Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research

• Published in: Contemporary school psychology Vol. 28; no. 3; pp. 341 - 352
• Main Authors: Vazquez, Mariana, Laakman, Anna L., Loria Garro, Elias S., Tan, Samantha X. L., Keller-Margulis, Milena A.
• Format: Journal Article
• Language: English
• Published: New York Springer New York 01.09.2024
• Subjects: Behavioral Science and Psychology; Child and School Psychology; Educational Psychology; Psychology; Systematic Review; Curriculum-based Assessment; Curriculum-based Measurement; Emergent Bilinguals; Linguistic Diversity
• ISSN: 2159-2020; 2161-1505
• DOI: 10.1007/s40688-023-00487-z

Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student’s native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools.