In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher evaluation score than just satisfactory/unsatisfactory, which includes student performance measures in the evaluation score. This quantitative causal comparative study assessed if and what extent there are differences in students' scores on the LAL and math NJ ASK tests pre- and post-implementation of the Marzano Causal Teacher evaluation system. The theoretical framework for the study is Shewhart's Total Quality Management and Deming's plan-do-study-act improvement cycle. The study was conducted on archival data from a sample of students in grade 5 for 2013 and 2014 students in a New Jersey public school that adopted the Marzano Causal Teacher evaluation system. The research questions asked if there were differences in NJ ASK LAL and math scores pre- and post-implementation of the evaluation system. The study found no statistically significant difference in mean test scores on the NJ ASK LAL, M = 1.73, 95% CI [3.37 to 6.83], t (326.256) = 0.668, p = 0.505. The study found statistically significant difference in mean test scores on the NJ ASK math, U = 11812, z = -0.024, p = 0.043. The findings are not conclusive regarding student performance. Further research is suggested using a longer period of time. [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.]