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Abstract
The purpose of this study was to extend the research on the Tests of Early Numeracy (TEN) by following a cohort of 61 students from kindergarten through first grade. Specifically, this study examined the relationship between kindergarten and first-grade TEN measures built within and across school years and their predictive validity of a math curriculum-based measurement and teacher-derived measures of mathematics administered in first grade. Correlation analyses indicated significant relationships between kindergarten and first-grade TEN performance. Results from repeated-measures analyses of variance indicated that students made significant growth on all of the TEN measures from winter kindergarten to spring of first grade; however, different measures yielded significant growth within each grade. Kindergarten TEN performance also accounted for a significant amount of variance in first-grade computation skills and was moderately correlated with teacher ratings.
Keywords curriculum-based measurement, math, kindergarten, first grade
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