Teacher effectiveness and evaluation using student growth measures is a popular reform strategy in education. Teachers can make a difference in student academic growth, but a question that begs an answer is how to go about measuring this impact. This study examines models of teacher effectiveness and the development of hierarchical linear models (HLM) using fourth grade end-of-year state accountability reading test scores as the outcome variable. An extensive review of literature was conducted to assess the use of HLM in educational settings, particularly as related to teacher effectiveness analyses. Although multiple student variables were explored, previous reading test scores was the most significant student-level variable while teachers' years of experience was used as a classroom-level variable. This model produced a classroom effectiveness index that was notably consistent across three years of data for the same teachers. Implications for policy, practice, and research are discussed. (Contains 12 tables and 2 endnotes.)