Policymakers and accreditation agencies are now seeking to gauge the effectiveness of teacher preparation programs by following teacher candidates into their professional practice and, further, by linking to their pupils' academic performance. However, the task of gathering and analyzing such data is complex, especially within states that have not received federal funding to link the pupil test database to individual teachers by higher education institute where they attended. In this case study, researchers examine mathematics pupil performance in grades 3–8, as measured by the state-mandated assessment, and make connections to a specific university teacher education program. The results of this longitudinal study of pupil performance are shared in order to evaluate the specific teacher preparation program and provide a model for those who investigate the impact of teacher preparation programs. Additionally, obstacles faced and challenges of such a quantitative study for a higher education institution are shared.

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