Research on the analysis of time-series data has shown that decisions reached through visual analysis of the data may be influenced by the statistical parameters of those data. The current study investigated the statistical properties of curriculum-based time-series data for 68 elementary resource room students in four Minnesota school districts. Data for slope, standard error of estimate, mean level of performance, and number of data points are presented. Implications for both time-series and conventional pre-post designs are discussed. (Author)