Impacter Pathway
WALKTHROUGH

A Voice Analytics
Platform To Quantify
Durable Skills

Assessment infrastructure your district can act on.

Before We Start

Vetted & Validated By Trusted Organizations.

ETS

Strategic Partnership & Investment.

ETS invested in Impacter Pathway to bring Portrait of a Graduate measurement to districts nationwide.

ets.org · June 12, 2026 California Department of Education

CA Dept of Ed CAASPP Contract.

Selected, with ETS, as California's durable skills measurement solution for CAASPP.

CA State Board · May 12–13, 2026 · Item 10 California Commission for Behavioral Health

State Reporting & Accountability Contract.

Selected to build California's statewide behavioral health reporting system, with SCCOE and Stanford Medicine.

bhsoac.ca.gov · Apr 20, 2026
What We Do

We Measure Durable Skills.

Durable skills predict adult health, earnings, and stability
beyond what test scores capture.

6 peer-reviewed studies · 2005–2017
Moffitt · Heckman · von Stumm · Duckworth · Jones · Deming
Inner: the eight skills · Outer ring: CASEL connections
Our Measurement Core

Eight Durable Skills.
Identified By Harvard.
Predictive Of Success.

Harvard's Making Caring Common project, led by Dr. Richard Weissbourd, identified these eight skills as the strongest predictors of success in college, career, and relationships.

Purpose
Naming a direction, and connecting today’s effort to it.
Why Surveys Fail

Elevate Student Voice.

What if the student can't read it? What if they don't speak English? We let them answer out loud, in any language.

Every survey looks like this. Nobody hears the child.

Live · measuring
ERS—/100
Evidence richness

Impacter. The student answers out loud. Now the child is heard.

The Science

We Score Every Answer.
You Can Check Our Work.

1 · Students Talk
Tens of thousands
of students.
Ninety seconds each, out loud, in any language.
2 · We Score It
Our model reads
every answer.
Trained on real district answers that teachers scored by hand. The weights are frozen, so the same answer always gets the same score.
3 · Scores Come Back
Eight skills,
the same day.
Purpose3.9 / 4
Grit3.7 / 4
Self-Control3.2 / 4
+ 5 more · scored 0–4 on the rubric
Scoring validated byEducational Testing Service
ETS
How It Works · The Prompt

Every Path Starts With The Same Two Minutes.

This is how we prompt a student: a short film of a runner who falls, then one open question. No answer choices, no right answer. Students respond in their own words — video, audio, or typed text — in the language they think in.

How It Works · Student Voice

Two Students. Two Authentic Responses.

Prompt · What's your biggest failure?
"My Biggest Failure Is Not Taking Enough Risk…"
Transcript · verbatim
"When given some thought to this question, I realized that I don't have any — as much failures as I would have expected to have. And when given the question, what's your biggest failure? I think my answer would be not taking enough risks to experience true failure. I feel like I've always been so afraid of facing someone saying no or facing failures that I tend to kind of stay in my comfort zone and stand behind. Stand behind the yellow caution tape and not let myself explore the world or explore new challenges, new experiences because I'm afraid of someone saying no to me. I feel like that's a constant battle that I'm always trying to combat. And I feel like that's always going to be something that's going to be present throughout the whole of my entire life. And even taking this course was me kind of stepping out of my comfort zone and letting myself learn with other people and letting myself kind of expose myself and talk about my feelings like I am right now. So I feel like every day I'm trying to expand the barriers of my comfort zone, and I'd like to experience a lot more failures than I am right now."
RUBRIC-ALIGNED SCORES3 / 8 DETECTED
How It Works · Student Voice

A Different Voice. A Different Life Behind The Answer.

Prompt · What growth area do you want to improve upon the most?
"An Area In My Life That I Have Improved On…"
Transcript · verbatim
"Me. Okay, I hope you guys can hear me. But I would say that an area in my life that I have improved on and want to continue to improve would be my mindset. Okay. A few years ago when I was in middle school, like four years ago, I was in eigth grade and my mindset was very, oh, if I don't do it like this, then I'm going to be this and I'm going to be a failure and I'm not going to be able to succeed. Right? But I feel like now that I'm older and I've grown into myself more and have become more confident in myself and my decision, I feel that I can see what I have done as progress, not as something that isn't good enough. I see it as something that is good, is progress. I made it this far, but what else can I do? Development. Me. Being able to think like that and having that mindset allows me to create goals that I want to accomplish for myself. And it also allows me to base sickly acknowledge things that I have been through and accept them and not on the past. Being able to move on instead of worrying about it has really—"
RUBRIC-ALIGNED SCORES3 / 8 DETECTED
One Engine · Four Applications

The Same Authentic Voice. Four K-12 Applications.

Different leaders control different funding streams. Pick the application that matches yours. Every path starts with the same student voice, and ends in the data your role needs.

Path
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