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This article presents the perceived self-confidence of teacher education candidates who were pursing certification in elementary education or elementary education with an endorsement in reading. Using the state standards toward a reading endorsement as the basis for the statements, each candidate completed an on-line common core survey stating her/his confidence in teaching to the standard. To further support her/his selfrating, these candidates also added comments for each of the six common core standard areas. Results indicated that those pursing an endorsement in reading viewed themselves as more confident than those who were not. Additionally, the data provided strengths and weaknesses about the literacy program at this university. Based on these findings, further analysis of the data is warranted. The literacy program faculty at a regional university in the Pacific Northwest has been involved in collecting and analyzing evidence to document teacher candidate growth based on State Professional Standards in the field of Reading. Current research in the field of education provides some information about collecting evidence and documenting the impact of programs on pre-service teachers. Everhart and Hogarty (2009) believe there is a need for “teacher education programs to sharpen their focus on what constitutes good practice so that beginning teachers will be prepared for the politics and culture of the induction year in a host of school contexts” (p. 400). Fallon (2006) reports that teacher educators need to move toward using data rather than anecdotal records to make policy decisions. Using data to inform teacher educators about teacher preparation programs provide opportunities for improving programs, and in turn, better preparing beginning teachers. Measuring Program Effectiveness Researchers have considered what should be measured as well as indicators for program effectiveness. Wineburg claimed that many teacher education institutions “expended a great deal of energy and resources on data collection, but had no clear sense of what should be measured, how the data collection should be done, or what real purpose the data served” (as cited in Ludlow, et al., 2008, p. 321). However, there seems to be agreement that teacher education programs need to develop ways to measure the effectiveness of programs in order to meet the demands of accrediting agencies. Currently, surveying teacher candidates is a form of data collection used at many institutions.

“I Feel Fairly Confident…”: Investigating Literacy Candidates’ Self Confidence through an On-Line Standards-Based Survey