In this article, the authors describe the use of curriculum-based measurement as a research-validated practice for monitoring student academic achievement and ultimately for improving students' educational outcomes. The authors describe oral-reading fluency and maze fluency as assessment tools for monitoring student progress, evaluating instructional effectiveness, and aiding teachers with instructional planning. They provide a brief hypothetical case study of 1 elementary-aged student with a learning disability in reading to illustrate the use of progress-monitoring practices for enhancing instructional decision making and promoting academic achievement. (Contains 1 figure and 1 table.)