The use of curriculum-based measures for the purpose of school-wide screening and progress monitoring of reading within school reform processes has been discussed extensively in the literature over the past several years. Little has been done, however, in terms of evaluating the predictive bias of these measures across ethnic groups, particularly with the American Indian student. The purpose of this study was to evaluate the predictive validity of oral reading fluency on a state measure of adequate yearly progress between White and American Indian third-grade students. The results suggested oral reading fluency is a robust predictor of reading comprehension across both cohorts, although significant differences were noted within the separate predictive models. Discussion regarding the implications of these findings within school-based decision making is undertaken. (Contains 4 tables.)