The use of pupil growth measures to evaluate the competency of preservice teacher trainees is advocated by many proponents of competency-based teacher education. This paper (1) raises pro and con arguments for the use of pupil growth measures to evaluate preservice teachers, (2) suggests practical applications for the use of various types of pupil growth measures to evaluate teacher trainees, and (3) suggests ways in which these pupil growth measures can be developed and measured. (Author)