dc.contributor.author	Chafin, Amy F.
dc.date.accessioned	2015-05-18T14:58:49Z
dc.date.available	2015-05-18T14:58:49Z
dc.date.issued	2015-05
dc.identifier.uri	http://hdl.handle.net/10428/1927
dc.description.abstract	In order to meet accountability standards, many states across the nation have spent large portions of their state and federal budgets purchasing the best reading and mathematics educational programs to ensure students are successful on state assessments (Simpson et al., 2004). One such research-based program is CBM or curriculum-based measurement (Tindal, 2013). For several years, the focus of CBM has been reading. With effective results of using reading CBM as “measures to predict success on state standardized assessments,” many school districts are applying this same strategy to mathematics (Wiley & Deno, 2005, p. 209). This study analyzed end-of-year scores on a second grade mathematics CBM to predict student mathematics performance on the third grade Georgia mathematics CRCT. The participants in the present study were 1,016 third grade students from nine schools within five school districts in south, central, and north Georgia. Correlational research with a predictive design was used to determine if 2013 end-of-year CBMs Mathematics Computation (M –COMP) or Mathematics Concepts and Application (M-CAP) results in second grade can predict student mathematics performance on the spring 2014 third grade Georgia mathematics CRCT. Simple linear regression analyses were used to determine which second grade assessments predict third grade CRCT mathematics scores. The results of the analyses indicated that scores on the 2014 third grade Georgia mathematics CRCT were positively related to scores on both the M-COMP and M-CAP assessments. The regression results even showed that the M-COMP or M-CAP could possibly be a predictor to the results of the Georgia mathematics CRCT. Students who scored low on the M-COMP and M-CAP tended to score lower on the mathematics CRCT. In turn, the study revealed that students who scored higher on the M-COMP and M-CAP tended to score higher on the mathematics CRCT.	en_US
dc.language.iso	en_US	en_US
dc.subject	education	en_US
dc.subject	mathematics curriculum based measurement	en_US
dc.subject	math cbm	en_US
dc.subject	elementary mathematics universal screener	en_US
dc.title	Using Mathematics Curriculum-Based Measurement to Predict Student Performance on the Third Grade Georgia Mathematics Criterion Referenced Competency Test	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Curriculum, Leadership, and Technology	en_US
dc.description.advisor	Green, Robert B.
dc.description.committee	Raiford, Simmie A.
dc.description.committee	Hsiao, E-Ling
dc.description.committee	Nobles, Kathy
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US