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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 15 June 2021

Introduction

Introduction

Chapter:
(p.1) Introduction
Source:
A Measure of Success
Author(s):

Christine A. Espin

Kristen L. McMaster

Susan Rose

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0001

This book highlights the impact that Curriculum-Based Measurement (CBM) has had on educational policy and practice over the past thirty years. The chapters reflect a common theme: CBM, in all its simplicity, has influenced educational policy and practice in far-reaching ways—from the classroom to school to district to state levels; from elementary- to high-school levels; across core academic areas; in both national and international settings; in the fields of special and general education; and in the areas of teacher education, psychology, and school psychology. Recent educational reforms, such as Response to Intervention, reflect this broad influence as evidenced by their emphases on progress monitoring and data-based decision making. An overview of the subsequent chapters is also provided.

Keywords:   Curriculum-Based Measurement, CBM, educational policy, educational practice, teacher education, psychology, school psychology, Response to Intervention

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