This study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The sample consisted of 221 first grade students. Data were collected at two time points approximately 10 weeks apart. Reliability and concurrent and predictive validity correlations were in the low to moderate range. We discuss study results related to screening for risk status including limitations to the current work and future directions for research. [This is the advance online version of an article published in "School Psychology Review."]