Teacher training programs are increasingly being held under the microscope. Perhaps the most notable of recent calls to reform was the 2009 declaration by U.S. Education Secretary Arne Duncan that "by almost any standard, many if not most of the nation's 1,450 schools, colleges, and departments of education are doing a mediocre job of preparing teachers for the realities of the 21st century classroom." Duncan's indictment comes despite the fact that these programs require state approval and, often, professional accreditation. The problem is that the scrutiny generally takes the form of input measures, such as minimal requirements for the length of student teaching and assessments of a program's curriculum. Now the clear shift is toward measuring outcomes. Much of the existing research on teacher preparation has focused on comparing teachers who enter the profession through different routes--traditional versus alternative certification--but more recently, researchers have turned their attention to assessing individual teacher preparation providers (TPPs). And in doing so, researchers face many of the same statistical challenges that arise when value-added is used to evaluate individual teachers. This document discusses what value-added methods can and cannot say about the quality of TPPs and details what is known about value-added assessments of TPPs.