This paper reports on a follow-up study of teacher education program graduates that was conducted by a consortium of 11 universities to gain evidence of their students' performance, to determine the effectiveness of their programs, and to compare graduates of 4-year and 5-year teacher education programs. Two instruments were developed and distributed. The first, a survey, was completed by 1,390 graduates and included entry and retention data, self-reports of attitude toward teaching, preferred methods of teaching, and leadership behaviors; the second, a teacher effectiveness survey, provided principals' (N=481) evaluations of teaching performance. Results include: (1) graduates of extended programs enter teaching at significantly higher rates and show higher rates of retention than do graduates of 4-year programs; (2) great program variation exists among institutions; (3) there are outstanding programs of many types in teacher education; (4) certain institutions produce graduates who stand out in certain outcome areas; and (4) institutions can learn from each other how better to prepare teachers. (Contains 15 references.) (LL)