The purpose of this document is to provide readers with the coding protocol that authors used to code 26 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between MCOMP and MCAP curriculum-based measurement (CBM) and mathematics achievement criterion measures, as well as to determine the moderating factors of this relationship. Studies focused on grades 2 through 8 MCOMP, MCAP, and mathematics achievement. We coded 26 studies published between 2005 and 2021, including 15 peer-reviewed journal articles and 11 doctoral dissertations. Across studies, we coded variables such as basic study information, participant demographics, general CBM information (e.g., administration time of year, publisher), criterion measure information (e.g., state test, norm-referenced achievement measure, time of year), administration lag time between the CBM and criterion measure, and the correlation.
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Nelson, Gena and Codding, Robin. (2022). "Coding Protocol: A Meta-Analysis of MCOMP and MCAP Curriculum-Based Measurement". Early and Special Education Faculty Publications and Presentations, article no. 145. https://doi.org/10.18122/sped.146.boisestate