The First-Year Teacher’s Principal Survey (FYTS and FYTPS Description and Data) provides evidence that completers “effectively apply the professional knowledge, skills, and dispositions” for which the EPP’s programs were designed. Based upon their observations, principals of first-year teachers are asked to evaluate the teacher’s preparation to achieve certain tasks in the classroom. On a 4-point scale, EPP completers have earned mean scores of 3.24, 3.23, and 3.20 in 2017, 2016, and 2015, respectively. Over the same period, the relevant administrators have rated EPP completers higher than principals, statewide, have rated their own first-year teachers. Over the three-year period, EPP completers earned a higher rating than their statewide peers on 35 of 39 items, with classroom management being the area, generally, with the widest difference. Employers are clearly observing evidence of positive professional behavior from EPP completers.