This paper summarizes the findings of a 2003 report, on effective strategies for educating and training U.S. teachers. The full report details the findings and policy implications, offering summaries of all 92 research studies reviewed, discussing the use of research in policy decisions, and making recommendations for improving teacher preparation research specifically and education research in general. The report examined: (1) the extent to which subject knowledge contributes to teacher effectiveness; (2) the extent to which pedagogical coursework contributes to teacher effectiveness; (3) the extent to which high quality field experience prior to certification contributes to teacher effectiveness; (4) alternative route programs that graduate high percentages of effective new teachers with average or above average rates of teacher retention; (5) teacher preparation strategies that are likely to increase new teacher effectiveness in hard-to-staff and low-performing schools; (6) whether setting more stringent teacher preparation program entrance requirements, or conducting more selective screening program candidates, can ensure that prospective teachers will be more effective; (7) whether accreditation of teacher preparation programs contributes significantly to the likelihood that graduates will be effective and remain in the classroom; and (8) whether institutional warranties for new teachers contribute to the likelihood that recent graduates will be effective. (SM)