This study compared the reading subtests of the Wechsler Individual Achievement TestThird Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected through a deidentified data set provided by a school bu...

In this article, the authors describe the use of curriculumbased measurement as a research-validated practice for monitoring student academic achievement and ultimately for improving students’ educational outcomes. The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and aiding teachers with instr...

We use matched employee-employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042SD in mathematics and 0.026SD in reading. This reflects, in part, a temporary disruption effect in the first year. In mathematics, but not in reading, late-hired teachers rema...

The purpose of the study was to estimate the impact of reading intervention on ratings of student attention over time. We used extant data from a longitudinal randomized study of a response-based reading intervention to fit a multiple-indicator, multilevel growth model. The sample at randomization was 54% male, 18% limited English proficient, 85% eligible for free or reduced-price lunch, 58% Af...