Public concern for the effectiveness of teacher preparation programs has sparked renewed interest in the attributes of evaluation systems used to gauge their quality. There are many such systems currently in place, with different purposes and consequences, and a growing need to clarify their advantages and drawbacks as the basis for developing new and innovative approaches. That need is the principal impetus for this report, which addresses a number of questions: What are the relative strengths, limitations, and consequences of existing approaches to evaluating teacher preparation programs? How well do evaluation methods align with multiple intended uses of their results? What principles should guide the design, implementation, and interpretation of evaluation systems?