Educators, economists, and sociologists have long discussed how best to measure the value of education in society. Since the Coleman Report was published in 1966, indicating that America's students were falling behind, there has been increased scrutiny on ensuring teachers are effective in the classroom and that students are learning and growing academically. In response, the federal government has worked to ensure teachers are effective, passing acts aimed at ensuring students are learning. Many of those acts (National Assessment for Educational Framework (NAEP), No Child Left Behind (NCLB), Race to the Top (RTTT), Every Student Succeeds Act (ESSA)) have focused on improving student growth by improving the teacher evaluation system. However, measuring teacher performance, and the impact of that performance on student academic achievement growth remains a difficult task. The aim of this quantitative study is to examine the effectiveness of a teacher evaluation system in a midsized Midwestern district in predicting the academic achievement growth of students in those teacher's classes. Fifty-three middle school math teacher evaluations and fifty-six middle school English teacher evaluation ratings during the 2018-2019 school year were gathered using the midsized Midwestern district's teacher evaluation rubric model (RM). Student academic achievement growth from the 2018-2019 school year was then measured by evaluating student fall to spring growth scores on the Measures of Academic Progress (MAP) test. Binomial logistic regression was conducted to determine if the hypothesized model would fit the data. The model did not fit the data well, indicating a weak negative association between teacher overall evaluation score and student academic achievement growth in English and a weak positive association between overall teacher evaluation score and student academic achievement growth in math. Additional binomial logistic regression models investigated the relationship between domain scores and student academic achievement growth. Based on the findings, recommendations for further research to be conducted has been included. Research around the value of including value-added measures in the teacher evaluation models, training evaluators in evaluation methods, and an investigation into other effective evaluation methods may be considered to increase the impact of teacher evaluation. [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.]