Appendix E: Evidence of Data Quality

Candidates in each administrative services credential program in California must demonstrate content and skill knowledge on three performance assessments prior to the attainment of a preliminary credential.  Each performance assessment or leadership cycle contains required knowledge and skills found in the California Administrator Performance Expectations (CAPEs).  The CalAPA consists of three leadership cycles that focus candidates on specific content knowledge, a different set of skills, and knowledge to demonstrate new learning relevant to school administration.  Each cycle includes professional dispositions that school administrators should know and be able to demonstrate.  There are 4 steps in each CalAPA performance assessment which include the following actions:  Investigate, Plan, Act, Reflect in a continuous improvement model based on collected data from fieldwork school sites.
Consequential implementation of the CalAPA began in Fall 2019.  Based on this new assessment the Fresno State PASC program has gone through a series of redesign processes to better align student expectations and outcomes to the state standards and assessment.   Each leadership cycle includes either 7 or 8 analytic rubrics that measures knowledge and skills candidates must evidence in narrative writing, document artifacts, and/or video. Each rubric is aligned to specific CAPEs organized by a scale from Level 1 to Level 5.  Based on the overall passage score for each cycle, candidate success or proficiency would be measured at Level 2.  As of 2019, each CalAPA leadership cycle has a summative passing score as follows:

• Cycle 1 (8 rubrics): A final cut score of 14 points.
• Cycle 2 (7 rubrics): A final cut score of 12 points.
• Cycle 3 (7 rubrics): A final cut score of 12 points.

Because this instrument is administered statewide to candidates of all programs (CSU, University of California, private institutions, and local education agencies), we believe in its fairness as an instrument. Additionally, we believe the data the instrument yields are trustworthy because the survey is administered by the CTC, the statewide accrediting agency.

Fresno State has initiated a college-wide data summit to consider the findings of this statewide survey and triangulate them with campus data, including the percentage of First Generation students, access to resources like scholarships, and culture and context of the cohorts in which prospective teachers are placed. Through this triangulation process, we are able to determine the alignment of the finding from the survey with our other measures, further assuring us of the survey’s trustworthiness as an instrument. In the process, we are also able to inform the impact on program changes on our own students with respect to the unique diversity of culture and needs in the Central Valley.