Analyses were conducted replicating pilot work examining the feasibility of using the Louisiana's educational assessment data in concert with the Louisiana Educational Assessment Data System (LEADS) database and other associated databases to assess teacher preparation programs. The degree of matching across years and the degree of matching between the LEADS data and the achievement data suggest that this approach is viable. Although there were some differences, the models were strikingly similar across years. The reliability of individual level estimates of teacher efficacy across 12 months, different student groups, and different test forms were promising. As the number of years of achievement data increased, the contribution of demographic factors rapidly decreased to low levels. Some statistically significant differences were obtained between new teacher groups and experienced certified teachers for student outcomes after controlling for prior achievement, demographic variables, and classroom context variables. Although the results of the current work are promising, a number of issues remain to be resolved in future work. First, an "a priori" model for assessing teacher preparation programs would be desirable for ongoing standardized assessment of teacher preparation programs. Second, structures for integrating student data across multiple courses across years need to be examined. Third, investigation into the extent that students' assignment to teachers changes during the course of a year within schools is needed to address a potential confound. Fourth, all of the data examined herein were based upon relative comparisons within the State. An assessment program to which can link State data to national benchmarks would be particularly useful. Finally, if a statewide assessment system similar to this pilot were to be adopted, the practical considerations for data management, data analysis, and communication to stakeholders would be substantial. Most importantly, resolving how to act on the assessment results would be the most crucial issue in determining the utility of the assessment program. (Contains 9 tables.) [The work presented in this document was supported in part by an award from the Louisiana Board of Regents through the Center for Innovative Teaching and Learning (CITAL). Cover title varies. This report represents the author's Year Two (2004-05) technical report on the "Value-Added Teacher Preparation Program Assessment Model." For the author's Year One (2003-04) technical report on the Model, see ED492992.]