Abstract

This study employed a continuous quality framework with an emphasis on closing the assessment loop and guiding an intervention process for teacher certification candidates at a master's-level regional institution. Using student academic performance data, a logistic regression model was applied to predict success on a certification exam, the Foundations of Reading Test. Data analysis revealed that the odds of passing this exam were influenced by students' SAT total scores, grade point average, and grade in a required reading instruction course. The results of this model allow the institution to identify and proactively provide academic intervention to at-risk students.

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