The Title II Higher Education Amendment (HEA) Partnership Grants Program provides grants to fund partnerships among colleges of education, schools of arts and sciences and local school districts in high-need areas. The goal of the program is to improve student achievement by increasing the quality of teachers. This evaluation examined the extent to which the Partnership Program has improved teacher quality and centered on three topics: (1) Characteristics of high-quality preservice teacher preparation and changes to the content and structure of the preservice teacher preparation program over the grant period; (2) Contributions of Partnership grants to schools and school districts, and the roles of schools and districts in preservice teacher preparation; (3) The association between collaborative activities among partner institutions of higher education and schools and student achievement outcomes; (4) Organizational changes and relationships among partners within a grant; and (5) Efforts to Institutionalize Partnerships. Data were collected during the years 2001-2003, addressing the first 2 years of Partnership grantee activities, using eight data sources to examine the evaluation topics. Quantitative data (student achievement, survey, IAR, and APR) were analyzed using SAS and SPSS statistical software packages; qualitative data (some short-response items and most extended-response items) were coded and content analyzed either by hand in cases where there were very few respondents (e.g., in the exploratory site visit interviews) or with the software package QSR NUD*IST. The findings indicate that the Professional Development School approach is the most prevalent model selected by the Partnerships to build a high-quality teacher preparation program; that Partnerships are influencing the way cooperating teachers from school districts are selected, trained and recognized; that the student achievement scores reported for Title II school partners and non-Title II schools show that student performance in mathematics and reading in both groups of schools is very similar; that the requirement of creating an advisory board has facilitated new alignments among institutions, business and nonbusiness partners and schools; and that many Partnership activities are likely to continue after the grant ends Includes 7 appendices and 30 exhibits.