It is well documented that teachers can have profound effects on student outcomes. Empirical estimates find that a one standard deviation increase in teacher quality raises student test achievement by 10 to 25 percent of a standard deviation. More recent evidence shows that the effectiveness of teachers can affect long-term student outcomes, such as college-going behavior and labor earnings (Chamberlain, 2013; Chetty, Friedman, & Rockoff, forthcoming; Jackson, 2012; Koedel, 2008). There exists far less research or policy focus on the choices school systems make in the teacher hiring process, and what tools or policies may aid the process. In this study the authors analyze the relationship between two teacher selection rubrics that are used during the teacher hiring process in Spokane Public Schools (SPS) (Washington) from 2009-2012. During this time, 2,669 individuals applied to 521 classroom teaching positions for which at least one teacher was screened. Results of the study showed that screening scores are valid predictors of student achievement and attrition, although not absences, in Spokane. Teacher hiring processes in general could be improved by similar screening processes, although it does not necessarily follow that these results can be generalized beyond Spokane, a district that is often seen as a desirable place to work in Eastern Washington. Spokane may not face the same hiring problems as other districts. However, these results are consistent with the wider literature on screening at the hiring stage in other industries. Five tables are appended.