Policymakers often complain that teacher education programs do not have to answer for the quality of their graduates. Over the past five years, as a result of new accreditation rules, hundreds of those institutions have been quietly revamping how they collect and use data about their students. This article reports on the use of performance standards by education schools to improve graduates. The standards, which were phased in by the Washington-based National Council for Accreditation of Teacher Education starting in 2001, require education schools to provide evidence that their graduates can successfully teach. Institutions seeking accreditation must assess their students' performance regularly and use the results to refine and improve their programs.