Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if STAR Math is sensitive to small incremental growth across a semester. Within two southern school districts, 114 fifth grade students’ progress monitoring data were collected weekly, and a latent growth curve was used to estimate students’ change in math ability. Results indicated STAR Math is sensitive to small incremental growth, with a statistically significant and positive slope, suggesting students using STAR Math showed improvement in ability over the semester.

在调整指导时，反复测量学生的能力（即进行进度监控）是明智决策的重要要素。进度监控措施的一个重要特征是经常进行行政管理以识别关注的领域并评估学术发展。这项研究的目的是确定STAR Math是否对整个学期的小增量增长敏感。在两个南部学区，每周收集114个五年级学生的进度监控数据，并使用潜伏增长曲线估算学生的数学能力变化。结果表明，STAR Math对较小的增量增长敏感，具有统计学上显着的正斜率，这表明使用STAR Math的学生在整个学期的能力有所提高。