Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program

Publication Date: 2017-12-31


This peer-reviewed study was originally prepared for the University of New Hampshire’s Education Department and investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs, their applicants, and the broader field of educator preparation.



Carla Evans

Publication Documents:

Evans 2017.pdf  (Size: 533KB)