Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs

Abstract

BackgroundPrevious studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making.MethodsWe examined a sample of 1066 secondary school students using four linear mixed‐effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?ResultsThe intra‐class correlation (ICC) results show that the influence by the context‐related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student‐related variables explain only a small proportion of the variance (marginal R2 = .114).ConclusionsMaze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom‐related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.