CURRICULUM-BASED MEASUREMENT OF AT-RISK STUDENTS READING-SKILLS - A PRELIMINARY INVESTIGATION OF BIAS

This study was a preliminary investigation of gender, socioeconomic st atus, and racial bias in curriculum-based measurement reading probes u sing students from an inner city, Chapter 1 elementary school. The rea ding probes involved brief 1-min. reading samples of middle-of-grade r eading passages from Grade 1 through 4 as drawn from the reading texts used in the participating students' own classrooms. Analysis indicate d that, except for socioeconomic status and gender differences in Grad e 1, there were no gender, socioeconomic status, or racial biases acro ss the four grades assessed. These results were discussed in the conte xt of research on bias.