Abstract
This article describes a computer-based measurement system for monitoring student progress through an individualized math and reading curriculum. Time to complete units of instruction is used as a metric for assessing individual goals and for normative comparisons. An investigation was conducted to determine whether special education and Chapter 1 students could be identified in reference to the number of units of instruction completed by the end of a school year. Results indicate that a cutoff at the 20th percentile of the distribution for each grade correctly identified 100% of the special education students. The implications of adopting a curriculum-based screening system are discussed.
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