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<p>Traditional assessments often perpetuate systemic inequities through biased norms and culturally misaligned practices. The Classroom Learning Screening (CLS), developed in 1981 by Kunzelmann and Koenig, offers a behavior analytic alternative grounded in direct, repeated measurement of frequency or rate. The current paper introduces CLS as both a practical tool and a form of ethical advocacy for educational equity. We outline the limitations of conventional norm-referenced assessments, demonstrate how CLS promotes equity through self-referenced, curriculum-based data collection, and suggest systematic steps for implementing and evaluating CLS in contemporary educational settings. Designed to identify early academic risk through continuous progress monitoring, CLS uses 10 days of brief, curriculum-aligned probes in reading, math, and spelling, helping educators detect and address learning difficulties before formal special education referrals become necessary. Through systematic replication studies and policy advocacy, we call on behavior analysts to revisit assessments such as the CLS as a fair, functional, and timely assessment method that can reduce educational inequities.</p>

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The Classroom Learning Screening (CLS) as a Behavior Analytic Tool for Educational Equity: A Call to Action

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月6日

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  • Jared Van,
  • Samona Doeman,
  • Richard M. Kubina Jr.

摘要

Traditional assessments often perpetuate systemic inequities through biased norms and culturally misaligned practices. The Classroom Learning Screening (CLS), developed in 1981 by Kunzelmann and Koenig, offers a behavior analytic alternative grounded in direct, repeated measurement of frequency or rate. The current paper introduces CLS as both a practical tool and a form of ethical advocacy for educational equity. We outline the limitations of conventional norm-referenced assessments, demonstrate how CLS promotes equity through self-referenced, curriculum-based data collection, and suggest systematic steps for implementing and evaluating CLS in contemporary educational settings. Designed to identify early academic risk through continuous progress monitoring, CLS uses 10 days of brief, curriculum-aligned probes in reading, math, and spelling, helping educators detect and address learning difficulties before formal special education referrals become necessary. Through systematic replication studies and policy advocacy, we call on behavior analysts to revisit assessments such as the CLS as a fair, functional, and timely assessment method that can reduce educational inequities.