Relationship of Achievement of Aimsweb Mathematics Cbm Assessment on Taks Mathematics Assessment

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Summer 2015


This study sought to determine whether differences existed between scores on AIMSweb Curriculum-based measure (CBM) in mathematics and the Texas Assessment of Knowledge and Skills (TAKS) mathematics test or whether differences were due to sex, ethnicity, and socioeconomic status (SES). Data were obtained for third-grade students who took the TAKS mathematics and AIMSweb CBM in mathematics, as well as for sex, ethnicity, and SES. The researcher analyzed the data to determine whether differences existed between AIMSweb CBM in mathematics and TAKS mathematics achievement, sex, ethnicity, and SES. Kruskal-Wallis tests of differences between several independent groups were used as the nonparametric alternative to the one-way analysis of variance (ANOVA) because the sample sizes of the groups were disparate. The data analysis revealed significant differences between TAKS mathematics scale scores and AIMSweb mathematics for the three administrations of the universal screener after removing the effects of ethnicity, sex, and SES. The findings also revealed no significant differences between each administration of AIMSweb and sex, ethnicity, or SES for each AIMSweb group after removing the effects of sex, ethnicity, and SES.


Gilbert Naizer

Subject Categories

Curriculum and Instruction | Education