This article contributes to this needed body of research by reporting results of early
predictive and consequential validity studies for the Performance Assessment for
California Teachers (PACT). We use linked student–teacher data from three large
school districts in California to examine teacher PACT scores in relation to student
learning gains. In addition, we use survey data from candidates involved in the PACT
pilots to examine their self-reported learning from the assessment process and the
extent to which this learning is related to their preparation context