The authors propose the use of curriculum-based measurement (CBM) to evaluate the effectiveness of the academic and behavioral programming for students with emotional and behavioral disorders. When applied to a problem such as the school failure of students identified as having emotional or behavioral disorders, CBM data regarding the appropriateness of identification as well as the student's performance may reveal important features of effective instructional practices and their effects on students' academic performance. CBM data can help reveal features of practices that increase achievement and reduce failure for students with disabilities and may be particularly effective in addressing problems in the assessment of minority students.
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