Using school-level student achievement to engage in formative evaluation: comparative school-level rates of oral reading fluency growth conditioned by initial skill for second grade students

Reading and Writing

Volumn 28, Issue 1, 2015, Pages 105-130

  Cummings, Kelli D ^a   Stoolmiller, Michael L ^a   Baker, Scott K ^b   Fien, Hank ^a   Kame’enui, Edward J ^a  

^a UNIVERSITY OF OREGON   (United States)

^b SOUTHERN METHODIST UNIVERSITY   (United States)

Author keywords

Curriculum based measurement; Formative evaluation; Value added models

Indexed keywords

EID: 84957944935     PISSN: 09224777     EISSN: 15730905     Source Type: Journal    
DOI: 10.1007/s11145-014-9512-5     Document Type: Article

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