One of the core priorities of the Massachusetts Board of Elementary and Secondary Education (BESE), articulated in its most recent strategic plan, focuses on educator capacity. In 2012, BESE passed new program approval standards for educator preparation programs across the state. The standards ushered in new expectations for the 80 sponsoring organizations (SOs)--institutions of higher education, nonprofit organizations, and districts--that prepare educators in the state, including a new emphasis on program outcomes. The new standards also pushed harder for the Department of Elementary and Secondary Education (ESE) to hold the preparation programs accountable for deep, robust partnerships with K-12 schools and districts. ESE's task is critical. The inclusion of educator effectiveness as one of the board and ESE's core priorities reflects two imperatives: a moral imperative to ensure that all children in Massachusetts--especially students who need good teachers the most--have access to effective teachers and leaders, and the driving belief that teacher preparation programs can and should prepare teachers to be effective on day one. This article addresses the following areas in relation to the implementation of the new standards: needs assessment guidelines; demonstrating need; providing evidence that the SOs will be able to meet demand; and the outcomes of the implementation of the new standards.