Voice Intelligence
To Quantify
Durable Skills
Assessment infrastructure your district can act on.
Vetted By The Institutions That Set The Bar.
ETS — the world's largest educational assessment organization — invested in Impacter Pathway.
ETS Capital expanded its portfolio with an investment in Impacter Pathway. The people behind the TOEFL and PRAXIS put their name on ours.
Chosen to design the State of California's Behavioral Health Performance Management System.
Awarded by the California Behavioral Health Commission — durable-skill measurement operating at state scale, with public accountability.
What Matters Most Goes Unmeasured.
Durable skills are 2× more predictive of adult outcomes than cognitive metrics. Yet every tool the field has built to measure them has been incomplete — until authentic voice.
Eight Durable Skills.
Identified By Harvard.
Predictive Of Success.
From Harvard's Making Caring Common project — Dr. Richard Weissbourd and his team identified these eight skills as the strongest predictors of success in college, career, and relationships. Every student already carries evidence of them.
Surveys Miss It. Voice Reveals It.
A Likert scale compresses a student's entire motivational architecture into a single number. Authentic voice preserves the human signals that make that motivation real — and actionable.
Q1. I am motivated to succeed in school.
Q2. I feel connected to people at my school.
Q3. I have access to support when I need it.
"So I moved here to Lead Elementary. And I'm glad that I moved here because the school has given me the possibility to learn, not get bullied, and just feel myself and express myself from everything I've learned. And I am happy here. And I love the support that I get from here instead of that old school I used to go to. I wish that all students can just get a chance to meet new teachers, have a nicer community, and just have friends, cause I used to never have friends."
Durable Skills Leave A Fingerprint In How Students Speak.
Our machine learning models don't look for the right answer. They look for the linguistic patterns that correlate with each skill — patterns no one can fake, scored against rubrics.
Every Path Starts With The Same Two Minutes.
This is how we prompt a student: a short film, then one open question — no answer choices, no right answer. Students respond in their own words, by voice or video, in the language they think in.
How would you like to answer?
Students can practice before sending
Please make sure you've given your browser permission to access your microphone.
Answering out loud, in the language they think in.
Next: scored against the rubric, in the student's own words.
Two Students. Two Authentic Responses.
"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."
A Different Voice. A Different Life Behind The Answer.
"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—"
The Same Authentic Voice. Five Funded Use Cases.
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.