Progress monitoring in algebra: Exploring rates of growth for middle school math curriculum-based measurement

An examination of evidence-based practices for mathematics reveals that a solid grasp of key algebraic topics is essential for successful transition from concrete to abstract reasoning in mathematics. In addition, experts indicate a need to emphasize formative assessment to allow results to inform instruction. To address the dearth of technically adequate assessments designed to support data based decision making in algebra, this study examined (a) the validity of algebra and mixed computation curriculum-based measurement for predicting mid-year general math and algebra outcomes in 8th grade (b) growth rates for algebra and mixed computation CBM in the fall of 8th grade, (c) whether slope is a significant predictor of general math and algebra outcomes after controlling for initial skill, and (d) whether growth rates differ for pre-algebra and algebra students. Participants were 198 eighth grade pre-algebra ( n = 70) and algebra (n = 128) students from three middle schools in the Pacific Northwest. Results indicate moderate relationships between fall performance on mixed computation and algebra CBM and winter SAT-10 and algebra performance and significant growth across the fall. Growth was not found to predict general math and algebra outcomes after controlling for initial skill. Future studies should examine (a) growth rates over an extended period of time with a larger sample of classrooms, (b) instructional variables that may impact growth across classrooms, and (c) the impact on student performance when data gleaned from the mixed computation and algebra CBM are used to support data based decision making in middle school algebra and pre-algebra classrooms.