The National Academy of Education (NAEd) undertook this consensus report on the evaluation and improvement of teacher preparation programs (TPPs). Specifically, this consensus report aims to (1) identify and disseminate best practices for evaluating and improving TPPs to promote teacher effectiveness and student achievement; (2) provide recommendations for the development of new models for evaluating and improving TPPs; (3) develop consistent evaluation strategies for TPPs, taking into consideration varied foci and settings; and (4) improve awareness, accessibility, and utilization of the research and recommendations assembled in this report by key stakeholders. This peer-reviewed consensus report builds on the 2013 NAEd report "Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options," which took initial steps toward providing stakeholders with an assortment of tools and methods for evaluating TPPs (Feuer et al., 2013). The 2013 NAEd report proposed three purposes for TPP evaluation: (1) supporting program improvement; (2) holding TPPs accountable; and (3) providing consumer information to prospective students of the TPP and their future employers. The 2013 report argues that any evaluation system must identify a primary purpose, acknowledging that other purposes may be worthwhile, but should be secondary. In addition to outlining evaluation purposes, the 2013 report proposed seven core principles of TPP evaluation that remain salient for this report and discussed the entities responsible for conducting TPP evaluations: (1) the federal government; (2) national non-governmental accrediting bodies; (3) state governments; (4) media outlets and other independent organizations; and (5) TPPs themselves. The 2013 report also identified common input and output measures used by these entities and weighed the strengths and limitations of each measure. This consensus report uses and updates the information from the 2013 report as a starting point for its recommendations. This consensus report operated under the auspices of an interdisciplinary steering committee of scholars, researchers, and practitioners in teacher education, the Committee on Evaluating and Improving Teacher Preparation Programs. The steering committee commissioned a series of eight papers to inform its deliberations on key aspects of high-quality teacher preparation and evaluation methods that also support continuous improvement of the TPPs themselves. Based on the commissioned paper series and an extensive review of the relevant literature, this report documents the consensus of the steering committee on the information provided as critical background (Chapters 1-8) to support its evidence-based recommendations (Chapter 9). This report provides recommendations not only on TPP evaluations and improvements but also on systemic changes required to improve teacher education as a profession. The committee intends this report to inform a range of stakeholders, including state and federal agencies, TPPs, practitioners, researchers, communities, and philanthropies.