This study evaluated the validity of curriculum-based word problem-solving measures as indicators of proficiency in mathematics with a sample of 77 children in third grade. In the winter and spring of third grade, children completed a battery of general achievement tests in mathematics in addition to curriculum-based problem-solving and computation assessments. Specifically, the study investigated the reliability and concurrent and predictive validity of the word problem-solving measures through correlation and regression analysis. Results supported the adequacy of the word problem-solving measures as useful indicators of mathematics proficiency for third graders. (Contains 4 tables.)