This addendum addresses questions of interest to state education policy makers, also elaborating on questions posed in the original work. Issues examined include: the extent to which subject knowledge contributes to teacher effectiveness; the extent to which knowledge of pedagogical theory, learning theory, or child development contribute significantly to teacher effectiveness; the extent to which high-quality, field-based experience prior to certification significantly contributes to teacher effectiveness; whether the accreditation of teacher preparation programs contributes significantly to the likelihood that graduates will be effective and remain in the classroom; and whether there are alternate route programs that graduate high percentages of effective teachers. It also offers summary statements on such issues as: new teacher characteristics that contribute to teacher effectiveness; the impact of 5-year versus 4-year teacher education programs on teacher effectiveness and retention; whether requiring state certification for new teachers contributes significantly to teacher effectiveness; and whether institutional warranties for new teachers contribute to the likelihood of graduates being effective teachers. Two appendixes present summaries of research not included in the addendum and nominated literature not included in the review. (SM)