Abstract: This study explored the utility of using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as a brief measure of oral reading fluency (ORF) at the end of second grade to predict which students who would not meet the proficiency standard to pass the Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) at the end of third grade. Comparisons were made with the AIMS DPA scores and the scores for DIBELS end-of-year grade 2; beginning-of-year grade 3; middle-of-year grade 3; and end-of-year grade 3. Subgroups of students based on gender and ethnicity were also explored. The 1,450 students who participated in this study were from 19 elementary schools located in a Phoenix suburban school district. Intercorrelation results between DIBELS ORF scores for the end of second grade and AIMS DPA reading scores (.63 < .01) saw a moderately high positive correlation, which was essentially the same for the end of third grade (.62 < .01), where the ORF was concurrent with AIMS DPA. Cross-tabulation tables reflected a higher correlation when using end-of-grade 3 ORF as a predictor. The overall classification of the diagnostic efficiency statistics revealed that the effectiveness of DIBELS was quite remarkable for the end of second grade (.85) and the end of third grade (.93). Small differences in gender and ethnicity were reported. However, a larger percentage of at-risk White males tended to pass the AIMS DPA.