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With the advent of state wide progress monitoring and consequent ramifications on school districts, schools, and teachers, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as a curriculum-based measurement tool used to monitor student progress, has received widespread attention. The present study attempts to investigate the relationship between the DIBELS Oral Reading Fluency (ORF) subtest and subsequent student achievement on the Florida Comprehensive Achievement Test (FCAT) across 115 Hispanic and 230 African American students, of which 175 were male and 175 female. The presence of a significant linear relationship between DIBELS and FCAT scores was found. Moreover, the mean scores obtained on the FCAT ’06 and ’07 by male and female as well as Hispanic and African American students did not differ significantly.