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Using the lens of accountability, the purpose of this investigation is to better understand factors influencing success in student teaching for teacher education candidates. By utilizing existing quantitative data from archival sources from a Midwest university's educator preparation program, this study hopes to develop a predictive model which will assist in understanding the most significant influences on the MEES (Missouri Educator Evaluation System), a student teaching assessment of teacher effectiveness. The MEES is a summative assessment and is scored on a 0-4 rubric by two different evaluators, a cooperating teacher and a university supervisor. The purpose of this study is to classify student teaching performance while determining differences and relationships between university supervisor and cooperating teacher ratings in four different geographic settings (Urban/City, Suburban, Town, Rural). For the purposes of this study, the term 'City' will be used for the Urban geographic location. This study will be comprised of cognitive and non-cognitive factors which the literature, and practical experience, have determined are related to performance on the student teaching metric. By utilizing parametric and non-parametric approaches which include numerous regressions. The researchers expect to account for variance in student teaching performance and teacher effectiveness by analyzing the cumulative and individual impact of these data: ACT; GPA; Missouri General Education Assessment scores; Missouri Content Assessment scores; Missouri Educator Profile results; and student disposition inventory results. These quantitative data exist in the archives of the School of Education Professional Education Unit assessment system. The Office of Institutional Research will then pull, clean and analyze the selected data while removing all individually identifiable student information. Once anonymized, the data will be analyzed in excel, SPSS and/or R software packages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]