Assess graduate-level ability to critically evaluate the effectiveness and equity of competency-based teacher education (CBTE) programs in diverse urban school districts, including program design and fidelity, selection and validity of outcome measures (teacher competencies, student learning, retention), methods for detecting differential impacts by race, language, and socioeconomic status, mixed-methods evaluation designs and threats to validity/bias, stakeholder perspectives, and policy/scalability implications with evidence-based recommendations for equitable improvement.