Article Citation:
Robin S. Codding,
Sterett Mercer,
James Connell,
Catherine Fiorello, and
Whitney Kleinert (
2016) Mapping the Relationships Among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures. School Psychology Review: March 2016, Vol. 45, No. 1, pp. 19-38.
General Issue
Mapping the Relationships Among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures
Robin S. Codding
University of Minnesota
Sterett Mercer
University of British Columbia
James Connell
Drexel University
Catherine Fiorello
Temple University
Whitney Kleinert
University of Massachusetts Boston
Correspondence concerning this article should be addressed to Robin S. Codding, Department of Educational Psychology, University of Minnesota, 56 E River Rd, Minneapolis, MN 55455; e-mail:
Article accepted by previous Editor
Robin S. Codding received her PhD in school psychology from Syracuse University and is a board-certified behavior analyst and licensed psychologist. Currently, she is an associate professor in the Department of Educational Psychology at the University of Minnesota. Her research interests include using assessment to inform selection of academic interventions, determining the effectiveness of various academic intervention approaches, examining factors that affect responsiveness to intervention, and identifying strategies to support intervention implementation.
Sterett Mercer, PhD, is an associate professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia. His research interests include methods to improve judgment and decision making using curriculum-based academic measures.
James Connell has his doctorate in school psychology and is a nationally certified school psychologist, a board-certified behavior analyst, an associate professor in the College of Education at Drexel University, and a research fellow and Director of the Clinical Core at the A.J. Drexel Autism Institute. Although his research interests are varied, one main theme has emerged over the years: identifying the variables that influence adult behavior change in community settings that facilitate the implementation of evidence-based therapies. To this end, he has researched and extensively studied models of community-based consultation and their relative effectiveness on program implementation for special needs populations.
Catherine Fiorello received her PhD in school psychology from the University of Kentucky in December 1992. She is Professor of School Psychology and Chair of the Department of Psychological Studies in Education at Temple University. She specializes in assessment, especially developmental assessment in early childhood, assessment of children with disabilities, and cognitive and neuropsychological assessment.
Whitney Kleinert, MEd, is a doctoral candidate in the School Psychology Program at the University of Massachusetts Boston. She has worked in several school districts in Massachusetts, including Boston Public Schools. Her primary interest is in the implementation of academic and behavioral interventions for students who have intensive emotional and behavioral needs.
Associate Editor: Amanda VanDerHeyden
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c) measures aligned with Common Core. In a sample of 408 sixth, seventh, and eighth graders, cross-lagged panel analyses were used to examine the temporal relationships of the M-CBM indices over three screening occasions. Latent growth models were also used to investigate (a) patterns of annual growth on the indices and (b) predictive validity of M-CBM level and slope on a high-stakes state assessment. Results indicated that (a) concepts/application scores predicted change in the Common Core measure with mixed evidence that basic facts predicted change on the concepts/application and Common Core tools; (b) growth was positive in all grades but nonlinear in some grades; and (c) fall scores on all measures, but only slopes on the Common Core tool, were related to performance on the high-stakes assessment.
Received: April 24, 2014; Accepted: March 17, 2015;
Copyright 2016 by the National Association of School Psychologists
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