Technical Report 2101 - Alignment between easyCBM© Mathematics and Literacy Assessments and State and National Standards

Oct 15, 2026

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Technical Report 2101 presents results of a 2020–2021 study examining the alignment between easyCBM© mathematics and literacy assessments and state content standards adopted across all fifty U.S. states. The study used a three-wave process: collecting state standard information for grades K–8 in ELA and mathematics, identifying groups based on Common Core State Standards adoption and deviations, and analyzing alignment to easyCBM© literacy and mathematics measures. It also documents the process and provides analysis results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

The Alignment between easyCBM© Mathematics and Literacy Assessments and State and National Standards

Purpose and Research Questions

Methods

State Standard Groupings (CCSS Adopted, CCSS Revised, State Unique)

Tables 1–3 and Data Sources

Direct CCSS Adoption States

Modified CCSS Adoption States

Technical Report \# 2101 The Alignment between easyCBM© Mathematics and Literacy Assessmentsand State and National Standards Leilani Sáez Makayla Whitney Denise Swanson Julie Alonzo University of Oregon Published by Behavioral Research and Teaching University of Oregon • 175 Education 5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541- 346-5689 [http://brt.uoregon.edu](http://brt.uoregon.edu) Copyright © 2021 . Behavioral Research and Teaching. All rights reserved. This publication or parts thereof, may not be used or reproduced in any manner without written permission. The University of Oregon is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. This document is available in alternate formats upon request. Abstract In this technical report, we present the results of a 2020-2021 study of the alignment between the easyCBM© mathematics and literacy assessments and the content standards adopted in the fifty U.S. states. The study used a three-wave process. First, a team of researchers gathered the status of state standard information for mathematics and English language arts (ELA) standards across grades K-8 for all 50 U.S. states. Three main groups were identified: CCSS Adopted (20 – ELA & Math), CCSS Revised (24 – ELA, 28 – Math) and State Unique (6 – ELA, 2 Math). Next, the team analyzed the alignment between the standards and the easyCBM© literacy measures. Finally, the team analyzed the alignment between the standards and the easyCBM© mathematics measures. This technical report describes the process used in the alignment study and provides the results of the analysis. The Alignment between easyCBM© Mathematics and Literacy Assessments and State and National Standards Because of the autonomy granted to states to regulate their educational systems, there is no single set of content standards that applies equally across all 50 U.S. states. Thus, U. S. school districts are faced with the challenge of determining the extent to which a national curriculum or standardized assessment aligns with the expectations for learning adopted by their individual state. This technical report is intended to help facilitate the process of reviewing the alignment between the mathematics and literacy assessments offered on the easyCBM© system and the content standards adopted by the different states. The purpose of this investigation was to examine the extent to which easyCBM© is aligned with English Language Arts and Mathematics content standards currently used across the U. S. Because the Common Core State Standards (CCSS) have been adopted (in some form) by most states, they were used as referent standards for both ELA and Math datasets. Datasets were organized around the extent to which state standards reflected overlap with the CCSS, with“ADDITIONAL” state standards grouped together to capture skills and knowledge that extended beyond the scope of the CCSS. In general, ADDITIONALS were listed by increasing difficulty and links to earlier and later grade CCSS were noted. The primary research question underlying this work was: To what extent does easyCBM© measurement align with state English Language Arts and Mathematics academic standards across K- 8? Alignment analyses were conducted for both CCSS-corresponding and ADDITIONAL state standards across gradesand content domains. A secondary question that may be asked from these datasets is: To what extent do state standards align with the CCSS? Methods From May – June 2020, the status of state standard information was gathered for ELA and Mathematics standards across K-8 for all 50 U.S. states. Three main groups were identified: CCSS Adopted (20-ELA & Math), CCSS Revised (24-ELA, 28-Math), and Sta

FAQs

What does this technical report investigate about easyCBM©?

It examines the extent to which easyCBM© is aligned with English Language Arts and Mathematics content standards used across the U.S. for grades K–8.

What research approach and timeline were used in the study?

State standard information for ELA and mathematics across K–8 was gathered from May–June 2020, and the report summarizes results from the 2020–2021 study period.

How were states categorized for the alignment analysis?

States were grouped as CCSS Adopted, CCSS Revised, or State Unique, based on whether they wholly adopted CCSS, made minor language/competency changes, or deviated substantially from CCSS language.

Oct 15, 2026

Uploaded by Mia