How Much Growth Can We Expect? A Conditional Analysis of R—CBM Growth Rates by Level of Performance

Benjamin Silberglitt · John M. Hintze

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Reading and Literacy Development Behavioral and Psychological Studies Educational Assessment and Improvement

Abstract

This study examined the reading growth rates of 7,544 students in Grades 2–6, measured over 1 year using Reading—Curriculum-Based Measurement (R—CBM) benchmark assessments administered in the fall, winter, and spring. The authors used hierarchical linear modeling to establish and compare student rates of growth within each grade level based on initial level of performance. Results suggest that growth rates vary significantly, conditional on initial level of performance, with much lower rates of growth for students at the bottom and top of the distribution. Implications for using R—CBM in a response-to-intervention model are discussed.

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References

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2013In search of average growth: Describing within-year oral reading fluency growth across Grades 1–8 2009Estimating Reading Growth Using Intermittent CBM Progress Monitoring 2011The Effects of Tier 2 Literacy Instruction in Sixth Grade: Toward the Development of a Response-To-Intervention Model in Middle School 2015Using Oral Reading Fluency to Evaluate Response to Intervention and to Identify Students not Making Sufficient Progress 2017

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