To improve education in the United States, the primary goals of federal education law focus on improving teacher training and quality , for example, the Higher Education Opportunity Act (Cohen-vogel, 2005). The teacher preparation program is one of the policy instruments to achieve the goals. Unlike traditional preparation programs and alternative teacher preparation programs, Urban Teacher Residency (UTR) is an innovative preparation program improving teacher quality in which a mentor will be assigned to work with the novice teacher for one year. UTRs differ from other programs mainly in three aspects: recruitment, preparation and continuous integration. First established in 2002, UTRs grew in popularity and grew to 13 network programs by 2013 with $143 million in federal financial support (Boston Teacher Residency Project Narrative, 2010). Although UTRs are receiving increasing attention, very few evaluations of this program can provide substantial evidence to see whether UTRs can improve student outcomes. The article “Does a Teacher Residency in an Urban Area Increase Student Achievement?” Early Evidence From Boston,” provides the first independent evaluation to assess the impact of any of the UTR programs on student academic performance. Policy makers and practitioners can evaluate possible policy options for program financing and guide their decision-making process based on these evaluation results. To ensure that findings accurately reflect the actual impact of the program, it is also essential to examine the validity and credibility of the evaluation results. In this article, I will present a review of an impact evaluation for the Boston Teacher Residency (BTR), one of the longest-running UTR programs...... middle of article...... tification and mastery as what teachers in traditional preparation programs do. Additionally, BTR provides new teachers with ongoing coaching and networking seminars to help them find a teaching position after candidates graduate (Papay, West, Fullerton, & Kane, 2012). In summary, the distinctive aspects and structures of the BTR program contribute to possible program effect factors. Therefore, relevant outcomes of the BTR program include the recruitment of more teachers in hard-to-recruit subjects, better teacher preparation and training, and a higher retention rate. From a stakeholder perspective, these three expected program outcomes perfectly reflect the key elements of the BTR program's mission: “recruit, prepare, and retain excellent teachers” (Solomon, 2009). The expected effects of the program can also be illustrated using theories of program impact, as shown in the figure 1.