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With teacher quality repeatedly cited as the most important “schooling” factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents research examining the variation between and impact that individual teacher training institutions in Washington state have on the effectiveness of teachers they train. Using administrative data linking teachers’ initial endorsements to student achievement on state reading and math tests, we find the majority of teacher training programs produce teachers who are no more or less effective than teachers who trained out-of-state. However, we do find a number of cases where there are statistically significant differences between estimates of training program effects for teachers who were credentialed at various in-state programs. These findings are robust to a variety of different model specifications. Appended are: (1) Mean Teacher Characteristics of Teachers from Different Training Institutions; (2) Mean Student Characteristics of Teachers from Different Training Institutions; (3) Student-to-Teacher Matching by Subject, Grade and Year; and (4) Number of Teachers with WEST-B Scores by Initial Certificate Granting Program. (Contains 10 tables, 2 figures and 71 footnotes.)