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In this study, we addressed the need for research demonstrating the extent to which performance on widely-used progress monitoring measures related to end-of-grade achievement on statewide assessments. Specifically, we evaluated the usefulness of STAR Reading and Scholastic Reading Inventory-Interactive for predicting performance on the Florida Comprehensive Assessment Test. We found that scores obtained from regular use of these measures were statistically significantly related to overall end-of-grade achievement markers. We discuss our findings in the context of other similar research. [ABSTRACT FROM AUTHOR]