"Race to the Top"(RTT) asks that states "design and implement rigorous, transparent, and fair evaluation systems for teachers and principals that differentiate effectiveness using multiple rating categories that take into account data on student growth…as a significant factor." In its definition of student growth, RTT makes the distinction between "tested grades and subjects" and "non-tested grades and subjects." Tested grades and subjects afford relatively large and robust data sets that can be used to measure changes in students' academic achievement. For teachers who teach grades and subjects that do not require a test under ESEA, other measures would need to be used or developed. This raised the question: What options do state education agencies (SEAs) and/or local education agencies (LEAs) have when taking into account student growth in non-tested grades and subjects as part of a rigorous, transparent, and fair system for evaluating teachers and principals? This documents presents three general approaches that emerged in response to the challenge, though additional approaches are under investigation. SEAs and LEAs are alerted that these approaches are not mutually exclusive and it is likely that states and districts may want to use a variety of approaches to measuring student growth depending on the assessments available, the cost and benefits of each approach, and the contextual needs within the state. This documents describes the three approaches and offers different advantages to SEAs and LEAs for incorporation into teacher and principal evaluation systems. The document includes a glossary and a list of leading sources of information.