School classroom evaluation methods using student achievement results are currently a significant topic of investigation in the educational accountability arena. The objective of this study was to identify effective and ineffective elementary school classrooms based on student and teacher characteristics. In this conceptualization, teacher's effectiveness in reading and mathematics was associated with exceptional measured performance above or below that which would be expected from students across the district. The analyses were conducted on 416 third grade classrooms (year 1) and 391 third grade classrooms (year 2) from 87 elementary schools in the Jefferson County Public Schools in Louisville, Kentucky. In all there were 276 teachers in each year and 6,692 students the first year and 6,522 the second year. The findings of the multiple regressions indicate that previous test score was the strongest predictor of student achievement. Student characteristics and teacher characteristics also significantly contributed to the explained variance of the regression model, yet not at the same magnitude as previous test scores. Future research efforts include the study of best practices of high performing teachers identified by the findings of the residual analysis. (Contains 3 tables and 50 references.) (Author/SLD)