The following study investigated the relationship between teacher effectiveness, as defined by the teacher's proficiency score on Domain VIII of the Texas Professional Development and Appraisal System (PDAS), and student achievement on the fourth- and fifth-grade Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics tests. This study used quantitative correlational research with data gathered from two intermediate campuses, with only fourth- and fifth-grade students, during the 2007-2008 and 2008-2009 school years. Each hypothesis was tested using two regression models whereby teacher effectiveness was the independent variable and student performance was the dependent variable. The results indicate that there is not a positive relationship between a teacher's effectiveness, as assessed by PDAS, and student performance, as assessed by TAKS. [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.]