This study examined special educators' use of curriculum-based measurement as progress monitoring. Teacher characteristics were examined to determine if there was a relationship between certain teacher characteristics and utilizing curriculum-based measurement. A questionnaire was completed by 191 special educators in the Midwest. Results showed that 45% (n = 86) of the respondents utilized curriculum-based measurement for at least one purpose (monitoring ongoing progress, part of the prereferral process, evaluating programs, or identifying students with disabilities) and 55% (n = 105) did not use curriculum-based measurement. Curriculum-based measurement for progress monitoring in reading is utilized significantly more often than curriculum-based measurement in math or spelling. Teachers also responded that they had an interest in attending a workshop and reading information on curriculum-based measurement. Suggestions for practice and future research are explained.
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