Characteristics of Time-Series Data Collected Through Curriculum-Based Reading Measurement

Abstract

Research on the analysis of time-series data has shown that decisions reached through visual analysis of the data may be influenced by the statistical parameters of those data. This study investigated the statistical properties of curriculum-based time-series data for 67 resource room students in three Minnesota school districts. Data for slope, standard error of estimate, and mean level of performance are presented. Results suggest that reading growth over time may be described by a negatively accelerated curve and that the statistical characterisics of time-series data are not necessarily independent in naturally occurring data. Implications for both time-series and conventional pre-post designs are discussed.