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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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Reflections on the Influence of Curriculum-Based Measurement on Educational Practice and Policy … and Its Progenitor

Reflections on the Influence of Curriculum-Based Measurement on Educational Practice and Policy … and Its Progenitor

Chapter:
(p.341) Conclusion Reflections on the Influence of Curriculum-Based Measurement on Educational Practice and Policy … and Its Progenitor
Source:
A Measure of Success
Author(s):

Mark R. Shinn

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0031

This chapter organizes the big ideas gleaned from the various contributions in this volume around a set of Ps; that is, some themes that might capture characteristics of the impact of Curriculum-Based Measurement (CBM) research on the field of education, special education, and school psychology. It highlights the following Ps: progenitor, parsimonious, prescient, powerful, principled, programmatic, participatory, passionate, and phish and phishing. The chapter concludes that while CBM is highly quantitative and objective, it provides educators a fine way to judge whether an intervention is making a difference. At the heart of Deno’s work and the use of CBM is social values, a fact that is often overlooked by many, but not by many of the chapters’ authors.

Keywords:   Curriculum-Based Measurement, CBM, education, special education, school psychology

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