Standardized assessment is the government measurement of academic success in Texas. Currently, students in Grades 3-11 participate in the State of Texas Assessments of Academic Readiness (STAAR) as a measure of their comprehension of the state standards. In high school, students are required to pass the high school STAAR End of Course test in order to graduate. The emphasis placed on these tests creates accountability for students and those responsible for their academic success. The impact of the standardized testing on teachers and students is a much-studied topic along with the many factors that have been correlated with student success in schools. The current study evaluated whether there was a correlation between the psychological engagement levels of teachers as measured by the Utrecht Work Engagement Scale (UWES) and their students' academic performance as measured by the STAAR. Teachers' overall psychological engagement levels as well as the characteristics that make up the overall psychological engagement were measured. The UWES measures not only the overall engagement score, but vigor, absorption, and dedication are measured independently within the overall score in the survey. The researcher evaluated these characteristics separately to seek a significant correlation between a characteristic and student performance. The STAAR is provided for students in Grades 3-11 in the state of Texas and multiple subjects' limitations were placed on scope. Teachers work in collaborative environments. The pool of students and teachers was limited by grade level and subject due to the collaborative nature of the field. Teachers in elementary Grades 3-5 have the most direct impact on the academic performance due to the nature of the way that teaching assignments were made in the research setting. Since math and reading are taught in consecutive years, these measures provided an opportunity for the research to take place in an environment that provided consistency and continuity for the student and teacher population. Using a Spearman rank order correlation, the researcher found no statistically significant correlation between teacher engagement and student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]