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Abstract
This study examined whether curriculum-based measures (CBMs) of math word-problem contributed unique variance in predictions of performance on high-stakes tests, beyond the contribution of calculation and reading skills. CBMs were administered to a representative sample of 142 third-grade students at three time points. Results indicate that problem-solving CBMs uniquely predicted a problem-solving composite measure and the California Standardized and Reporting test, and were able to discriminate students at risk and not at risk for math difficulties. Implications for practice are discussed.
Keywords curriculum-based assessment, diagnostic/analytic, math
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