The purpose of this study is to explore the correlation between state-recorded value- added (VA) scores and academic optimism (AO) scores, which measure teacher self-efficacy, trust, and academic emphasis. The sample for this study is 87 third through eighth grade Reading teachers, from fifty-five schools, in an urban school district in Ohio who have VA scores. Teachers were given an AO survey to find out through quantitative methods what relationship exists, if any, between value-added and academic optimism scores. The findings of this study is that no correlation was found between AO and VA. However, by exploring other confounding variables, other concepts were confirmed. The question driving this research may promote discussion about what teacher characteristics are actually effective and desirable and whether a district would like their teachers to duplicate them or not. [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.]