In this report, the National Council on Teacher Quality evaluates key features of 67 undergraduate institutions elementary, secondary and special education teacher preparation in the state of Texas. The authors apply 25 standards that bear directly on the capacity of those programs to attract talented individuals and prepare them to teach effectively. In the course of their two year study of 67 education schools in Texas, they learned much about the policies at these institutions, as well as how those policies play out in practice, particularly in the coursework requirements that indicate whether a teacher has been adequately prepared. Their findings, which now fill a 500-page report, can be mercifully condensed into five general observations, relevant not only to the institutions in the study but for Texas policymakers as well. These observations are: (1) The most consistent feature of teacher education in Texas is a lack of consistency; (2) Regulation and monitoring of education schools come up short; (3) At all levels, in spite of relatively strong regulatory policy, the content preparation of Texas teachers is inadequate; (4) Institutions patronize their own students, placing a high value on "edu-tainment" at the expense of rigor and intellectual engagement; and (5) An inattention to output data suggests too little reflection on program improvement. (Contains 17 endnotes.) [For the full report, see ED509439.]