Two case studies were conducted to investigate the utility of curriculum‐based measurement of math and reading for evaluating the effects of methylphenidate on the academic performance of 2 students diagnosed with attention deficit hyperactivity disorder. Following baseline measurement, double‐blind placebo‐controlled procedures were employed to evaluate each student's response to three levels (5 mg, 10 mg, and 15 mg) of the medication. Results of the first study suggest that the curriculum‐based measures were sensitive indicators of the student's response to medication. This finding was replicated in the second study. In the second study, when the student's follow‐up dose of medication was based on trial‐phase data, follow‐up performance was improved compared to baseline performance. These case studies suggest that further research is warranted on the utility of curriculum‐based measurements for monitoring and evaluating stimulant medication interventions with children wit