Date of Award


Document Type

Open Access Dissertation


Educational Studies


College of Education

First Advisor

Kathleen J. Marshall


This study examined elementary special education resource teachers’ practices and perceptions of curriculum-based measurement (CBM). A significant body of research since the 1970’s has shown that CBM is a reliable and valid predictor of subsequent performance on a variety of outcome measures, and thus useful for a wide range of instructional decisions (Deno, 2003; Busch & Reschley, 2007). Numerous studies have shown that when teachers use CBM, as originally intended, to write databased IEP goals, monitor the effects of their instructional programs, and adjust their interventions according to data-based decision rules, student achievement improves (Fuchs, Fuchs, Hamlett, 1989b; Jenkins, Graff & Miglioretti, 2009). Additionally, CBM is a valuable assessment tool for meeting the progress monitoring requirements of the IEP, as set forth in the IDEA. Barriers to implementation include, time constraints, lack of confidence and knowledge in using CBM, and doubt in the validity of some of the measures (Yell, et al., 1992; Foegen, 2001). Despite a very solid research base, CBM is not being used as originally intended and is not being used consistently and accurately by special education teachers to monitor student progress to meet the federal mandate (Estcheidt, 2006; Shinn, 2010). To update the literature and bridge the gap between the earlier studies on CBM and current practices and perceptions of elementary special education teachers a survey questionnaire was used to collect data from 84 elementary special education resource teachers from 15 public schools in the southeast. Results revealed that more special education teachers are using CBM than in the past. They are using CBM to fulfill the federal requirements of the IEP in regards to progress monitoring; however, many special education teachers are not using CBM as originally intended. Time and lack of confidence and knowledge in using some of the components of CBM are still barriers. The results, implications for special education leaders, and recommendations for future research are discussed.