Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes.
Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences.
Participants included 171 candidates enrolled in a graduate certificate program and 11 university-based faculty.
EFIS candidates spent increased time in early field experiences, yet EFIS was not associated with candidates’ performance at program exit.
Although we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss these discrepancies and offer suggestions for ongoing research.