A CAUSAL ANALYSIS OF THE RELATIONSHIPS AMONG ONGOING CURRICULUM-BASED MEASUREMENT AND EVALUATION, THE STRUCTURE OF INSTRUCTION, AND STUDENT ACHIEVEMENT.

Examines the relationships among teachers' use of Curriculum-Based Measurement to evaluate student progress, changes in the structure of instructions and student achievement. Relationship between teacher's accuracy in setting up student performance measurement and silent reading and achievement; Consistency and stability of student achievement and teacher behavior.