scores to a moderate extent
Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.