Measuring Completer Impact in Non-Data-Sharing States: A Multiyear Case Study Design and Findings

• In Event: Dismantling Assessment Data Demands, Design, and Administration in Educator Preparation

Abstract

Session describes a longitudinal case study design employing focus group methodologies to assess completer impact in P-12 classrooms. Findings to date indicate a rich set of factors used both by new teachers and by employers to assess impact on student learning. These data are arguably a more nuanced view of teacher impact than afforded by state assessment data. Certainly, these results are uniquely capable of driving continuous improvement at the program level.

Authors

• F. Todd Goodson, Kansas State University

• Eileen Wertzberger, Kansas State University