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Lessons from State Education Agencies: Why Building Clinical Practice Data Systems Is Worthwhile and Feasible. CALDER Research Brief No. 44-0326

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Title: Lessons from State Education Agencies: Why Building Clinical Practice Data Systems Is Worthwhile and Feasible. CALDER Research Brief No. 44-0326
Language: English
Authors: Hannah Putman, Ron Noble, Michael DeArmond, Dan Goldhaber, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), National Council on Teacher Quality (NCTQ)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2026.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 18
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C240007
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education Programs, Student Teaching, Field Experience Programs, Data, State Departments of Education, Student Teachers, Placement, Cooperating Teachers, Mentors, Teacher Effectiveness, Compensation (Remuneration), Student Teacher Evaluation, Information Systems, Data Use
Geographic Terms: Arkansas, Louisiana, Massachusetts, Michigan, Pennsylvania, Texas
Abstract: Clinical practice (which comprises both field experiences and full-scale student teaching) matters for teacher and student outcomes. The research--and candidates' own experiences--strongly suggest that a well-designed clinical practice experience can improve teacher effectiveness and retention while also helping districts tackle teacher shortages. Designing clinical practice experiences is largely the purview of prep programs and school district partners, but state education leaders have an important role as well. States set minimum expectations, monitor outcomes, and can help guide placements. But states cannot adequately fulfill any of these roles without information about what is currently happening in schools and districts statewide. Over the last year and a half, the National Council on Teacher Quality (NCTQ) and the Center for Analysis of Longitudinal Data in Education Research (CALDER) convened leaders from six states to identify steps states can take to better understand and track clinical practice. This brief explores their insights and provides brief case studies of their actions to strengthen clinical practice data systems in their states.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED680907
Database: ERIC
FullText Text:
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  Data: Lessons from State Education Agencies: Why Building Clinical Practice Data Systems Is Worthwhile and Feasible. CALDER Research Brief No. 44-0326
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  Data: <searchLink fieldCode="AR" term="%22Hannah+Putman%22">Hannah Putman</searchLink><br /><searchLink fieldCode="AR" term="%22Ron+Noble%22">Ron Noble</searchLink><br /><searchLink fieldCode="AR" term="%22Michael+DeArmond%22">Michael DeArmond</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Goldhaber%22">Dan Goldhaber</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink><br /><searchLink fieldCode="AR" term="%22National+Council+on+Teacher+Quality+%28NCTQ%29%22">National Council on Teacher Quality (NCTQ)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2026.
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Data%22">Data</searchLink><br /><searchLink fieldCode="DE" term="%22State+Departments+of+Education%22">State Departments of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Placement%22">Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Compensation+%28Remuneration%29%22">Compensation (Remuneration)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Evaluation%22">Student Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Systems%22">Information Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Arkansas%22">Arkansas</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Clinical practice (which comprises both field experiences and full-scale student teaching) matters for teacher and student outcomes. The research--and candidates' own experiences--strongly suggest that a well-designed clinical practice experience can improve teacher effectiveness and retention while also helping districts tackle teacher shortages. Designing clinical practice experiences is largely the purview of prep programs and school district partners, but state education leaders have an important role as well. States set minimum expectations, monitor outcomes, and can help guide placements. But states cannot adequately fulfill any of these roles without information about what is currently happening in schools and districts statewide. Over the last year and a half, the National Council on Teacher Quality (NCTQ) and the Center for Analysis of Longitudinal Data in Education Research (CALDER) convened leaders from six states to identify steps states can take to better understand and track clinical practice. This brief explores their insights and provides brief case studies of their actions to strengthen clinical practice data systems in their states.
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  Data: 2026
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  Data: ED680907
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680907
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      – Text: English
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    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Data
        Type: general
      – SubjectFull: State Departments of Education
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Placement
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      – SubjectFull: Cooperating Teachers
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      – SubjectFull: Mentors
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Compensation (Remuneration)
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      – SubjectFull: Student Teacher Evaluation
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      – SubjectFull: Information Systems
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      – SubjectFull: Data Use
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      – SubjectFull: Arkansas
        Type: general
      – SubjectFull: Louisiana
        Type: general
      – SubjectFull: Massachusetts
        Type: general
      – SubjectFull: Michigan
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      – SubjectFull: Pennsylvania
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      – SubjectFull: Texas
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      – TitleFull: Lessons from State Education Agencies: Why Building Clinical Practice Data Systems Is Worthwhile and Feasible. CALDER Research Brief No. 44-0326
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